Evolution of different forms of creativity within university

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From the course by National Research University Higher School of Economics

Cultural and creative industries

2 ratings

National Research University Higher School of Economics

Cultural and creative industries

2 ratings

Main objective of this course is to trace the development of the Cultural and Creative Industries as an idea and as concept and to identify the key points of changes within it in relations with contemporary digital connected world. Another important task of this course is to provide the deep understanding of the difference between cultural and symbolic meaning products (such as films, recorded music, book and periodicals, online media content etc) and other kind of goods. This course will help you to: - Identify main peculiarities of cultural and symbolic goods in their difference with other branches of economy in terms of production chain, risks, relationship between different stages of production. - Be able to analyze cultural products and symbolic goods from the organizational, economic, business model point of view. - Be able to invent new business models and analyze cultural products in terms of their productions risk. - Be able to analyze cultural policies and creative industries/clusters policies. Main prerequisite to this course is to be able to produce analytical texts in humanities. Normally the course addresses all students of master level interested in peculiarities of media and cultural economy and management. This course is strongly not recommended for those who: - Analyse any market or industry only in microeconomic terms (supply and demand, level of competitions etc). This course is not about market but about peculiarities of symbolic goods; - Try to interpret culture only in terms of marketing and management (i.e. culture is considered like a simple good to be sold to the consumer). This course considers it more broadly like a human agency to produce meanings of everyday life. That’s why cultural goods are different and can not be interpreted exclusively in terms of consuming and need more or less state support; - Try to interpret culture like pure “art” and consequently are absolutely not preoccupied by organizational aspect of its working. This course uses a large number of concepts coming from different fields of science: political economy of communications, cultural studies, sociology etc. Some aspects of the course are commented by known scholars in this field such as David Hesmondhalgh (University of Leeds), Phillipe Bouquillion (University Paris 13 Nord), Bernard Miege (Grenoble Alpes University).

From the lesson

Education as creative industry

Theories of creative industries will be applied for analysis of education. Using the concept of creativity we'll explore new forms of education in universities.

Industrialization of education5:46

Academic creativity7:33

Evolution of different forms of creativity within university8:04

Creativity in scholastic university9:47

Creativity in Humboldt university5:06

Creativity in the universities of new forms6:48

Applicability of cultural and creative industries theory to the academic world9:48

Academic contract and contract in cultural industries11:23

Education from standard to blockbuster model7:40

Online education and creative industries challenges8:26

Creative writing as example of the creativity development in academia4:22

Critique of the new creative university8:24

Meet the Instructors

Iliya Kiria
Professor
Department of Media

As I have already said,

different forms of creativity; economic creativity,

cultural creativity obtain different importance

during different stages of the development of the university.

So, If we will take the Scholastic University,

the University which existed before 15/16 century we'll say,

because starting from this period the Scholastic University started to be disintegrated.

And then, from the beginning of 19th century and of 18th century,

we have deal with the rise of the new model of the so-called Humboldt University.

So, Scholastic university has been based on the idea that that knowledge is

available by itself or for itself and not because it could be used somehow.

So it means that Scholastic University is based on the idea that Scholastic University,

it's not designed to prepare the people for particular practically oriented skills.

It's the university which has been oriented towards constant interpretation of the world,

constant reinterpretation of canonical texts,

for example of Bibles,

for example or other religious,

especially books, et cetera.

So which means that finally in this University,

there were another form of creativity which has been much more important.

Humboldt University, it's another model.

In Humboldt University science and

research are considered as a basic process within the University.

And in this University,

University should contribute to the system of division of

labor between academicians and practitioners.

And from this point of view,

Humboldt University start to be more oriented toward not only purely theoretical skills,

but also to we'll say practical skills.

Because science also could be divided on

the so-called theoretical fundamental science and applied science.

And these applied science also could exist inside such forum of the University.

And at the second half of the 20th century,

we can see the rise of the new model of the University,

and probably until now this new model of the University

hasn't been implemented until the end.

So it means that the new model of this University,

it's not completely we'll say installed everywhere.

Its the so-called entrepreneurial University.

University is considered as

a commercial enterprise generating innovation spin-offs for business,

for society et cetera.

And from this point of view,

University becomes very, very practically oriented.

And science inside such University,

become super generated to

the practically oriented pragmatic objectives of this University.

Of course inside these three stages of the University,

different forms of creativity has been developed differently.

As I said, in Scholastic University,

the model of Scholastic University is the master coming into

the room and reading and interpreting a book,

canonic book for example, the Bible,

if we speak about theology or the law book.

So it means that

Scholastic University has been based on the idea of this cultural creativity.

The idea that you are creating new forms,

you are constantly creating symbolic forms

of interpretation of reality and a lot of the Middle Ages texts,

which we know right now,

it's the text which has been generated inside

the university realm as such form of cultural creativity.

Inside Humboldt University as we can see,

the scientific creativity becomes much more important.

And of course, economic creativity also starts to be important just because

economic creativity could be considered as a part

or as a result of scientific creativity.

And then, we can see how in the second half of

the 20th century with a orientation of the University to spin-offs, to the innovation,

to entrepreneurship et cetera,

we have deal with the we'll say,

pragmatization of science and the rise of the economic creativity.

But until now, scientific creativity and

economic creativity inside the University are very developed.

But, where is the cultural creativity?

Where can we find in the actual world this form of the creativity?

Of course, we can find it in a lot of projects,

which are not considered as the main job of academics,

but a lot of academics like very much to do this job.

It's the creativity based on the popularization of science.

Such as; popular science books,

video lectures, public lectures and such different forms,

which are not considered as the purely academic, purely scientific job.

A purely scientific job is to go to the academic conference and to present a paper on it.

But the public lecture where you are presenting the basic ideas,

basic scientific results for the we'll say

wide audience is not considered as the main jobs of academics.

Another for example, forms of such cultural creativity now,

it's the participation of the University professors in public discussions;

in mass media debates, in mediatization,

in media's field in public sphere et cetera.

Third, is the so-called different kind of museum-based project.

Some arts related sciences which are very close to this model.

When some professors are coming to the museums,

to the exhibitions et cetera,

and are explaining or projecting together where the people from

museum field how to make better the culture or cultural heritage accessible to people.

So as I already said,

this activity is not considered as a core activity of the faculty of the academicians.

But we can see how Universities are starting right now to be very present in

this form of activity by even hiring potentially well managers.

Well in terms of communication managers in order to improve

their visibility in the public sphere, among the public.

And from this point of view,

we can see a kind of renaissance of cultural creativity right now in the University.

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