The Influences on Creativity in Research and Innovation
Edited by Sven Hemlin and Carl Martin Allwood
Chapter 9: Conclusions: how to stimulate creative knowledge environments
9. Conclusions: how to stimulate creative knowledge environments Ben R. Martin, Carl Martin Allwood and Sven Hemlin INTRODUCTION There are at least two related but somewhat distinct reasons why creative knowledge environments (CKEs) are of interest to study. The first is that they represent an obvious focus if one is interested in understanding the process of knowledge generation. The second is related to the shift to a more knowledgeintensive economy or the ‘knowledge society’ (Stehr, 1994). In this there is an increasing premium on creativity and innovation in order to respond successfully to growing competitive pressures. If one wants to improve creativity and other aspects of knowledge production, one needs to analyse and understand what constitutes a ‘creative knowledge environment’ and how this might best be stimulated or improved. The first reason might be said to involve primarily a descriptive and analytical approach, while the second involves not only a descriptive but also a normative approach to the study of human knowledge generation. Different types of CKEs differ with respect to the way they produce knowledge and therefore may give rise to knowledge that differs in its properties; for example, the physical sciences, life sciences, social sciences and humanities all differ quite appreciably with respect to what aspects of reality they are concerned with and on what types of arguments and evidence they are based. In this context, the normative perspective on CKEs is important since it creates an opportunity for policy makers, administrators and others to take a stance...
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