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".

Art in theory

And so I began my art classes and I must say, they are the best classes I have been enrolled onto in a long time (at University of Oslo). We have best lecturers here with their philosophy and their thoughts that I can definitely relate to. Through art, we are given a possibility to get a better perspective on this world' events, and life in general. How does art relate to the sociatal structure of our world, even to political events perhaps. I can greatly appreciate it especially, taken all my previous experiences with people who had more materialistic view of art. I do not deny that art can be also materialistic and practical.

But I am more interested in its cultural aspect, how it unites people, ideas, how it can change our perspective on things, and, most importantly, the power of it, how it helped and helps to shape and change history. And these are topics that are being discussed!

Couple of further posts will be extracts from my current readings, and notes from lectures and seminars, so stay tuned if you are interested in the topic!

Art in Theory

Habermas, Jürgen: “Modernity” - An Incomplete Project” (1980) in Art in Theory 1900-1990 An Anthology of Changing Ideas, Ed. Charles Harrison & Paul Wood, Blackwell Publishers 1992, pp. 1000-1008

p.1004

Max Weber characterized cultural modernity as the separation of the substantive reason expressed in religion and metaphysics into three autonomous spheres. They are: science, morality, and art. These came to be differentiated because the unified world-views of religion and metaphysics fell apart. Since the 18C, the problems inherited from these older world-views could be arranged so as to fall under specific aspects of validity: truth, normative rightness, authenticity and beauty. They could be handled as questions of knowledge, or of justice and morality, or of taste. They could then be handled as questions of knowledge, or of justice and morality, or of taste. Scientific discourse, theories of morality, jurisprudence, and the production and criticism of art could in turn be institutionalised. [...]

Enlightenment thinkers of the cast of mind of Condorcet still had the extravagant expectation that the arts and sciences would promote not only the control of natural forces but also understanding of the world and of the self, moral progress, the justice of institutions and even the happiness of human beings. The 20C has shattered this optimism. The differentiation of science, morality and art has come to mean the autonomy of the segments treated by the specialist and their separation from the hermeneutics of everyday communication. This  splitting off is the problem that has given rise to efforts to 'negate' the culture of expertise. But the problem won't go away: should we try to hold on to the intentions of the Enlightenment, feeble as they may be, or should we declare the entire project of modernity a lost cause? I now want to return to the problem of artistic culture [...]  

The importance of going abroad to study/work

The students who travel abroad to learn a new language and new culture, this deprivation and/or alteration of the self comes as with the shock of using the second language. The learner’s self becomes trapped behind the communication barrier that results, and only an altered picture of the self, one filtered through this new, incomplete language, is projected by the learner. Moreover, the cultural frame of the new environment causes the presented self to be reinterpreted through yet another filter of meaning. Learners become disadvantaged in their ability to assimilate new information, develop their social networks and present their self, when their own frame of reference becomes marginalized by the prominent frame of the new culture.

From Pellegrino Aveni, V (2005) Study Abroad and Second language Use Cambridge: Cambridge University Press, pp 9-16

In Intercultural Communication: Identity by Holliday A, Hyde M and Kullman J, p.121

Notes on Art Education

Cultural Sustainability, cultural engagement and visual culture plays a big role in development of values and the transferring of belief systems.

Visual art making acknowledges previous learning, personal meaning making, the real world and audience. It presents a platform for critical self reflection and a space to facilitate the ongoing mediation of society, cultural values and citizenship.

It would have been interesting to explore how art making affirms our consciousness about the world and self through creative engagement and communicative knowing. How can we develop students’ capacities to engage creatively with learning in environments that provide opportunities for thoughtful participatory understanding about self as a citizen of the world, or as a citizen of the world, or as a member of none’s national or local community. It is identifying and reflecting that an understanding of one’s world is dependant on knowing how contemporary society communicates its values and beliefs informed by economic, environmental, cultural and political forces. In a world dominated by the triumpth of the image, multi-modal practices and visual culture (Duncum, 2003), being visually literate is fundamental, and having the skills to creatively engage with communicative knowing within the dominant discourse is essential to the active construction of an individual’s values, beliefs and identities.

Source: Creative Engagements with Visual Culture, Communicative Knowing, Citizenship and ContemporaryVisual Art Education 
Kathryn Grushka, University of Newcastle

Three Dilemmas of Virtue

[...] Each of the three older Pendawas are commonly held to display a different sort of emotional-moral dilemma, centering one or another of the central Javanese virtues. Yudistira, the eldest, is too compassionate. He is unable to rule his country effectively because when asks him for his land, his wealth, his food, he simply gives it out of pity, leaving himself powerless, poor, or starving. His enemies continually take advantage of his mercifulness to deceive him and escape his justice.

Bima, on the other hand, is single-minded, steadfast. Once he forms and intention, he follows it out straight to its conclusion; he doesn’t look aside, doesn’t turn off or idle along the way – “he goes north”. As a result, he is often rash, and blunders into difficulties he could as well have avoided.

Arjuna, the third brother, is perfectly just. His goodness comes from the fact that he opposes evil, that he shelters people from injustice, that he is coolly courageous in fighting for the right. But he lacks a sense of mercy, of sympathy for wrong-doers. He applies a divine moral code to human activity, and so he is often cold, cruel, or brutal in the name of justice.

The resolution of these three dilemmas of virtue is the same: mystical insight. With a genuine comprehension of the realities of the human situation, a true perception of the ultimate rasa, comes the ability to combine Yudistira’s compassion, Bima’s will to action, and Arjuna’s sense of justice into a truly moral outlook, an outlook which brings an emotional detachment and an inner peace in the midst of the world of flux, yet permits and demands a struggle for order and justice within such a world. And it is such a unification that unshakable solidarity among the Pendawas in the play, continually rescuing one another from the defects of their virtues, clearly demonstrates.

Book: The Interpretation of Cultures, 1973

Author: Clifford Geertz

Chapter: Ethos, World View, and the Analysis of Sacred Symbols p. 139.

Fundamentals of intercultural communication

“The many factors that divide us are actually much more superficial then those we share. Despite all of the things that differentiate us – race, language, religion, gender, wealth and so on – we are all equal concerning our fundamental humanity”. Dalai Lama

It is more important to concentrate on what unites humanity rather then divides. All of the imagined customs, religion, language, cultures, were all invented by us, humans, to differentiate ourselves from each other, but also to make it easier for ourselves to make sense of our complex world. They are all models, artificial paradigms that direct people through life.

By studying intercultural communication, we can help reduce xenophobia that exists across cultures. We also share inter-nationally and inter-culturally our love for beauty and love.  By using our existing international language of love and beauty (i.e. art, music) it can provide us with a common ground to establish an understanding across cultures. Humans are incredible creatures. They share similar values everywhere, but name them differently.

Xenophobia is defined as “an unreasonable Fear or hatred of foreigners or strangers or of that which is foreign or strange. It comes from the Greek words ξένος (xenos), meaning “stranger,” “foreigner,” and φόβος (phobos), meaning “fear.”

Comments from Paulo Coelho’s blog:

“Life means adventure, change, things that not everybody has the courage to face and accept. When one sees someone who is unfamiliar, a subconscious fear springs up” (Ruth)

“Xenophobia isn’t just the fear of strangers, it’s being afraid of what happens between different generations. Most people are afraid of today, they prefer to live in the past. My country (Russia) is an excellent example of this”. (Dasha)

“Here in Denmark we have a festival that lasts about a week and attracts 100,000 strangers to celebrate life, share common interests and learn from the differences. People embrace for no reason except being on the same path, they sing and get drunk together. When the festival is over, a strange atmosphere takes over the town again, and strangers are once more seen as a threat”. (Warrior of Running Water)

“People in my country (Poland) lived through the tyranny of Hitler and the Soviet oppression, and they don’t seem to have learned anything. It terrifies me to see people who experienced the horrors of Nazism behaving the same way today, avoiding everything that is unknown or different. The worst of it all is that they use religion to justify their acts, arguing that all those who aren’t Christians should be banished from society. This blind faith is worse than having no faith at all”. (Radek)

The importance of Art Education

Researching into Art and its importance of giving it a significant placement within our societies.

Personal perspective:

The more we travel the more capabilities we have to absorb and critically overlook our world with its people and surroundings. We grow, we learn, we get wiser, but it does not become easier, rather the opposite, to understand this world, humanity in general. Traveling the world and speaking several languages does not solve any problems and cannot contribute to the magic formula of gaining the control over the world structure. It raises even more questions instead, seeing all the complexities of human soul, you cannot but wonder about its similarities, as well is it predictabilities. You become overly self-critical as you recognize some of flaws in yourself, seeing yourself from many perspective sets you in a difficult position of occasional over analysis, which sometimes is critical to our happiness and careless existence. But as much as you would have wanted to turn the clocks backwards and go back to simplicity and childish view of the world, it is impossible. You want to climb more to fill in all the gaps, to get all your questions answered. The biggest challenge in this case is to start moving in the opposite direction: to learn how to stop, relax, embrace yourself in the moment and meditate. Another solution is to stop caring about your own fulfillment, which is very much propagandised by many western societies, but rather start caring about others, which might save yourself a soul and sanity. Such journey can be difficult and it easy to get lost among endless opportunities and ideas.

Here comes the importance of creativity and art. Vision of the world as something that is based on principles, grids and models is rather abstract and to be honest, rather depressing thought. Any creative act, be it traveling, attending an art exhibition, or having a stimulating and challenging conversation, let us start re-evaluating our personal ambitions, dreams, challenges acquired perspectives, values and principles. Art and ‘creative act’ keep our motivation on the high, without letting us to get bored by accepting our life routines. 

Art also challenges our materialistic values. The importance of family and love is evident and yet many people in the western world tend to forget this simple truth. What one might call ‘simple’ life, is one of the richest in reality. What can be more important that being in the company of people who you know care about you, love you in any way. What can be more valuable then a walk or a chat to a person whose words you know will stay with you and become part of your soul forever. All things material age, people die, but their souls, their love and their creations live on. So isn’t it the most valuable thing in the world? Art helps societies, communities and younger generations to find this spiritual connection through creative exercises. Some might argue that this is an overly simplistic, or maybe overly spiritualistic way of looking at things, that we need economic growth, we need stimuli to keep the humanity grow and develop and this is also very right. I believe that everyone chooses how to balance their lives, which consequently creates a balance on the bigger scale in this world between people of all kinds – sky walkers, dreamers, thinkers, painters, high climbers, money and power grabbers. In the ideal world everyone has this balance within one selves, where we have place for love, care, our children, our work, our passions and hobbies. But it is difficult to achieve in the society where arrogance and money serve as main stimuli. We need to rethink. We need to invest more in non-material things, such as education, art, sustainability and communities.  

Creative Engagements with Visual Culture, Communicative Knowing, Citizenship and

Contemporary Visual Art Education

Kathryn Grushka, University of Newcastle

Article discusses why it is important to develop students’ capacities to engage creatively with learning in environments that provide opportunities for thoughtful participatory understanding about self as a citizen of the world, or as a member of one’s national or local community.

Abstract

New learning in a global society gives attention to the need for learners to engage in constructive, meaningful and transformative processes which have communicative relevance to themselves. It acknowledges the need for cultural sustainability, and the vital role cultural engagement, particularly visual culture plays in development of values and the transferring of belief systems.

Visual art making acknowledges previous learning, personal meaningmaking, the real world and audience while providing authentic learning experiences. It presents as a platform for critical self-reflection and a space to facilitate the ongoing mediation of society, cultural values and citizenship. An examination of visual art curriculum, 5 years of Higher School Certificate art works in NSW and student reflections reveal a rich imagery of how student artists use their art making to affirm their consciousness about the world and self through creative engagement and communicative knowing and is presented as a legitimate site for the negotiation of ones subjectivities and life worlds

Cultural insights into Scandinavia.

Many of my friends were puzzled when I have chosen a small town, up in the north of Denmark, Aalborg, over the ‘city of dreams’ and of great buzz, London. The answer was easy. I wanted to concentrate on my studies, and found it difficult to concentrate surrounded by London's noise, needed a break from the busyness, needed to sort out my thoughts, which I found difficult to do in London. I have made the most of London over the past twelve years and it was the time to move on, to search for a place where there was no buzz, but peace, time to reflect on my experiences, and simply some order to my life. London was great when I needed inspiration and life experience, it was a great platform for inspiration, for networking, and of course, career development. But there was no need for external world to inspire me anymore, my head craved more freedom and space instead and it was wild nature that I felt could bring me more inspiration then megapolis. I was not enjoying any of the city’s pleasures, I have been to many galleries, gigs, concerts, theatre performances and it was not something I was enjoying anymore. I was not enjoying acquiring new relationships every week without anyone wanting to keep their relationships going, I didn’t enjoy feeling that only reasons people would find me interesting and would invite me to their fancy parties only because they found me ‘useful’ in their career climbings. I wanted some more honesty and slower pace of life, where I would have time to work on my projects and concentrate on things that were more meaningful in life.

I was always fascinated by how different Scandinavia is from the rest of the world, colder temperatures also looked attractive to me, as I, being born in Russian Saint-Petersburg, represented a proper northerner. It was also my personal interest in a social political system that Scandinavian countries shared and I was hoping that coming to Denmark to study would help me understand its culture and its people better. I was lucky enough to meet a few Danes before coming to Denmark who were genuinely good people with characteristics I always respected in people, polite, rational, calm, honest and direct.

I have also heard about ‘Danish happiness’ which I thought was more about people themselves and how they saw things rather then about Danish greatness as a country. Danes just know how to appreciate what they have, accept things as they are and feel satisfied with them. My rather confused self craved that sense of order and peace they had in their communities.

They were educational statistics that I was very much impressed with and high rankings in students’ satisfaction. Programs were well designed and were very much personalized. It seemed Danish Universities were interested in educating its students to the highest level and cared about students do well in the future. I have never had this feeling in England, especially while studying in London. In London I thought it was much more materialized, it was more about appearances and self-marketing rather then real knowledge. English professors were very much preoccupied with their own research, they hardly had any time for their students, and of course not for any personal contact with them. Maybe it was just my personal unlucky experience with my particular degree, but that is how I saw things and that is why I did not want to carry on with my future development in England.  

And so the decision was made to come to Aalborg as they had a multi-disciplinary Masters degree that I thought could help me to narrow down my interests and help me choose my future path. It is a great experience I must say, I am learning new things every day, not just from my lectures, but from people around me, from Scandinavian culture, nature and air. I could not be any happier. Sometimes I wonder when I am going to start missing the buzz.. Can’t get enough of that peace, quietness and space.


Check Scandinavian Wanderings for more posts 

The power of communication

Communication can act as a process of free and equal exchange of meaning, development of epistemic communities, and advancement of social solidarity, and hence of peace and harmony among individuals and nations. Conversely, however, communication can also systematically distort perceptions by creating phantom enemies, manufacturing consent for wars of aggression while stereotyping and targeting particular ethnic groups or nations into subhuman categories. Communication empowers, but it empowers more those with greater competence and access to the means of communication. The ethical choice in communication is therefore focused on whether the communicator is aiming towards power-free understanding or systematic distortions and powerful manipulations (Habermans 1983)

The power of today's generation

As a follow up on my previous post on our generation (26.10.11) many coincidences occurred last week as if someone wanted to reassure me and show all the positives about today's world construction and its young generation. What happened had such a big impact on me that I have decided to dedicate more time for its research an write about it as part of my university project. 'Occupy' movement that is. These young boys and girls who went out on the streets on New York first, and then the movement spreading all across the globe makes me rethink about my previous rather spontaneous generalisations about 'hopeless' youth. I do not deny that we all build our assumptions and see the world based on personal experiences and occurrences but when surrounded by an uninspiring crowd it drags one down into pessimistic perspective. But to become overly pessimistic and sad is not a solution here and will not benefit anyone - we have to hold on and try see the best in this world. One has to be rather strong in order not to let the evil' win: ''For evil to flourish, all that is needed is for good people to do nothing'' (E.Burke).

For my future research I will be looking at some striking images and photography of 'Occupy" events and see how it affected media, people's perception of the problems and  most importantly, how it influenced the governmental actions. Will it influence future policies, will it influence the future of our societies? We all know that there is no perfect society, but we as the western humanity will always be reaching for perfection.

Here I would also like to highlight a theory that will probably be the basis of my project research. It reflects perfectly current 'Occupy' events and descibes its causes in a way. The theory of counter-productivity. From the book The Ecological Modernisation Reader (Mol, Sonnenfield, Spaargaren, 2009)

The theory of counter-productivity has many foundations and predecessors, and its central message is: stop growing, start shrinking. A scientific foundation for this was given by the 'thermo-dynamic school of economics' related to N.Georgescu-Roegen, with a transfer of the entropy paradigm from physics to society, which has become the eco-misers' most beloved reference. The idea is that whatever is done uses up energy and resources of a higher order, which unavoidably leads to increased entropy. Each unit of economic value added with each step in the human chain of production equals a step of ecological degradation and destruction of nature. The only conclusion can be : humanity must do away with the existing rationalist, materialist, and outer-wordily oriented pursuits of happiness. We would have to slow down, retire into more spiritual inner worlds, shrinking all the way.

Great talk by Ken Robinson on creativity and education

Excellent talk, here are a few most interesting and witty quotes from this wonderful, highly entertaining speaker.

- Creativity is as important as literacy

- If you are not prepared to be wrong, you will never come up with anything original

- We are educating people out of their creative capacities

- All children are born artists (Picasso). The problem is that we are educated out of it.

- How annoying would that be, to have a 7 year old Shakespeare in your class : stop speaking like that, its confusing everybody!

- Our son had a girlfriend, Sara, a love of his life.. he has known her for a month. He said: “I will never find another girl like Sara”. We were rather pleased about it. Actually she was the main reason why we were leaving the country.

- Professors look at their bodies as transport for their heads. It s a way to bring their heads to meetings.

- We have to radically rethink our view on intelligence. 1. Intelligence is diverse – we think about the world in all ways we are experiencing it: visually, we think in sound, we think kinaesthetically, we think in abstract terms, we think in movement. 2. Intelligence in dynamic – intelligence is interactive: creativity (i.e. having original ideas that have value) comes through interaction of different disciplinary ways of seeing things.

- Women are better at multitasking. This is true: if my wife is cooking a meal, which is not often (thankfully), she is also dealing with things on the phone, she is talking to kids, painting the ceiling, she is doing an open heart surgery. If I am cooking, the door is shut, the kids are out, if she walks in, I get annoyed- I say, ‘Terrty, please, I am trying to fry an egg in here, give me a break’.

- If the tree falls in the forest, and nobody seen/heard it fall, did it actually fall. If a man speaks his mind in the forest, and no woman hears him, is he still wrong?

- Most people would describe her (Jilian Lynn) rather fugitive behaviour as ADHD nowadays, but it was in 30s, and ADHD was not invented yet, it wasn’t an available condition, people were not aware they could have that.

- The doctor said she was not sick but she was a dancer. She was taken to a dance school where she met people like her, who had to move in order to think. She entered Royal Ballet School, she graduated and had a wonderful dance career, she was involved in the world-known musicals. She is a multi-millionaire now. Somebody else might have put her on medication (when she was young), and told her to calm down.

- We have to rethink the fundamental principles on which we are educating our children.

- "If all the insects were to disappear from the earth, within 50 years all life on earth would end. If all human beings disappeared from the earth, within 50 years all forms of life would flourish." Jonas Salk

Human Rights & Visual Culture

Birbeck College
University of London
11th June 2010

How are human rights represented and disseminated through visual culture? What is the role of visual culture in the formation of human rights politics and practices? How radical is the use of visual, online and web based media by human rights activists? Is there a visual politics of human rights?
This colloquium will bring scholars, campaigners and practitioners together to show examples of human rights in film, television, digital media and photography and discuss ways in which we can conceptualise and understand the emergence of visual culture in the human rights political arena.
The review will be coming soon.
SPEAKERS include
Costas Douzinas (Birkbeck) a regular contributor to The Guardian on human rights, and author of Human Rights and Empire: The Political Philosophy of Cosmopolitanism and The End of Human Rights;
Oscar Guardiola- Rivera (Birkbeck) author of What If Latin America Ruled the World? How the Second World Will Take the First into the 22nd Centuryand Being Against the World, Rebellion and Constitution;
Roger Hallas (Syracuse)author of Reframing Bodies: AIDS, Bearing Witness, and the Queer Moving Image and co-editor of Image and the Witness: Trauma, Memory and Visual Culture;
Jacqueline Maingard (Bristol) author of South African National Cinema and engaged in scholarship on visual culture on the South African Truth and Reconciliation Commission (TRC);
Les Moran (Birkbeck) author of Sexuality and the Politics of Violence and Safety and co- editor of Law’s Moving Image;
Gita Sahgal filmmaker and journalist, and former Head of the Gender Unit for Amnesty International; credits include Love Snatched and The War Crimes File, co-editor of Refusing Holy Orders, Women and Fundamentalism in Britain;
Emma Sandon (Birkbeck) co-editor of Law’s Moving Image, has taught on the EIUC summer school on Cinema and Human Rights.
Michael Uwemedimo (Roehampton)curator, filmmaker and member of Vision Machine Film Project which produced The Globalisation Tapes and currently working on the Niger Delta advocacy project

LECTURE REVIEW "The Truth will be known when the last witness is dead"

17/05/2010
University of London, Birbeck College
Speaker: Peter Osborne

The Memory Model:

• Misunderstands the constructed character of historical representation.
• Reduces history to representations of past events.
• Assumes a set of relations betweeen individual subjectivity, social subjects, collectivity and the process of history which, while still ideologically dominant, is being fundamentally historically transformed.

KORAKOR

Keveen, the founder of Korakor, is an amazing, inspirational individual, who have great ideas of helping, loving and caring. Everyone should consider helping him out. You can donate him using a link on his site, or you can get involved and join him in his adventures. He welcomes everyone who is willing to give a piece of themselves by teaching children in disadvantaged communities, and spreading the knowledge around. Great ideas!

Daniel Kahneman: The riddle of experience vs. memory