By Andrzej P. Wierzbicki, Yoshiteru Nakamori
Creative Environments is a follow-up at the booklet artistic area within the related sequence and by means of an analogous authors, serving this time as editors of a broader publication on computational intelligence and information engineering instruments for assisting wisdom construction. This e-book includes 4 elements. the 1st half offers yet another improvement of types of information production offered already in inventive area, particularly the Triple Helix of standard educational wisdom construction and a brand new, built-in version of ordinary educational and organizational wisdom construction, known as Nanatsudaki (seven waterfalls) version. the second one half provides computational intelligence instruments for wisdom acquisition by way of computing device studying and knowledge mining, for debating, brainstorming, for roadmapping and for built-in help of educational creativity. The 3rd half offers using records for creativity aid, digital laboratories, gaming and function taking part in for creativity help, equipment of data illustration and a number of standards aggregation, distance and digital studying. The final half addresses wisdom administration and philosophical concerns and comprises chapters: on administration of know-how and information administration for educational R&D; on wisdom administration and inventive holism or platforms considering within the wisdom age; on know-how and alter or the function of know-how in wisdom civilisation; at the emergence of advanced strategies in technology; and the ultimate bankruptcy on precis and conclusions, together with a suggestion of an built-in episteme of optimistic evolutionary objectivism, precious for the data civilization age.
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Additional resources for Creative Environments: Issues of Creativity Support for the Knowledge Civilization Age
In our research, several synthetic users were specified and some standard values of these parameters were used. 2. g. for foreign students, doctoral students, or students in a given school of JAIST, etc. – and checking how they change if the parameters or the type of achievement functions are changed. 38 2 Testing the Triple Helix Model 3. Finally, we analysed all such results qualitatively and derived the conclusions. In our questionnaire, all questions of the first two types – assessment questions and importance questions – were scored on a five-point Lickert scale; the five answer options varied but signified similar opinions: “very good – good – average – bad – very bad” or “very important – important – indifferent – not important – negatively important”.
This is equivalent, however, to a severe lack of understanding as to what technology truly is and why it tries to pursue objectivity; without the pursuit of objectivity, technology could not successfully construct tools for people confronting nature. The situation is aggravated by a similar if not even deeper lack of understanding displayed by contemporary philosophers of technology who, to a large extent, follow Marcuse in depicting technology as an autonomous, enslaving, dehumanising and morally irresponsible force, as the opiate of intellectuals, and who are not even interested in what representatives of technology would say about their field.
The chapter also touches on the change in the meaning of the concept of truth as we enter the knowledge civilisation era. The book is summarised in Chap. 18, Summary and Conclusions. In addition to a summary of the results presented in this book, the conclusions address anew the basic epistemic issue arising from these contributions and from the discussions in Part IV. This is the issue of the diverging episteme of three cultural spheres: hard and natural sciences, technology and social sciences with humanities, and the need to create a new, integrated episteme in the era of knowledge civilisation.