Demystifying Creativity: An Assemblage Perspective Towards Artistic Creativity

Abstract

Common understandings of creativity reduce it to a flash of insight or to a personal characteristic of a highly-gifted person. This paper develops an alternative way of understanding creativity departing from a series of interviews with local painters by conceptualizing creativity as a process of articulating and getting caught up in a “meshwork” of materials, places, spaces and social encounters. Using assemblage theoretical framework, my perspective examines how different elements (both human and non-human) are brought together in flows of connections. Looking at the art world this paper takes into account also the materiality of the creative process and inquiry into how the materiality of working materials (paint, coal, brushes etc.) and the materiality of the space affect and are affected in the creativity assemblage. As such, departing from an anthropocentric perspective on artistic creativity, that takes only in consideration the meanings attributed by people (especially the artist) to forms, social uses and trajectories of artistic objects.

Ethics in business and communication: common ground or incommensurable?

“…Contrary to Enderle (2018), such value as tolerance and equality do not automatically follow from the concept of liberalism. Again, once again we confront the matter of limits, including the limits of freedom in respect of the "Other" (Lé vinas, 1979). However, the question is what about the "Other" for a businessperson.…”

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Komunikacija ir perspektyvizmas

“…MerleauPonty (1971). 11 Po to, kai Kopernikas "prisiminė" Aristarcho Samiečio heliocentrinę sistemą, daugybė astronomų vadovavosi geocentrine sistema dar beveik pusantro šimto metų. Tai susiję ne tiek su komunikacijos (viešinimo) stygiumi, kiek su tam tikromis matomo pasaulio detalėmis, kaip antai planetų grįžtamasis judėjimas, kurį iki Keplerio geriau aiškino geocentriko Ptolemėjaus pasekėjai.…”

“…Praplečiant šiuos samprotavimus galima kalbėti ir apie perspektyvizmą moksle apskritai. Kuhnas (2003) atkreipė dėmesį į skirtingas mokslo teorijas, sugyvenančias šimtmečius 11 . Feyerabendas (1993) kėlė klausimą dar aštriau: jei yra skirtingos pasaulio aiškinimo perspektyvos, kodėl mokyklose primetamos būtent tos, o ne kitos (pavyzdžiui, astrologija ar chiromantija).…”

Indices of creative economy: Critique of R. Florida’s creativity indices

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