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Socialization is Creative Because Creativity is Social

  • Allan Janik
Part of the Boston Studies in the Philosophy of Science book series (BSPS, volume 114)

Abstract

Nearly everything about the approach to creativity and socialization based upon positing a strict dichotomy between them is misconceived. The mode of questioning, deployment of examples and comparative procedures systematically insure that such an approach will distort precisely what it seeks to clarify. Thus it is not that there are no genuine problems, tensions and paradoxes surrounding creativity and socialization in the social research context; but that the dichotomizing approach is far too abstract to illuminate those problems, tensions and paradoxes. The reasons why this should be so are, nevertheless, far from uninteresting. This is because they are bound up with central issues relating to the ways in which language and action are interwoven.

Keywords

Conceptual Innovation German History Disciplinary Matrice Strict Dichotomy Dichotomize Approach 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 3.
    See Stephen Jay Gould, The Mismeasure of Man (New York & London, 1981), pp. 252–255; pp. 296–316.Google Scholar
  2. 4.
    Ludwig Wittgenstein, Vermischte Bemerkungen, ed. G. H. von Wright (Frankfurt/ Main, 1977), p. 20.Google Scholar
  3. 5.
    E. M. Cioran, The Temptation to Exist, trans. Richard Howard (Chicago, 1968), p. 131.Google Scholar
  4. 6.
    Cited in Tore Nordenstam, Explanation and Understanding in the History of Art (Bergen, Norway, 1978), p. 91.Google Scholar
  5. 8.
    Ernst Mayr’s discussion of Naegeli’s ‘contribution’ to modern biology is a case in point, The Growth of Biological Thought (Cambridge and London, 1982), p. 671f.Google Scholar
  6. 9.
    Chuang Tsu in Arthur Waley, Three Ways of Thought in Ancient China (Garden City, nd.), p. 20.Google Scholar
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    Jonathan Culler, Saussure (London, 1976), p. 29ff.Google Scholar
  8. 11.
    See Heinz R. Lubasz, Professor of Social Theory, University of Essex, Colchester, England.Google Scholar
  9. 12.
    Gunnar Olsson, Director of the Nordic Institute of Urban and Regional Planning, in particular his “Of Socialization and Creativity”, Nordiska institutt för samhällplanering Meddelande, 1984, no. 7. (Stockholm)Google Scholar
  10. 13.
    Ferdinand Ebner, Das Wort und die geistige Realitäten (Frankfurt/Main, 1980), p. 262; cf.Google Scholar
  11. 13a.
    Klaus Dethloff, “Ferdinand Ebner und die Psychoanalyse oder Traum vor undnach dem Einschlafen”, Gegen den Traum vom Geist, eds. W. Methlagl et al. (Salzburg, 1985), pp. 162–73.Google Scholar
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    See John Dewey, Essays in Experimental Logic (Chicago,1916).Google Scholar
  14. 15a.
    For the Bergen School’s approach to the reconstruction of aesthetic practices see the contributions by Gunnar Danbolt, Kjell S Johannessen and Tore Nordenstam in Contemporary Aesthetics in Scandinavia, eds. L. Aagaard-Mogensen and G. Hermerén (Lund, 1980), pp. 81–132.Google Scholar
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    For Stephen Toulmin’s development of Dewey’s ‘experimental’ logic see The Uses of Argument (Cambridge, 1957) and Toulmin, Rieke and Janik, An Introduction to Reasoning (2nd ed.; New York, 1984).Google Scholar
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    Here again, I owe much to Kenneth Barkin; cf. my collection How Not To Interpret A Culture (Bergen, Norway, 1986).Google Scholar
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    Wittgenstein, Philosophische Untersuchungen, I, p. 219.Google Scholar
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    Ibid., I, §210.Google Scholar
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    Ibid., I, §208.Google Scholar

Copyright information

© Kluwer Academic Publishers 1989

Authors and Affiliations

  • Allan Janik
    • 1
  1. 1.Brenner ArchiveInnsbruck UniversityAustria

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