A Computational Interrogation of "Big-C" and "Little-c" Creativity

Autor/inn/en	Sosa, Ricardo; van Dijck, Max
Titel	A Computational Interrogation of "Big-C" and "Little-c" Creativity
Quelle	In: Creativity Research Journal, 34 (2022) 3, S.295-307 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sosa, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-0419
DOI	10.1080/10400419.2021.1992195
Schlagwörter	Creativity; Computer Simulation; Models; Social Systems; Evaluation Criteria; Comparative Analysis; Color; Design; Evaluation Methods; Scores + Suchen Sie Ihr Suchwort? Kreativität; Computergrafik; Computersimulation; Analogiemodell; Social system; Soziales System; Colour; Farbbezeichnung; Farbe
Abstract	The distinction between "Big-C" and "little-c" creativity implies that the generative process of celebrated creators is of a special type or degree. Arguments for and against such a hierarchy of creativity are found in the literature, primarily built on rhetorical argumentation. The aim of this work is to examine the rationale behind Big-C and little-c creativity using explicit and more systematic means of inquiry. We employ computational agent-based simulations to study these constructs, their premises, and their logical implications. The results of this work indicate that hierarchies such as the Big-C and little-c of creativity fail to provide a consistent way to explain and distinguish the generative processes of individual creators. In these computational models of creative social systems, only about half of disruptive changes can be explained by the characteristics of individual agents. This shows how labels like Big-C that are dependent on evaluation outcomes can easily be misattributed by observers to individual creators. This work demonstrates how the use of computational simulations can be useful to examine fundamental ideas about creativity. It shows that the Big-C/little-c distinction is a false dichotomy that should be approached critically by scholars to avoid conflating generative and evaluative dimensions of creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01