Introduction: The Spatiality of Creativity

Marynen, Peter; Funke, Joachim; Wunder, Edgar

doi:10.1007/978-1-4020-9877-2_1

Cited by 18 publications

(20 citation statements)

References 16 publications

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“…2013;Matthiesen, U. 2009;Meusburger, P. 2009a;Meusburger, P. et al 2009;Mumford, M.D. 1995;Runco, M.A.…”

Section: Creative Scientists Can Be Inspired or Impeded By Their Knowmentioning

confidence: 99%

Knowledge environments in universities

Marynen

2015

HunGeoBull

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Talent, motivation, and wealth of ideas are not the only characteristics determining how successfully a scholar's research and academic career develops. What we academics call creative is never the result of individual action alone. Learning processes and research are situated in environments, organisational structures, and spatial relations. We cannot study scientifi c creativity by isolating scholars and their works from the social and historical milieu in which their actions are carried out. A stimulating environment and a talented individual must come together and interact before a creative process can occur. This article addresses four questions: What elements constitute a local knowledge environment? How can a local knowledge environment aff ect learning and research processes? How can one measure the impact of a knowledge environment and avoid the trap of determinism? What theoretical concepts can contribute to the analysis of knowledge environments and the explanation of their impact?

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“…2013;Matthiesen, U. 2009;Meusburger, P. 2009a;Meusburger, P. et al 2009;Mumford, M.D. 1995;Runco, M.A.…”

Section: Creative Scientists Can Be Inspired or Impeded By Their Knowmentioning

confidence: 99%

Knowledge environments in universities

Marynen

2015

HunGeoBull

Self Cite

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“…In the context of university campuses, the relationship between the physical composition of public spaces and the actions, reactions, and creative expressions that the physical conditions provoke in people is conceptualized in this study as the “spatial affordances for creativity” (Meusburger, 2009, 2015; Sailer, 2011) or “socio-spatial aspects of creativity.” Socio-spatial aspects of creativity refer to the extent to which the physical environment of campuses’ public spaces can enhance or hinder campuses’ researching, learning, and teaching activities, people’s development of abilities and ideas, cross-disciplinary discussions, interactions between knowledgeable agents, and the possibilities of identifying and solving problems (Meusburger, 2009, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The phenomenon “socio-spatial aspects of creativity”––operationalized as the causal relationship between the physical environment and creativity––is herein investigated in-depth through humans’ perceptions, sense of place, and its normative relationship with space. Therefore, it is important to understand that creativity emerges and develops in dynamic interaction between the individual and the physical environment (Amabile, 1983; Amabile et al, 1996; Csikszentmihalyi, 2014a,b) and it is influenced by how people perceive a place through its physical features (Meusburger, 2009; Sailer, 2011; Glǎveanu, 2012). In other words, since the relationship between the physical environment and creativity is intricately bound, research-generated evidence of this relationship must be understood and considered for evidence-based decision and policy making in campus planning and design.…”

Section: Introductionmentioning

confidence: 99%

Socio-spatial aspects of creativity and their role in the planning and design of university campuses’ public spaces: A practitioners’ perspective

et al. 2022

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This paper investigates how socio-spatial aspects of creativity, operationalized as the causal relations between the built environment and perceived creativity in university campuses’ public spaces, are currently applied in practice. Moreover, it discusses practitioners’ perceptions regarding research-generated evidence on socio-spatial aspects of creativity according to three effectiveness aspects: credibility, relevance, and applicability. The “research-generated evidence” is herein derived from data-driven knowledge generated by multi-disciplinary methodologies (e.g., self-reported perceptions, participatory tools, geospatial analysis, observations). Through a thematic analysis of interviews with practitioners involved in the (re)development of campuses public spaces of inner-city campuses and science parks in Amsterdam, Utrecht, and Groningen. We concluded that socio-spatial aspects of creativity concepts were addressed only at the decision-making level for Utrecht Science Park. Correspondingly, while presented evidence was considered by most practitioners as relevant for practice, perceptions of credibility and applicability vary according to institutional goals, practitioners’ habits in practice, and their involvement in projects’ roles and phases. The newfound interrelationships between the three effectiveness aspects highlighted (a) the institutional fragmentation issues in campuses and public spaces projects, (b) the research-practice gap related to such projects, which occur beyond the university campuses’ context, and (c) insights on the relationship between evidence generated through research-based data-driven knowledge and urban planning practice, policy, and governance related to knowledge environments. We concluded that if research-generated evidence on socio-spatial aspects of creativity is to be integrated into the evidence-based practice of campuses’ public spaces, an alignment between researchers, multiple actors involved, policy framing, and goal achievements are fundamental.

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“…Creativity is a construct that seems familiar to everyone, yet researchers continue to disagree on the best way to define, research, and teach creativity. Indeed, Meusburger (2009) noted that creativity has been conceptualized over a 100 different ways in the literature. Perkins (1981), for example, suggested that creativity involves the cognitive processes that lead to insight in a unique way.…”

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confidence: 99%

Conflicts and Consistencies in Creativity Research and Teaching

Wieth

Francis

2018

Teaching of Psychology

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The interdisciplinary topic of creativity is both fascinating and controversial. In this review, we begin by highlighting the many ways that researchers conceptualize and define creativity, focusing in particular on the difference between everyday creativity and creativity associated with exceptional breakthroughs in thinking. In addition, we discuss the role of divergent and convergent creativity and the role that domain knowledge plays in creativity. Furthermore, we highlight how specific factors such as individual differences and time of day influence creativity. We conclude by discussing the impact of current educational practices on creativity in psychology classrooms.

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Introduction: The Spatiality of Creativity

Cited by 18 publications

References 16 publications

Knowledge environments in universities

Knowledge environments in universities

Socio-spatial aspects of creativity and their role in the planning and design of university campuses’ public spaces: A practitioners’ perspective

Conflicts and Consistencies in Creativity Research and Teaching

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