Extending Play: “Stuck busters”

This design sketch builds on the 4P’s of the Lifelong Kindergarten (LLK) — Projects, Passion, Peers, Play (see http://learn.media.mit.edu/).  It is a response to the case for the 2nd topic, Play, of the Design for Living Complexities course. Read more of this post


Creativity, curiosity, reflection within a frame of “engaging with distributed complexity”

My pulling-together-the-pieces form of curiosity  led me to assemble schemas from past work and try to integrate them in a coherent account.  Rather than wait till I had time to write and revise the ideas, I speak about them in this 34-minute video podcast:

A set of principles for developing creativity, part 2

5.   Self-direction and community support: A suite of schemas

(continued from http://wp.me/p1gwfa-yJ)

The mandala in #4 includes self-direction—taking initiative—and community support—through relationships, then combines them—taking initiative in relationships.   To speak of being self-directed or contributing to a community that supports yourself and others is to presuppose that you have already bootstrapped yourself into beginning to develop your creativity. Read more of this post

A set of principles for developing creativity

revised 23 Dec. 2013

1.  Creativity as processes-in-context

An individual’s creativity happens and is recognized in some context.  Indeed, shaping the relevant context provides additional opportunities for an individual’s creativity.  An individual’s context-shaping efforts, in turn, influence the creative pursuits of others.  Such ongoing “intersecting processes” are depicted schematically here: Read more of this post

Notes on The Girl with the Brown Crayon, by Vivian Paley

As expressed in a previous post, which arose from reading The Girl with the Brown Crayon (GWBC), each of us simultaneously [1] tries to impart order according to our sense of ourself as an individual… with knowledge, capabilities, plans, and direction.  And [2] this self-directedness can be buffeted or even threatened by the order-imparting efforts of other people navigating their distributed complexities.  Yet relationships with others are a source not only of [3] necessary support (material, emotional, etc.), but also of [4] unplanned conjunctions or intersections that we draw from.   Such connections can [5] help us to not continue along previous lines and, at the same time, to [6] clarify our sense of directedness as individuals.
I transcribe here the notes I made while reading GWBC, which serve to provide some substance to the numbered points above.  However, Read more of this post

“Story of chapters. Once a time chapter is one and the end is coming. Until the cock crows. To be continued ha ha!”

A diagram from a previous Collaborative Exploration (CE) on transformative education. I lack the software on this laptop to edit it right now, but I think it speaks to my sense of scaffolding of creative learning (part of the focus of the October 2013 CE). Read more of this post

Life events and difficulties research: An analogy that illuminates an idea of creativity distributed across intersecting strands of a person-in-context

Reframing how we think about helping people to think that everyone can think creatively:

An analogy that illuminates a conceptualization of creativity as distributed across intersecting strands of a person-in-context


There are many sets of tools that are offered to help people be creative in the sense of coming up with novel and useable ideas, whether those tools and ideas are meant for a specific domain only or more generally (see, e.g., Plsek 1997 for an entry point).  This contribution seeks to shift the emphasis in two ways: 1) from the tools to how tools get applied or self-applied into a more integrated picture of people in their contexts; and 2) from distinct products—the novel and useable ideas—to an orientation to work and life that it is impossible to simply continue along previous lines. Read more of this post

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