Hometime

Mapping Concepts

“As indicated earlier, we defined concept as a perceived regularity (or pattern) in events or objects, or records of events or objects, designated by label. It is coming to be generally recognized now that the meaningful learning processes described above are the same processes used by scientists and mathematicians, or experts in any discipline, to construct new knowledge. In fact, Novak has argued that new knowledge creation is nothing more than a relatively high level of meaningful learning accomplished by individuals who have a well organized knowledge structure in the particular area of knowledge, and also a strong emotional commitment to persist in finding new meanings (Novak, 1977, 1993, 1998). Epistemology is that branch of philosophy that deals with the nature of knowledge and new knowledge creation. There is an important relationship between the psychology of learning, as we understand it today, and the growing consensus among philosophers and epistemologists that new knowledge creation is a constructive process involving both our knowledge and our emotions or the drive to create new meanings and new ways to represent these meanings” – Source

Concept maps are a fascinating alternative to mind-maps. I live in mind-maps, but am branching out into concept maps. What is interesting to me is that whilst mind-maps quite often become idiosyncratic to their creator, and are more an aid in personal thinking that in conveying data, concept maps play a surprisingly effective role in conveying information in educational settings. They have their theoretical roots in the work of Joseph D. Novak working at Cornell University in the 70’s. The paper sited above is a very interesting discussion on the research and theory behind concept maps, and how to effectively create them.

Here’s an example of one I just created. Seasoned concept-mappers may notice problems with my form here, but it’s a start. You read the map from top to bottom. A boxed item is a “concept”, and a boxed item with one or more named arrows is a “proposition”:

Play

Without play imagination dies.

Challenges to imagination are the keys to creativity. The skill of retrieving imagination resides in the mastery of play. The ecology of play is the ecology of the possible. Possibility incubates creativity.

A quote by Alex Manu (Ontario College of Art and Design) referenced by Bill Buxton in “Sketching the User Experience” – pp 263

Distributed Creativity (Ecosystem)

It takes almost as much creativity to understand a good idea, as to have it in the first place.

– Alan Kay

This is not only true for the designer or engineer, but for the management team and business unit that surround them. It calls for a distribution of creativity. A creative ecosystem.