From Something Old to Something New: Functionalist Lessons for the Cognitive Science of Scientific Creativity

An intuitive view is that creativity involves bringing together what is already known and familiar in a way that produces something new. In cognitive science, this intuition is typically formalized in terms of computational processes that combine or associate internally represented information. From this computationalist perspective, it is hard to imagine how non-representational approaches in embodied cognitive science could shed light on creativity, especially when it comes to abstract conceptual reasoning of the kind scientists so often engage in. The present article offers an entry point to addressing this challenge. The scientific project of embodied cognitive science is a continuation of work in the functionalist tradition in psychology developed over a century ago by William James and John Dewey, among others. The focus here is on how functionalist views on the nature of mind, thought, and experience offer an alternative starting point for cognitive science in general, and for the cognitive science of scientific creativity in particular. The result may seem paradoxical. On the one hand, the article claims that the functionalist conceptual framework motivates rejecting mainstream cognitive views of creativity as the combination or association of ideas. On the other hand, however, the strategy adopted here—namely, revisiting ideas from functionalist psychology to inform current scientific theorizing—can itself be described as a process of arriving at new, creative ideas from combinations of old ones. As is shown here, a proper understanding of cognition in light of the functionalist tradition resolves the seeming tension between these two claims.

University doctoral student: dissertation, preparation for defense, personal organization

The practical manual discusses the content, system and technologies of training in doctoral studies of higher educational institutions. Special attention is paid to the distinctive features of the dissertation for the degree of Doctor of Sciences and the analysis of the requirements for a doctoral dissertation. The issues of methodology of scientific creativity at the level corresponding to the doctoral dissertation are highlighted, recommendations on writing, design and defense of the dissertation are presented. Considerable attention is paid to the issues of personal organization and planning of the activities of doctoral students and all those who seek to write and defend a doctoral dissertation. For doctoral students and applicants for the degree of Doctor of Sciences, scientific consultants of doctoral students, heads of departments of the university responsible for the training of scientific and pedagogical personnel.

Is Scientific Creativity Possible in Early Childhood?

It can be stated that scientific creativity is a fairly new research topic for early childhood. Although creativity is one of the skills that are frequently discussed in early childhood research, studies dealing with scientific creativity, a type of creativity specifically related to science, are very limited regarding this period. In this review study, scientific creativity was conceptually examined and research conducted on scientific creativity with children attending primary and secondary school were included. Whether scientific creativity is possible in early childhood was examined according to a limited number of studies examining scientific creativity in this period. Additionally, based on previous studies, suggestions were given on how to support scientific creativity in early childhood.

E.G. PCHELINA ON SLAVERY IN THE OSSETIAN TRADITIONAL SOCIETY

Настоящая статья предлагает публикацию очерка подготовленного известным осетиноведом Евгенией Георгиевной Пчелиной (1895–1972) и до сегодняшнего дня остававшегося не опубликованным. Рукопись не завершена полностью и хранится в архивном фонде Е.Г. Пчелиной в Санкт-Петербургском филиале Архива РАН (фонд № 1017). Рукопись состоит из 11 листов, ее научный аппарат составлен на отдельных карточках. Изучение архивного материала позволило сформировать относительно завершенный очерк и частично восстановить научный аппарат к нему. Текст посвящен вопросу рабства и продажи в плен в традиционном осетинском обществе и был написан для докторской диссертации, которую Пчелина готовила в течение ряда лет, но защита которой так и не состоялась. Удалось восстановить круг научных работ и источниковую базу, на основе которых был написан этот очерк Пчелиной. В статье предложена датировка этой работы – не позднее 1953 г. В публикуемом очерке Пчелиной изложены вопросы осетинской терминологии по изучаемой проблеме, описаны категории рабов, отношение в обществе к разным категориям рабов, способы пленения и доставки в дома пленных, невольничьи рынки на территории Осетии и соседних земель, стоимость рабов и др. Это исследование содержит все те черты, которые являются характерными для научного творчества Пчелиной: прекрасное знание научных работ и использование широкого круга источников, с обязательным обращением к фольклорному материалу и сведениям, полученным от информантов. This article proposes the publication of an essay written by the famous scholar of Ossetian studies Evgenia Georgievna Pchelina (1895–1972); this work has remained unpublished until today. The manuscript is not fully completed and is kept in the archive fund of E.G. Pchelina in the St. Petersburg Branch of the Archive of the Russian Academy of Sciences (fond No. 1017). The manuscript consists of 11 sheets, its scientific apparatus is compiled on separate cards. The study of archival material made it possible to form a relatively complete text of the essay and partially restore the scientific apparatus to it. The text is devoted to the issue of slavery and captivity in the traditional Ossetian society and was written for a doctoral dissertation, which Pchelina had been preparing for a number of years, but the defense of which has never taken place. It was possible to restore the range of scientific works and the source base used by Pchelina for this essay. The article suggests the dating of this work – no later than 1953. In the essay by Pchelina under consideration, the issues of Ossetian terminology on the studied problem is presented, the categories of slaves, the attitude in society to different categories of slaves, methods of captivity and delivery to the homes of prisoners, slave markets on the territory of Ossetia and neighboring lands, the cost of slaves, etc. are described. This work of Pchelina contains all the features that are characteristic of her scientific creativity: excellent knowledge of scientific works and the use of a wide range of sources, with mandatory reference to folklore material and data received from informants.

MENGEKSPLORASI TANGGUNG JAWAB DAN KREATIVITAS ILMIAH PESERTA DIDIK MELALUI CREATIVE RESPONSIBILITY BASED LEARNING

Scientific responsibility and creativity are part of the main competencies in the era of the industrial revolution 4.0, but they are not trained in schools. Therefore, the purpose of this study is to analyze the effectiveness of Creative Responsibility Based Learning in exploring the responsibility and scientific creativity of students. This research is part of research and development with the ADDIE model, namely at the implementation and evaluation stages. The research trial used one group pre-test and post-test on 27 students of class XI MIPA 2 MAN 2 Banjarmasin. Data collection instruments consist of responsibility observation sheets with indicators of participating, respecting others, cooperation, leading, and expressing opinions; as well as a scientific creativity test which includes indicators of finding problems, imagining scientifically, solving problems creatively, and designing products creatively. The results showed that the responsibility of the students at each meeting was in good criteria. In addition, the scientific creativity N-gain was 0.34 in the medium criteria. Thus, CRBL is effectively used to explore the responsibility and scientific creativity of students. Kata kunci: creative responsibility based learning, scientific creativity, responsibility AbstrakTanggung jawab dan kreativitas ilmiah merupakan bagian dari kompetensi utama di era revolusi industri 4.0, namun kurang dilatihkan di sekolah. O

Metaphors of Globalization

The organization and function of human society in the global economy is, in the current discourse, part of epistemology, developed on the broader link of social sciences with scientific creativity and artistic imagination. The “chaotic” synergy of globalization has developed on a conceptual network where the logic of conceptual metaphor and cognitive scenario are integrative and circular. It is this assertion we start from in the research on the interdisciplinary character of the metaphor of globalization, with special attention paid to the metaphors of the organic, of space, of movement (the spiral formula, the loop, centre-periphery, the metaphor of the nebula, man as a sum, etc.). The research method (contrastive, functional, analytical) has in view the interdisciplinary and dynamic character of metaphors that highlight the conceptual system beyond the research. The conclusion of the study is that the role of interdisciplinary metaphors is to fuse with the text and arguments of an entire conceptual system it generates.

Exploring the Effectiveness of STEAM-Based Courses on Junior High School Students’ Scientific Creativity

The purpose of this study is to explore the effectiveness of a STEAM (Science, Technology, Engineering, Arts, Mathematics) -based curriculum on junior high school students’ scientific creativity. The main topic of the STEAM-based curriculum in this study is an ancient mechanical clock that was designed and produced by the authors’ team. Further, the main concept of the ancient mechanical clock is about a gear wheel. Hence, this study designed two stages of courses which were gear wheel science courses (2 weeks) and STEAM-based courses (2 weeks). A total of 62 junior high school students from two different courses participated in this study and were divided into a control group and an experimental group. This study adopted a counterbalance design. The control group joined gear wheel science courses first and joined STEAM-based courses second. In contrast, the experimental group joined STEAM-based courses first. Both groups were asked to complete a pre-test, a middle-test, and a post-test by completing the “Scientific Creativity Test (Cronbach’s α 0.87)”. The results from paired t-test analyses showed that control group students did not show significant differences in scientific creativity before and after joining the gear wheel science courses, but they got significantly higher scores after joining STEAM-based courses than before. On the other hand, the experimental group students got higher scores in scientific creativity after joining STEAM-based courses than before, and persisted in getting higher scores after joining the gear wheel courses than before. Furthermore, the results implied that the STEAM-based courses might help students maintain or continue their scientific creativity. Further discussion is provided.

Teaching scientific creativity through philosophy of science

There is a demand to nurture scientific creativity in science education. This paper proposes that the relevant conceptual infrastructure with which to teach scientific creativity is often already included in philosophy of science courses, even those that do not cover scientific creativity explicitly. More precisely, it is shown how paradigm theory can serve as a framework with which to introduce the differences between combinational, exploratory, and transformational creativity in science. Moreover, the types of components given in Kuhn’s disciplinary matrix are argued to indicate a further subdivision within transformational creativity that makes explicit that this most radical type of creativity that aims to go beyond and thus to transform the current paradigm can take many different directions. More generally, it is argued that there are several synergies between the topic of scientific creativity and paradigm theory that can be utilized in most philosophy of science courses at relative ease. Doing so should promote the understanding of scientific creativity among students, provide another way to signify the relevance of paradigm theory, and more strategically be a way of reinforcing the place of philosophy of science in science education.

Peer review declaration

On the following page you will find the declaration form. • Please answer each question. • You should submit the form along with the rest of your submission files. • The deadline is the submission date written in your publishing agreement. All conference organisers/editors are required to declare details about their peer review. We will published the information you provide as part of your proceedings. All papers published in this volume of IOP Conference Series: Earth and Environmental Science have been peer reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing. • Type of peer review: Single-blind / Double-blind / Triple-blind / Open / Other (please describe) • The peer review of all research at the Second International Conference for Agricultural Science (ICFAS 2021) was double-blind, and every reviewer responsible for two research. • Conference submission management system: • A temporary account was used in the open conference system (OCS), for pkp company with help from University of Al-Muthanna. • Number of submissions received: 122 submissions received • Number of submissions sent for review: only 90 research sent for reviewers because 32 research did not comply with the conference instructions in terms of scientific creativity or scientific plagrisim less than 20%. • Number of submissions accepted: 90 research was accepted only. • Acceptance Rate (Number of Submissions Accepted/Number of Submissions Received X 100): Acceptance Rate equal (73.77 %) • Average number of reviews per paper: 2 reviews for each paper. • Total number of reviewers involved: 45 reviewers. • Any additional info on review process: The reviewers do not know the names of the authors, and the authors do not know who reviewed their manuscript. Contact person for queries: Name : Dr. Mohammed Ahmed Mohammed Affiliation: University of Al-Qadisiyah Email : [email protected]