Designing The 21st Century Enterprise

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Creativity & Learning: Philosophy

"I spend most of my time working within the business community, where the quest is for improved international competitiveness, 'total quality', productivity, empowerment. Many of us, both theorists and practitioners, are coming to believe that the real challenge goes beyond the buzzwords - it is to learn how to learn, together. The real quest is for 'learning organizations', organizations that continually generate knowledge - for knowledge, innovativeness, and the capacity for creativity are the only reliable sources of competitive advantage in a world of accelerating change and increasing interdependence.

There is only one problem. Most of us have forgotten what we once knew; we have forgotten what it means to live life as a learner. And it is no coincidence. Herein lies the connection bewteen the breakdown of our communities and our stumbling efforts for global competitiveness."
Peter Senge

What current assumptions about learning and creativity do we need to shed in order to remember "what it means to live life as a learner?" What is the role of the 21st century enterprise in promoting, facilitating and supporting individual and group learning? How can "peak performance" and "group genious" become the daily norm throughout your organization?

"A fully developed and integrated intellect could not, by it's nature, make any move that was not for the well-being of self, society, and world."
EVOLUTION'S END; Joseph Chilton Pearce, 1992

Your response

Do you agree with this statement?

"What are the conditions for constructive creativity? Rogers listed three 'inner conditions' and two 'outer conditions.' The inner conditions are:
1. Openness to Experience: Extensionality. . . Openness to experience implies a tolerance for ambiguity where ambiguity exists, and the ability to recieve much conflicting information without forcing closure . . .
2. An Internal Locus of Evaluation. The value of a creative person's product is established for the individual not by the praise or criticism of others, but by oneself. . .
3. The Ability to Toy with Elements and Concepts. The ability to play spontaneously with ideas, colors, shapes, relationships - to juggle elements into impossible juxtapositions . . ."
HIGHER CREATIVITY; Willis Harman, Ph.D. and Howard Rheingold, 1984

Your response

What percentage of formal educational processes should include work in these three areas?

"There is something compelling in the recognition that other creatures enjoy play as much as we do. Jacques Cousteau wrote of whales as 'sociable, affectionate, devoted, gentle, captivating, high-spirited creatures. The entire ocean is their empire - and their playground. Theirs is a 'leisure society' that predates ours by some forty million years. They spend less than a tenth of their lives looking for food and feeding. The rest of the time they spend swimming, frolicking in the waves, conversing with each other, wooing the opposite sex, and rearing their young - an inoffensive agenda if ever there was one!'"
WHEN ELEPHANTS WEEP; Jeffrey Moussaieff Masson and Susan McCarthy, 1995

Your response

Is knowing about other species creativity and "life styles" important to human survival and creativity?

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