Creativity and runaway learning

Thornton, Chris (2002) Creativity and runaway learning. In: Dartnall, Tony (ed.) Creativity, Cognition and Knowledge: An Interaction. Praeger, pp. 239-250. ISBN 9780275976811

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Abstract

The key idea to be worked out is that our ability to be creative rests partly on our ability to *learn*. I will argue that certain creatve processes (although certainly not all) may be viewed as learning processes running `out of control.' The notion of a connection between learning and creativity is nothing new, of course. Many authors have identified close relationships between creativity, abduction and analogy, See for example (Koestler 1964), (Schaffer Making Up Discovery, 1994), (Langley et al. The Search, 1986) and (Humel and Holyoak, this volume). But this paper will try to put some new flesh on the relationship by showing that a particular type of creativity may be understood in terms of a particular type of learning. The aim will be to show that what one might term intellectual or scientific creativity is naturally viewed as a form of empirical learning extended beyond the normal boundaries of objectivity. As mentioned, the argument will be based, not on any empirical model but rather on a logical analysis of the learning task. The reliability of the conclusions drawn will thus be primarily a function of their analytical coherence.

Item Type: Book Section
Schools and Departments: School of Engineering and Informatics > Informatics
Depositing User: Chris Thornton
Date Deposited: 06 Feb 2012 20:42
Last Modified: 13 Jun 2012 13:45
URI: http://sro.sussex.ac.uk/id/eprint/27550
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