Dear Chuck,
Again, my apologies. I was sending the book chapter to someone else, and I did not intend to post it to the list. But now that you've read it, I should place it in context. First, it's not a "leak" or an advance chapter. This chapter (Friedman 2010) appeared in a book published by the Australian Learning and Teaching Council (Williams, Ostwald, and Askland 2010).
This is not an exegesis, though. The reason the word exegesis appears in the chapter is that it is an analysis on assessing creativity, and within this, the issue of awarding the doctorate on the basis of an "exhibition and exegesis" is an item of discussion.
The reason I distinguish between journeyman work and mastery is that this is an article on assessment. When we assess, we are asked to distinguish between the qualities of lesser and better work. You are right to say that the comments in the paragraph are judgmental. In a chapter on assessment, I gave my basis of judging the merits of work in the design disciplines.
The chapter is fully references with respect to what I wrote. Because this is one chapter in a larger book, though, the references do not appear in the chapter itself. They appear at the end of the book. If you contact the Australian Office of Teaching and Learning (OLT), they will probably be able to send you a copy of the book (Williams, Ostwald, and Askland 2010).
To understand why I didn't go further, it is important to state the limited goals of this chapter. This book is one part of a larger study. In this part, the project leaders asked several design educators to discuss the problems and challenges of assessment. Most people wrote short statements. I took the occasion to write an essay in which I unpacked assumptions that often go unstated, escaping analysis. I also analysed some of the poorly understood issues and practices that typify the field. The notion of the "exegesis" is one such issue. But I stated in the title and the opening paragraphs that this an essay and not a research paper. It does not measure up to the standards that I would expect in a research paper, nor should it. These are reasonably argued reflections. The editors thought them useful enough that they asked to publish this as a full, standalone chapter rather than sorting them into the short statements they generally received in answer to their questions.
In the chapter, I state that I was not prepared to present research on creativity, nor am I now. This is not my research field. Instead, I point to serious researchers on design creativity, such as David Durling, Nigel Cross, or Jeffrey Johnson. I may return to these issues again in a real research paper, but it will be from the perspective of understanding design and engaging in more effective design rather than assessing creativity. To learn more about assessing creativity or to examine creativity in depth as a phenomenon in its own right, I recommend reading the experts. That means reading David, Nigel, and others who have developed a robust understanding of these issues through years of fruitful research and publishing.
I hope this explains the limits of the chapter and why I stopped where I did. I was responding to questions in the framework of a specific research study. Those who wish to read my chapter will find it in the "Teaching Papers" section of my Academia.edu page:
http://swinburne.academia.edu/KenFriedman
Yours,
Ken
Ken Friedman, PhD, DSc (hc), FDRS | University Distinguished Professor | Swinburne University of Technology | Melbourne, Australia | [log in to unmask]<mailto:[log in to unmask]> | Mobile +61 404 830 462 | Home Page http://www.swinburne.edu.au/design/people/Professor-Ken-Friedman-ID22.html<http://www.swinburne.edu.au/design> Academia Page http://swinburne.academia.edu/KenFriedman About Me Page http://about.me/ken_friedman
Guest Professor | College of Design and Innovation | Tongji University | Shanghai, China
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References
Friedman, Ken. 2010. “Heuristic Reflections on Assessing Creativity in the Design Disciplines.” In Creativity, Design and Education. Theories Positions and Challenges. Anthony Williams, Michael J. Ostwald & Hedda Haugen Askland, eds. Sydney, Australia: ALTC Australian Learning and Teaching Council, pp. 171-180.
Anthony Williams, Michael J. Ostwald & Hedda Haugen Askland, eds. 2010. Creativity, Design and Education. Theories Positions and Challenges. Sydney, Australia: ALTC Australian Learning and Teaching Council.
Anthony Williams, Michael J. Ostwald & Hedda Haugen Askland. 2012. Assessing creativity: Strategies and tools to support teaching and learning in architecture and design. Sydney, Australia: Office of Learning and Teaching. Available at URL:
http://www.olt.gov.au/resource-library
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Chuck Burnette wrote:
I too read your “leaked"? chapter with interest - at least when I finally got to these statements just before you stopped writing. "First, creativity arises from the nature of the problem at hand. Creativity requires understanding and addressing the problem. In the words of the late Jens Bernsen (1986),‘the problem comes first.’ (A lovely undervalued guy, we were working together when he no longer could.) Right, too!
"Second, creativity is demonstrated by fitness for purpose. This requires hearing and understanding the needs of those whose problem the designer must solve: stakeholders, clients, end-users, citizens, or others." (It also requires an understanding of what constitutes fitness of purpose.)
"Third, genuine creativity involves the often difficult balance between immediacy and durability, between expedience and elegance, between constraint and possibility. This last series of challenges is daunting, and it describes the difference between journeyman work and mastery." (The only thing wrong with this declaration is the last judgmental sentence. )
Great and good, but, for me I wanted what should have come next; some good solid evidence, citations, which you love to give, (and I would love to study) and, of course some ways to deal more adequately with the last challenges.
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