3 ms·

Many interesting quotes and thoughts on creativity in school versus life

1 points by vlad 18y ago

"As I encounter graphic design in the ‘life-world’, both student and professional work, I have observed that I am drawn to work that resonates, that produces within me a sympathetic vibration, a bodily response. This resonance is not generated solely from a functional hierarchy of information, an eye-catching colour palette or careful typography. There is something more: something that actively captures my attention, something that pulls me into ‘a certain mood, a certain receptiveness and willingness to experience, associate, transform, think’ (Hollein 1976, p. 13)"

vlad 18y ago
"Eisner (1985) contends that schools tend to emphasize the development of a restricted conception of thinking: thinking that is mediated exclusively by words and numbers, although many of the most productive modes of thought are non-verbal and non-logical." "As I encounter graphic design in the ‘life-world’, both student and professional work, I have observed that I am drawn to work that resonates, that produces within me a sympathetic vibration, a bodily response. This resonance is not generated solely from a functional hierarchy of information, an eye-catching colour palette or careful typography. There is something more: something that actively captures my attention, something that pulls me into ‘a certain mood, a certain receptiveness and willingness to experience, associate, transform, think’ (Hollein 1976, p. 13)" "...Descartes reasoned that ‘being able to think constitutes our essence…that the mind is disembodied; and…therefore, that the essence of human beings…has nothing to do with our bodies’ (1999, p. 400). This view, the world-view of the West, forms the basis for our scientific thinking. ...Ironically, even as these authors present a scientific argument in support of an embodied experience, under the influence of Descartes, our popular culture and educational structures continue to dissociate reason from embodied perception and attenuate the emotional and aesthetic life in our culture (Lakoff and Johnson 1999)."

1 points by vlad 18y ago

vlad 18y ago

"Eisner (1985) contends that schools tend to emphasize the development of a restricted conception of thinking: thinking that is mediated exclusively by words and numbers, although many of the most productive modes of thought are non-verbal and non-logical." "As I encounter graphic design in the ‘life-world’, both student and professional work, I have observed that I am drawn to work that resonates, that produces within me a sympathetic vibration, a bodily response. This resonance is not generated solely from a functional hierarchy of information, an eye-catching colour palette or careful typography. There is something more: something that actively captures my attention, something that pulls me into ‘a certain mood, a certain receptiveness and willingness to experience, associate, transform, think’ (Hollein 1976, p. 13)" "...Descartes reasoned that ‘being able to think constitutes our essence…that the mind is disembodied; and…therefore, that the essence of human beings…has nothing to do with our bodies’ (1999, p. 400). This view, the world-view of the West, forms the basis for our scientific thinking. ...Ironically, even as these authors present a scientific argument in support of an embodied experience, under the influence of Descartes, our popular culture and educational structures continue to dissociate reason from embodied perception and attenuate the emotional and aesthetic life in our culture (Lakoff and Johnson 1999)."