Creative class

The quote from "The Rise of the Creative city: Culture and Creativity in Copenhagen" Darrin Bayliss, 2006)

It is lifestyle rather then occupation though that seems to distinguish Creative Class. As Baris (2003) notes, this is a "group of people whose creativity permeates every aspect of their lives, who thrive on diversity and change, who collect experiments rather then posessions, and for whom the ability to express individuality and find an outlet for creativity is more important than any material gain".

Factors that attract and retain the Creative Class appears to offer a remarkably simple formula for economic development, which reflects their lifestyle choices and revolves around the three T's - technology, talent, and tolerance. Firstly, talent is attracted to tolerant and open regions where people "from any background, race, ethnicity, gender, or sexual orientation can easily plug in" (Florida, 2002c, p.750). Bohemian cities, for instance, are viewed as open and attractive to talented and creative individuals, "including those who are likely to establish high-technology firms and work in high-technology industries" (Florida, 2002a, p.56). Secondly, "the creative class want to have interesting and challenging activities available to them. ... They want to live in a place that has a good buzz" (Florida, 2002b, p.283). Highly educated, talented, high human capital individuals, especially younger employees and those in knowledge industry labour markets "ixhibit a strong preference for cultural amenities" and "are drawn to places with vibrant music scenes, street-level culture, active nightlife, and other signifiers of being 'cool'"(Florida, 2002c, pp.749-750). Rather than shopping malls and sports stadia, the Creative Class seeks out authentic, historic districts; "street level innovation comes out of these 'marginal' neighborhoods, making them vital to nurturing a healthy Creative Class" (Baris,2003)

Education and university

Interesting quote from
'Public Value of the Humanities' Bloomsbury Publishing.

The article argues the need and importance of humanities taught in universities. Sometimes, when money is an issue, humanities are one of the first departments to feel the financial pressure and significant cuts in financing. This article helps to see a bigger picture and opens our eyes towards humanitarian subject that hopefully will make others realize its importance in societal and global context.

p.21
"The idea of the university was promised upon a god: the university was a 'place of teaching universal knowledge' (Newman 1852:v)

p.22
University was to provide:
-Training in the art of argument
-The platonic university is a place where young people learn to think. Their starting point must be the art of thinking disinterestedly, not instrumentally.

p.26
Work in the humanities includes what Matthew Arnold called 'disinterested endeavour to learn and propagate the best that has been known and thought in the world'. Are we to deprive future generations of that learning and propagation? But the humanities do not end there. They include understanding ourselves and other peoples through the language, literature, art, music history, religion, philosophy, sense of identity, politics, desires, fears and ambitions, all of which animate ourselves and others, whether these are the best or not. We are asked whether this understanding is a public good, deserving public support, or merely a private hobby. The answer is that if you believe knowledge is too expensive, try ignorance. The human world is one in which we move and act, just as much as the natural world, which is the object of science. Misunderstanding either is the road to catastrophe; understanding each of them is our only salvation".