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Instructors: Prof. Dr. Karen van den Berg
Event type:
Seminar
Org-unit: Communication & Cultural Management
Displayed in timetable as:
Künstl. Episteme
Hours per week:
1
Credits:
4,0
Location:
Campus der Zeppelin Universität
Language of instruction:
Englisch
Min. | Max. participants:
2 | 35
Priority scheme: Standard-Priorisierung
Course content:
How do innovations come about? Every creative person, every musician, every artist, every designer and meanwhile also some CEOs from top management know that their own highly differentiated innovative work practice is not based on theoretical knowledge alone. Rather, innovations usually emerge from situations and from practical activity.
So, especially in the field of creative work, there is a different epistemology at play than the one taught at universities. This epistemology of the creative is not derived from formulas but emerges in action; its knowledge is not abstract but materialises in practice, it is not absolute but emerges from the appropriation of atmospheres and events, it is not explanatory but model-like, not objective but identity-forming.
Insights into such a creative episteme are offered by the practical part of the model and experimental course "Creativity and Performance".
In the reflexive part of the module offered here, the aim is to supplement this by intellectually penetrating these processes. This seminar will in turn be action-based learning.
Additional lecturers: Caique Tizzi and Peter Weigand
Educational objective:
Students learn and reflect on creativity techniques and techniques of learning and sensory world building from action.
Weitere Informationen zu den Prüfungsleistungen:
Students write short essays about their experience of the creativity and performance workshop (5 standard pages).
Further information about the exams:
Students write short essays about their experience of the creativity and performance workshop (5 standard pages).
Mandatory literature:
Lave, Jean, and Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Ryle, Gilbert. 1959. The Concept of Mind. New York: Barnes & Noble.
Schön, Donald A. 1983. The Reflective Practitioner. How Professionals Think in Action. New York: Basic.
van den Berg, Karen / Stephan Schmidt-Wulffen: Performative Knowledge, in: Thorsten Philipp and Tobias Schmohl (Hrsg.): Handbook Trans-Disciplinary Learning, Bielefeld (transcript/Columbia University Press) (peer reviewed) 2023: 267-276
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