The Encyclical Letter Laudato Si' of the Holy Father Francis on Care for Our Common Home various times quotes the importance of human creativity in solving the several problems that are illustrated. The chapter four of the Encyclical Letter emphasizes the importance of an integral ecology, also necessary in education, and many subtypes of ecology are illustrated such as environmental, economical, and social ecology, cultural ecology, ecology of daily life, etc. but no reference to what I call ecology of human creativity is present. Given the fact in all the situations illustrated by the Pope's emphasis on the ``integral ecology'', aimed at promoting the enhancement of human lives, creativity is considered fundamental, I propose the introduction of an ecology of human creativity, which I think has priority over the other ecologies. I consider the emph{ecology of human creativity} a conditio sine qua non in the following sense: I am convinced that without creativity all the other envisaged ecologies tend to miserably fail. I will also describe some of the main problems that jeopardize human creativity taking advantage of the case of creative abduction (reasoning to new fruitful hypotheses) in scientific cognition. I will describe the threat to appropriate processes of knowledge transfer in science as a problem of the current decency of an ecology of human creativity arguing that the emph{optimization of situatedness} can ease the generation and the maintenance of knowledge transfer in scientific practice consequently enhancing human scientific creativity. I will also address the problem of specific deteriorated dynamics within and outside the scientific framework as challenges to the quality and the openness of creative hypothesis generation, causing the emergence of various levels of ``epistemic irresponsibility'' (the relationships between the academic and private institutions, and other public organizations, the effects of commercialization of science, and the distribution of resources for scientific and academic development)

The urgent need of an ecology of human creativity

magnani Lorenzo
In corso di stampa

Abstract

The Encyclical Letter Laudato Si' of the Holy Father Francis on Care for Our Common Home various times quotes the importance of human creativity in solving the several problems that are illustrated. The chapter four of the Encyclical Letter emphasizes the importance of an integral ecology, also necessary in education, and many subtypes of ecology are illustrated such as environmental, economical, and social ecology, cultural ecology, ecology of daily life, etc. but no reference to what I call ecology of human creativity is present. Given the fact in all the situations illustrated by the Pope's emphasis on the ``integral ecology'', aimed at promoting the enhancement of human lives, creativity is considered fundamental, I propose the introduction of an ecology of human creativity, which I think has priority over the other ecologies. I consider the emph{ecology of human creativity} a conditio sine qua non in the following sense: I am convinced that without creativity all the other envisaged ecologies tend to miserably fail. I will also describe some of the main problems that jeopardize human creativity taking advantage of the case of creative abduction (reasoning to new fruitful hypotheses) in scientific cognition. I will describe the threat to appropriate processes of knowledge transfer in science as a problem of the current decency of an ecology of human creativity arguing that the emph{optimization of situatedness} can ease the generation and the maintenance of knowledge transfer in scientific practice consequently enhancing human scientific creativity. I will also address the problem of specific deteriorated dynamics within and outside the scientific framework as challenges to the quality and the openness of creative hypothesis generation, causing the emergence of various levels of ``epistemic irresponsibility'' (the relationships between the academic and private institutions, and other public organizations, the effects of commercialization of science, and the distribution of resources for scientific and academic development)
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11571/1381254
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