My last blog entry described 4 types of idea development. This rubric is helpful to me (and perhaps to others) who are working with students on the idea formation process. However, it doesn’t get to the essential pedagogical challenge, that of what projects and activities to construct that will ignite students’ imaginations and constructive processes.<\/p>\n
In working with my students at Drexel, I’ve begun to understand that there may be overarching idea development processes that are new to their and nearby generations. This process appears to be highly interactive, with little, if any heed paid to personal ownership of an idea. <\/p>\n
Past generations, mine included, prized the dazzle of personal idea creation. In fact we have celebrates the great inventors and entrepreneurs in high and low media. A string of heroic names comes to mind. <\/p>\n
Does this “starcentric” focus on invention and entrepreneurship work in today’s world? Does it matter — as young people today work in different ways?<\/p>\n
It would be easy to assume that social networking and digital technology in general is the primary driver of collaborative and selfless idea creation, but I think it’s only an enabling factor. Other factors may circle around the sea of social and political flotsam that they swim in today, as well as the barrage of media garbage to which we are all subjected. The result of these circumstances may be a type of selflessness that could significantly affect their creative processes.<\/p>\n
So, I’ve begun to work on curricular activities and projects that will tap this collaborative, highly interactive (and volatile) energy. <\/p>\n
As always, I welcome your thoughts. <\/p>\n","protected":false},"excerpt":{"rendered":"
My last blog entry described 4 types of idea development. This rubric is helpful to me (and perhaps to others) who are working with students on the idea formation process. However, it doesn’t get to the essential pedagogical challenge, that of what projects and activities to construct that will ignite students’ imaginations and constructive processes. […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[1],"tags":[],"class_list":{"0":"post-357","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-uncategorized","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/posts\/357","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/comments?post=357"}],"version-history":[{"count":0,"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/posts\/357\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/media?parent=357"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/categories?post=357"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.artsjournal.com\/state\/wp-json\/wp\/v2\/tags?post=357"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}