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| T. Fisher photo of Stancell's Mural "We Who Believe in Freedom Cannot Rest" |
The fields of social learning and social incubators are cultivating, I would suggest, the endeavor of incubating social creativity.
Social Learning. Wals and Leij (2007) in their prefatory remarks to a book on the topic of social learning and sustainability education (
free downloadable ebook available) point out the spectrum of meaning for social learning -- from learning among deeply socially contexted inviduals to focusing on the learning processes of 'social aggregates' (pp. 19-20). They suggest that social learning involves facilitating dynamic contexts for richly socially contexted, diverse groups to engage with sustainability challenges along this spectrum. Complexivists have referred to this as extending the locus of learning to the learning community [and not (only) the individual] (Davis & Sumara, 2006) or as the learning of collective beings (Minati & Pessa, 2006). Sterling (in the 2007 volume linked above) imagines a "connective cultural consciousness" in which sustainability social learning can help cultures "ride the storm" of climate change by undertaking radical social learning at the scale of paradigm change.
Granted, these ideas of social collectives are not actually novel. To note, elder cultures (such as those featured by
Bowers' scholarship on the learning commons and traditional cultures) have long understood that learning communities offer a deep connection, empowerment, and nurture than individuals operating in isolation or even individuals collaborating. Educational theory is still catching up.
At the same time that learning theory is learning to jump scales and study aggregates, enterprise theory and incubation of entrepreneurship (and ecopreneurship even) is undergoing a similar shift from rugged individualism to .... social incubators.
Social Incubators. Social media, crowdfunding, honoring social good and values-infused endeavor, and open-sourcing as well as increasingly accessible organizational infrastructure through internet technologies have radically opened the field of enterprise innovation. The idea of separate "enterprises" are themselves melting as densely interconnected networks of creatives and service brocades transfigure entrepreneurship. The rise of
social enterprise incubators (also
these examples) and the
generosity economy all reflect a parallel to the shift described in educational theorizing toward attending to the social dimensions of learning and social learning.
Incubating Social Creativity. Without falling into the western tendency to reify the new (as is often the case in unconscious neophilia), the social evolution of our species involves attending to complex emergence. Our culture is evolving to attend to emergence, autopoiesis, and self-organization as signs of complex innovation and novelty. Goldstein, Hazy, and Lichtenstein (2010) propose complexity-informed strategies for facilitating ecologies of innovation.
Attending to innovation in a deep sense means attending to creativity. Csiksentmilhalyi (1999) noticed how the systems of field and culture contexted and vetted individual creativity.
R. Keith Sawyer (2010) takes off from jazz improvisation to develop a complexity-informed social creativity called
collaborative emergence. In collaborative emergence, creative collaborations by groups of people spark emergent phenomena at the group scale. Ecologies of innovation extend this emergent process to locality and cultural scales, even innovating public services (for example
in Peterborough). At the scale of locality and neighborhood, the
Transition Town movement exemplifies this shift;
City Repair and Placemaking serves as another beacon. Social creativity has been credited with rapidly accelerating software innovation (Granof, 2013). Many other theorists have also explored social creativity (including John-Steiner, 2000 and Sawyer, 2008). Social as a descriptor in social creativity can function in two ways, either to convey that the phenomena is generated by social aggregate or that it is geared toward social good.
Researching Incubating Social Creativity. My original mixed methods research is surfacing methods and means for catalyzing social creativity. I research the "social" in creativity across both dimensions of meaning of social: (1) that it is generated by groups and systems of creativity and (2) that it has an intention toward social good, in this case sustainability and regeneration.
I am studying how to incubate multi-scale creativity. By generating processes, habits of curiosity, and cultures of individual and small group creative processes as well as setting up learning cultures favoring social creativity, we can facilitate and encourage the underlying practices, habits, and cultural matrix to nurture social creativity.
The research is surfacing how creativity, the seedbed for innovation and personal and cultural flourishing, can be sourced in nature and bioculture and aligned with increasing the integrity of culture, place and planet. This regenerative creativity emerges at multiple scales and produces empathy, connection, and earth-aligned action. Incubating social creativity catalyzed by ecofractal patterns from nature and bioculture develops what Bowers (2012) calls ecological intelligence and what Goleman, Bennett & Barlow (2012) name ecoliteracy, an emotionally and socially engaged ecological intelligence. I would suggest that to incubate this kind of regenerative cultural and social creativity can source shifts not only in social learning and social enterprise, but also in multiple other domains and transdisciplines as part of the enlarging and interconnecting tapestry of cultural regeneration beyond sustainability to thriving.
In the coming months we will be sharing snapshots of the emergent findings from this research.
Resources
- Bowers, C. A. (2012). The challenge facing educational reformers: Making the transition from individual to ecological intelligence in an era of climate change. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 112-122). New York, NY: Routledge, Taylor & Francis.
- City Repair. (2013). Website. Retrieved from http://www.cityrepair.org
- Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of creativity. New York, NY:
Cambridge University Press.
- Dawson, J. (2012). Building an economy on gift and generosity [Blog post]. Retrieved from http://www.schumachercollege.org.uk/blog/building-an-economy-on-gift-and-generosity-jonatha-dawson
- Goldstein, J., Hazy, J. K., & Lichtenstein, B. B. (2010). Complexity and the nexus of leadership: Leveraging nonlinear science to create ecologies of innovation. New York, NY: Palgrave Macmillan.
- Goleman, D., Bennett, L., & Barlow, Z. (2012). Ecoliterate: How educators are cultivating emotional, social, and ecological intelligence. San Francisco, CA: Jossey-Bass and the Center for Ecoliteracy.
- Granof, P. (2013, October 9). Social creativity: The engine of software development [Blog post]. Wired - Innovation Insights. Retrieved from http://www.wired.com/insights/2013/10/social-creativity-the-engine-of-software-development-in-the-social-era/
- Sawyer, R. K. (2008). Group genius: The creative power of collaboration. New York, NY: Basic.
- Sawyer, R. K. (2010). Individual and group creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 366-380). New York, NY: Cambridge University Press.
- Stancell, P. Mural of "We who believe in freedom cannot rest." On Wikimedia Commons. Mural on the wall of row houses in Philadelphia, sponsored by the Freedom School Mural Arts Program.
- Transition Network. (2013). Website. Retrieved from http://www.transitionnetwork.org/
- Wals, A. E. J. (Ed.). (2007). Social learning towards a sustainable world: Principles, perspectives, and praxis. Pays-Bas: Wageningen Academic Publishers. Retrieved from the publisher at http://www.wageningenacademic.com/sociallearning
Image Credit:
Photograph by Tom Fischer, 2009, of a Mural on the wall of row houses in Philadelphia. Mural Artist is Parris Stancell, sponsored by the Freedom School Mural Arts program. Photo Creative Commons 2. Left to right: Malcolm Shabazz (Malcolm X), Ella Baker, Martin Luther King, Jr., Frederick Douglass. The quote above the mural is from Ella Baker, a founder of SNCC (Student Non-Violent Coordinating Committee), a civil rights group that helped to coordinate "Freedom Rides" in the early 1960's (from Wikimedia Commons).
Inspired by the idea that our communities are already well-resourced with brilliance, determination, and creativity, the Institute for Earth Regenerative Studies is innovating a certificate program to catalyze community-based climate resilience. The first cohort, targeted for a Fall 2015 start, will bring together a dozen women, including queer women, in an activist, experiential learning cohort to engage in mentored projects for climate change, climate action, and climate justice. The program is envisioned as a cross-collaboration of arts-based activists, ecopreneurs, and permaculture - regenerative designers. 
