Böcker i Elements in Creativity and Imagination-serien

Slow wonder bears witness to the possibilities of the imagination. In a series of letters the authors playfully imagine alternatives to current orthodoxies that privilege technocratic approaches to education that have strangled discussion about what it might mean to make education good and right, or even beautiful. The authors position the imagination as a powerful site of resistance within education and academic life. They unpack their philosophical positionings through vignettes of their teaching practice, poetry written as reflective musings and discursive theoretical pieces, including letters they have written to others. They attempt to marry the poetic and the academic, the rational and the affective, to model a slow approach to wondering about the joy, beauty and possibilities of life. In this spirit, they contemplate new ways to think and live in education.

This Element asks if the arts can help us imagine a better future society and economy, without deep social gulfs or ecological harm. It argues that at their best, the arts open up new ways of seeing and thinking. They can warn and prompt and connect us to a bigger sense of what we could be. But artists have lost their role as gods and prophets, partly as an effect of digital technologies and the ubiquity of artistic production, and partly as an effect of shifting values. Few recent books, films, artworks or exhibitions have helped us imagine how our world could solve its problems or how it might be better a generation or more from now. This Element argues that artists work best not as prophets of a new society but rather as 'prophets at a tangent'.

A misunderstanding of the nature of creativity-relevant skills and the equally mistaken belief that creativity exists independently of actual creative things and ideas have hindered creativity theory. A more domain-specific and nominalist understanding of creativity will free creativity researchers to make progress in certain areas.