our blog / No.6
What is Creatology
By Rafael Nelson M. Aboganda I March 31 2021
CREATOLOGY is the scientific study of creativity and innovation, the creative phenomena, and the observable facts of innovations in different branches of knowledge and various fields of human work and activity.
Creatology, in general, is the scientific study and investigation of the total process of creativity, the environment and conditions under which this process occurs, the resulting “creative product,” “process innovation” and “novel improvement” in existing systems and production, and the ways and means in which it may be facilitated and developed. It examines the creative personality of the creator—inventor, innovator, scientist, technologist, entrepreneur, industrialist, writer, author, poet, artist, etc.
Origin and definition of term
The word creatology is a hybrid coined in 1971 from the Latin creātus (meaning “create”) and lógus or lógos (“to study,” “science”), and the suffix -ology, meaning “the study of” from the Greek lógos (“knowledge”) – creātus lógus.
The term “Creatology” was first used in public in 1972 by Rafael Nelson M. Aboganda and Ricardo S. Cortez in a booklet entitled “Towards a Positive Understanding of Creativity – Creatology, the Science of Creativity” published in the Philippines by the Philippine Inventors Commission (PIC) and in several newspaper reports in Manila.
Early development of Creatology
Creatology, as a new science of creativity, was conceptualized in 1971 by the Creativeness and Inventiveness Project Team, a creativity research and innovation group headed by Rafael Nelson M. Aboganda and Ricardo S. Cortez (deceased) of PIC, then an agency of the National Science Development Board (NSDB) now known as the Philippine Department of Science and Technology (DOST).
In 1971-72, the study of creativityand its subcategory at that time, innovation, is traditionally within the province of the social sciences more particularly related to psychology and, at times, sociology.
However, the advocates of “creatology” proposed that it should be developed as a new science, correlating, integrating, and synthesizing its inferences, deductive or inductive, on the findings of other social, natural and physical sciences particularly psychology, sociology, and anthropology, as well as physiology, neuroscience, physics, mathematics, biology, and historical research in many instances.
Possible direction of creativity studies and new research topics can then be determined after the integration and synthesizing processes. [The process of integration and synthesis is continual—continuing to this date and onward}
Creatology – A short explanation.
As a starting point in 1971, our analysis of creativity research results led us to fourinterrelating, interacting and interpenetrating areas of scientific investigation: The creative person, the creative process, the creative environment, and the creative product.
Later, in our review of literatures, we discovered the 4Ps of creativity proposed by Dr. Mel Rhodes (cited in Encyclopedia Britanica) which anticipated our identified research areas [it nonetheless confirmed] our fields of creativity study – so, we made our research parallel to the 4Ps of Dr. Rhodes, but we used the term “environment” (as explained below) instead of “press”:
1) The personality of the creator (creative person)
2) The process of creating (creative process)
3. The environment in which creation comes about (creative conditions/ecology, culture)
4) The product created (creative product)
However, our ‘creatological’ studies were undertaken by looking closely at the synthesis of the “creative phenomenon” in terms of “creativity” and “innovation” per se.
It should also be noted that in the 4Ps of creativity suggested by Dr. Rhodes in “Dynamics of Creativity” (1956-57) and “An Analysis of Creativity” (1961), he used the term “press,” meaning the “relationship between human beings and their environment”; however, we use a more appropriate and easily understandable term “environment” (social conditions, personal situations, culture, etc.) instead of “press”.
Thus, the principal objective of creatologyis to give a description of the creative performance of the creators and the resulting products and innovations, provide explanation of the processes, methods, and techniques; factors, conditions, situations, environmental circumstances and cultural settings; and other elements attendant to the act of creation.
Objectives of Creatology. As noted earlier, creatology seeks to explain creativity and innovation in these fields:
1. The creative person (personality/characteristics)
2. The creative process (process of creation/invention)
3. The creative environment (creative conditions/situations, cultures)
4. The creative product (product/result of the creative act)
Research methodology
The methodology of Creatology has been primarily derived from the tools used in psychology and other related social sciences for the simple reason that the study of creativity in western sciences is traditionally under psychology. However, new methodologies emerged in early, as well as recent, investigations. It has been observed that creatological studies should be an inter-disciplinary and intra-disciplinary investigation going beyond the psychological-sociological traditions in the advanced countries. It has also been theorized that creatology can evolve into a new branch of social science having its own research methods.
Nonetheless, the new methodology used as early as 1972 in creatology research has been named “salunggalian” approach [rooted from Filipino (Tagalog) words salungatan (contradiction) and tunggalian (conflict)] that deals with the investigation and interpretation of observed data in the creative phenomena under conditions of contradiction and conflict. The method is akin in process to Hegelian thought in which two apparently opposed ideas, the thesis and antithesis, become combined in a unified whole, the synthesis—better known as Hegelian dialectics. Another earlier method is the systems approach, a local adaptation from management science, cybernetics and psychology-sociology―now used in many creativity researches. [Perhaps it should be noted that the first sentence in the original working paper on Creatology was: “The dialectical creativeness of Man is a living reality.” And, regarding “salunggalian,” we are still looking for an equivalent English term.]
At the conception of Creatology, the salunggalian method was proposed as one of its principal methodologies. In due course, it was adopted and used in creatological studies particularly due to observations in case studies and national survey undertaken among Filipino inventors in 1975-77. In the creative studies, there are observable tensions that exist between two conflicting or interacting forces, elements, or inventive ideas, between new inventions and old inventions, new products and old products, etc. Usually, a creative synthesis resolves the contradiction and/or conflict or opposing issues.
Research activities and initial findings
Literature review started in 1971 by looking at the concepts (novelty, originality, invention, creativity per se), meaning (significance, importance, implication) of such concepts, context (background, setting, situation, environment, circumstances), discourses (dialogues, debates, dissertations) including values involved in the discussions, measurement of creativity, and theories of creativity.
Preliminary research activities on creatology commenced in early 1972. By mid-1975 to 1976 an extensive survey of more than 120 Filipino inventors were completed with particular focus on the process of invention development: from the conception of ideas, the different stages of R&D work and product development, market launching and commercialization, to product reworking and final adaptation. The research report was completed in late 1977. However, by the end of 1970s, creatological research has been intermittent due to lack of funds and support from other researchers on creativity as well as funding institutions, aside from the speaking engagements and training schedules of the research team.
Nevertheless, initial findings have been summarized, thus:
Observations, measurements and experimentations. Initial studies have been carried out by way of refractory or uncontrolled investigation. Preliminary observations and experimentations are leading towards a familiar paradigm of creativity, i.e., that “creativity and intelligence are a whole.” The initial data, however, is not sufficient to point to the validity of this new interpretation. Even though many creativity researchers, both local and foreign are also pointing to this direction as early as 1960s and 1970s until late 1980s. New observations, however, have been brought up in 2000s and early years of last decade (2010s). [The challenging idea is that creativity is a subcategory of intelligence (creative intelligence), making it impossible to study the creative phenomena as an ascendant science.]
Classification and analysis. Due to insufficiency of data and methods of measurement, no classification and analysis have been made in detail, though preliminary classification has been done. Primarily, creatological studies have been classified into four major areas of investigation initially patterned after the previous creativity studies as a starting point (presented earlier), these are: 1) the personality of the creator (creative person), 2) the conditions in which creation comes about (creative environment/situation, culture), 3) the process of creating (creative process), and 4) the product created (creative product). These research areas of creativity have been confirmed by our investigation of inventors and their invention development process from idea generation to commercialization, reworking and latest product/process adaptation.
Suppositions. From initial observations and data collected, some preliminary suppositions have been derived for the furtherance of creatological research activities:
1. Creativity is not an individual totality but has natural (organic), societal, cultural, factorial, conditional and environmental unity working as a whole – the person, the process, the environment, and the product.
2. Creativity is a combinatorial act of the creativeness and intelligence of the individual, an evidently collaborative effort.
Many books by different authors and research reports by creativity researchers have presented studies and observations similar to these suppositions. Most of these studies were undertaken under the umbrella of psychology, sociology, anthropology, etc. Creatology would like to look at the phenomenon in terms of “creativity” and “innovation” per se., because creativity studies from different disciplines have clearly shown that creativity is an attribute, on varying degrees and scope, of every man not only a few distinguished minds, including the fact that creativity can be nurtured and developed―shaped and driven.
Significance of the current “Creatology” studies. This scientific study of creativity under what we call “creatology” is expected to result in, among others, the following:
1. It will establish the formulation of a new scientific study of creativity and innovation which is not totally dependent on psychological-sociological studies but founded on the interdisciplinarity of the social sciences such as psychology, sociology, anthropology, economics and even history; and correlated, interrelated, synthesized with other disciplines beyond social sciences and extending to related/co-related sciences; and interpenetrating with natural-physical sciences particularly biology, neuroscience and allied branches of science. Creatology is an interdisciplinary science integrated as one―a whole!
2. It will establish a new way, approach and methodology in understanding and appreciation of the arts, design, crafts, architecture, literature, etc.; as well as the creation of technical inventions and social innovations; and the combinative development and interpenetration of arts and sciences, not just intersection.
3. It may also result in a systematic development of new field of sciences which we can call – the creative sciences (combination, integration, synthesis, and interpenetration of different disciplines and scientific fields, not just simple intersections), which has already emerged as early as 1960sand early 1970s, e.g., biophysics, biochemistry, physical chemistry, astrophysics, etc.; and started to methodically evolve in 1980-90swith a flinching head start at the beginning of the 21st century, such as medical physics, biomechanics, electrical and computer engineering physics, and many others. This is also happening in new products like iPad and iPhone, Smart-TV, etc.
Another proponent of Creatology. Dr. Istvan Magyari-Beck, professor emeritus, Corvinus University of Budapest, Hungary, declared that he “first outlined, coined, proposed and introduced” Creatology in his presentation "‘About the Necessity of Complex Creatology’ given on the International Sociology of Science Conference in Budapest, September 7-9, 1977.” He described that “Creatology is an interdisciplinary science about the creative functions in their any possible respects and parts.” The presentation paper was “published in 1979, in the book ‘Sociology of Science and Research’, edited by Janos Farkas, Akadémiai Kiadó, Budapest.” [Then again, as noted above, we conceptualized “Creatology as a new science of creativity” in 1971 and published a pamphlet on Creatology in 1972.]
Refutative arguments. Of course, it should also be pointed out that the proposed new science of Creatology has been rejected by several social scientists―as early as the 1970s and until today―saying that creativity as well as innovation can not be considered as a separate object of scientific research outside of the existing social sciences. Creativity and innovation are the subject mainly of psychology, partly of sociology, anthropology, etc. One social scientist, who has undertaken in-depth studies and has written many articles and books on innovation, said: Innovation is not a scientific phenomenon. This means by implication: Creativity is not a scientific phenomenon. Creatology cannot be a science.
We will discuss this issue in the succeeding Blogs. The topic of this current Blog is to simply present “what is creatology” in general terms.
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Reiterated notes and acknowledgments: Creatology was first conceptualized in 1971 and publicly introduced by Rafael Nelson M. Aboganda and Ricardo S. Cortez in 1972. Its first working paper entitled "Towards a Positive Understanding of Creativity - Creatology, The Science of Creativity" was published in the Philippines by the Philippine Inventors Commission (PIC) on October 24, 1972. Since 1978, creativity studies under creatology are being undertaken by Likhaan Institute of Creatology and Innovation (LICI) in the Philippines [formerly Likhaan Institute Foundation, Inc. (LIFI) and later to become The Likhaan Group, Inc. (TLG)]. The InventSchool of the Cre8tology Corporation (C8C) in Toronto, Canada will soon be our partner in creatology studies.
Preliminary theoretic studies of Creatologywere conducted in 1971 to early 1975 by Aboganda and Cortez. Initial literature research was undertaken in 1971-72 by Laura Tolentino, Sonia Canchela and Lydia Estonactoc with Luisito de Guzman of the Creativeness and Inventiveness Development Program and its Publication Staff, Philippine Inventors Commission (PIC).
Creatological studies started with a nation-wide 18-month study of inventions-and-innovations and their inventors and utility model makers in the Philippine setting conducted in late 1975 until the middle of 1977 by a research team of the Development Academy of the Philippines (DAP) headed by Aboganda and Jose Marte R. Torres with Elena Mangilit-Garcia and 20 research associates and assistants of DAP in collaboration with the science research staff of the PIC-NSDB.
Other researchers who were involved in Creatology include, among others, the following: Rizal C. Alejaga, Cesar C. Villariba, Jr., Ernesto A. Forcadilla, Alexander A. Azucena, Renato A. Forcadilla, and Samuel P. Gaabucayan (deceased) and his wife Corazon Abanes Gaabucayan.
Sources and references
2017 – Rafael Nelson M. Aboganda. Creativity and Innovation in Education – Innovative teaching and creative learning. Likhaan Institute of Creatology and Innovation, Quezon City, Philippines, Quezon City, Philippines. [This book (in draft form) is the detailed version of the materials presented during the first national seminar-workshop on “Creativity and Innovation in Education” conducted by the author on November 23-25, 2017 at the Marikina Hotel, Marikina City, Philippines organized by JNY Career Management Consultancy for the Philippine Department of Education (DepEd).]
2008 – Rafael Nelson M. Aboganda. Creatology – The science of creativity. Creativity Journal, Volume 1, Number 2, Quezon City, Philippines. 4th Quarter 2008.
1972 – Nelson M. Aboganda & Ricardo S. Cortez. Towards a Positive Understanding of Creativity – Creatology, the science of creativity. Philippine Inventors Commission, Quezon City, Metro Manila, Philippines. 24 October 1972.
1961 – Mel Rhodes. An Analysis of Creativity. The Phi Delta Kappan, Volume 42, No. 7. Phi Delta Kappa International, April 1961.
1956 – Mel Rhodes. The Dynamics of Creativity. PhD. Dissertation, University of Arizona, Tucson, USA 1956-57.
Please see the webpages below for additional explanation on Creatology – The science of creativity and innovation:
https://www.scribd.com/document/419762944/Creatology-the-science-of-creativity-and-innovation
https://www.academia.edu/8391163/Creatology_the_Science_of_Creativity_and_Innovation
Our blog / no.5
Why We Need Education for Creativity and Innovation
By: Rafael Nelson M. Aboganda | March 18, 2021
The InventSchoolä Canada is an international education and research center on creativity, invention, and innovation. It is an education center for creativity in invention-based enterprise (inventerprise) development and research center on creatological studies and technological innovation under the auspices of Cre8tology Corporation (Canada) and Likhaan Inc. (Philippines) supported by philanthropic foundations, patrons, donors, funding institutions, and other socially responsible and scientifically supportive business organizations.
The Education Programs and Training Courses of the InventSchoolä Canada is dedicated to the development of creativity and innovation, promotion of inventive activities, and creation of technological, social and cultural enterprises. Its education programs seek to improve creative thinking skills, provide thinking tools, methods and techniques, stimulate the development of technical and social inventions (new products, processes, systems and services). Its training courses aim to develop innovative enterprises, enhance human and social productivity, strengthen the culture of innovation in organizations (business-industry, government, and educational institution), and unite communities towards resource base economy that promote sustainable, equitable economic transformation and societal development.
The InventSchoolä is an integrated model of education—an interactive, creative education for technological invention and social innovation. The purposes of its education and training courses are to develop the creative-innovative personality of students who can generate new ideas, create new inventions and turn them into entrepreneurial innovations. It showcases educational environment that offer multi-dimensional relationships and synergy between business-and-industry and educational institutions, and foster strong links between government, universities, organizations, and communities.
The InventSchoolä will offer multi-disciplinary education reinforced by school-based technology innovation-lab and start-up businessinnovation-hub which will encourage the setting-up of training programs and resources encompassing applied research, entrepreneurial education, technology transfer, idea incubators, startup accelerators, new venture management, mentor networks, industry collaborations, and venture capital resources.
The students entering the InventSchoolä will need prior knowledge that will allow them to create new technologies, and skills in analytical-critical thinking, creative problem-solving and decision-making, and collaborative abilities that will help them thrive in post-pandemic period, in the unpredictable economy of today, and a more advance society of tomorrow. [The so-called ‘prior knowledge’ may be satisfied by attending the training courses under the InventSchool’s Foundation and Exploration Program (FEP).]
Education programs and training courses. The InventSchoolä offers interdisciplinary creative education programs and innovative training courses in digital format and/or face-to-face classroom sessions consisting of 1) Lecture-dialogues, seminar-workshops, and short- and medium-term courses with enriching conferences at designated technology innovation-lab and start-up business incubation-hub. [The InventSchoolä intends to partner with educational institutions, business organizations, and industrial companies anywhere in the world for establishing these education labs and business hubs in their localities]; 2) Post-graduate certificate courses in creativity and innovation; 3) Post-graduate diplomate courses in creativity and innovation, and in the future, Bachelor's, Master's and Doctorate degrees in creativity and innovation. [See: https://inventschool.ca/programs for details; however, the education programs may have been changed or updated, so please inquire about new updates on our education programs and training courses.]
The educational programs. The InventSchool’s education programs and training courses consist of three tracks as follows:
1) Foundation and Exploration Program [FEP] (Lectures and dialogues; seminars and workshops; and short- and medium-term training courses) – This program launches the InventSchoolä and makes known its educational programs and services to the public. The FEPoffers basic courses, on a continuing basis, to promote education for creativity and innovation in both digital format/platform and/or face-to-face classroom sessions.
2) Regular Education Program [REP] (Certificate, diploma, and degree courses) – This program is the central focus of the InventSchoolä, it is the School in itself! The program will be conducted in digital platform or in combination with face-to-face classroom sessions operated under several institutes― initially the Life Institute (creative life management and leadership, social innovations, and holistic health and wellness), Creatology & Innovation Institute (creativity studies, technological inventions/innovations and scientific research & development), and Resource Management & Ecosystems Institute (creativity in resource management, sustainable development and natural ecosystems, including climate change).
3) Continuing Education Program [CEP] (Emerging issues, evolving theories, new educational themes, conferences and institutes, conventions, and exhibitions) – This program will tackle research findings and issues on creativity and innovation in general, and life management and resource base economy, in particular. This will include the presentation of research results/findings, announcements of new inventions and start-up enterprises, etc. The program will support the setting-up an Innovation Lab and Enterprise Incubation Hub jointly with the R&D Program of the InventSchoolä.
The major subject areas of coursework. The InventSchoolä will have nine (9) major subject areas of coursework briefly described below:
1) Foundations of creativity and innovation – Creative thinking and creative process; innovation methods and approaches, tools and techniques; and creative studies on and scientific theories of creativity and innovation.
2) Creative problem-solving and decision-making – Solving real-world problems, creative methods and techniques in problem-solving and decision-making; and problem-solving tools and approaches in invention development and innovation management.
3) Scientific and technological innovations – Creative concepts and idea-generation, developing new ideas and inventive solutions, and concrete steps towards commercialization; invention development (inventions and new products/processes) and the innovation process; technology management; and intellectual property rights and invention patents.
4) Invention enterprise (‘inventerprise’) and technopreneurship – Creating, developing and establishing invention-based enterprise (“inventerprise”); new venture management (start-up business development); commercialization of new products and inventions; and invention entrepreneurship and innovations in technology management.
5) Organizational and institutional innovation management – Stimulating and managing creative people in the business organizations and government agencies; developing new products, inventions and services inside the business or industrial enterprise and public institution; creative collaboration in business organizations; improving government services and developing new approaches in government processes; creative leadership for innovation; and organizational/institutional structure, process and management for innovation.
6) Creative life management, social inventions and community innovations for living the “good life” in urban and rural milieu – Creative approaches to managing human-social life, understanding the mind and the human body, healthy lifestyle, sustainable living, and human society in built environment and natural ecosystems, and developing innovations for community development in urban setting and rural milieu; and developing social inventions and community innovations.
7) Resource management, ecosystems innovations for sustainable development, and climate change – Creative approaches in dealing with natural ecosystems, climate change, innovative resource management for sustainable development; and introduction of creative design science in constructing built environment, and innovation management in human settlements and its ecosystem.
8) Innovation laboratory and business incubation hub within the InventSchoolä campus and possibly in some regional centers – Innovation lab for developing scientific theories and technological inventions, and generation of innovative business approaches; and operation of incubation centers for new ‘inventerprises’ and new business ventures.
9) Educational innovations and creative training systems in colleges and universities – Creative approaches in educational innovations and instructional methodologies; incorporating creativity and innovation in the curriculum; and introduction of innovative teaching or teaching for creativity and innovation, as well as creative learning, both in personal and classroom settings.
Introductory Explanation on the Education Programs and Training Courses
A. Foundation and Exploration Program [FEP]. The Foundation and Exploration Program is an introductory [“promotional”] or preparatory lectures and invigorating or energizing seminar-workshops, and short-/medium-term courses which introduce the students and participants to creativity and innovation in general. These are intended to inspire and stimulate participants’ creative talents and innovative skills, as well as provide solid foundation—knowledge, attitude/behavior, and skills—on creativity and innovation. [Participants may include students, educators/teachers, professionals, workers/employees, and all interested individuals/groups.]
• Lectures and Dialogues – The InventSchoolä will offer public lectures on creativity, invention development and innovation management, among other subject areas, in the central InventSchoolä campus, selected InventSchoolä regional centers, or other venues such as hotels, offices and other school campuses. The lectures, dialogues and roundtable discussions are intended to introduce creativity and innovation to students, teachers, young professionals and the general public. The objective is to let the students and participants discover their own creative talents and inspire them to develop their creativity and innovative skills. [Relative duration: Two (2) to three (3) hours to a maximum of four (4) hours]
• Seminars and Workshops – Seminars and workshops are bite-sized formal training designed to inspire and stimulate the students’ creative capacity and show them how to nurture and develop their creative thinking skills and provide solid foundation on the use of creativity tools and techniques in idea-generation, creative problem-solving and decision-making. The objective is to stimulate students’ inventing capability, and encourage them to start developing invention-ideas, making the ideas patentable and how to move towards the setting up of possible invention enterprise. [Relative duration:Half-day (3-5 hours) up to a maximum of three days (8-24 hours)]
• Short- and Medium-Term Courses – The short- and medium-term courses are the formal educational tracks of the InventSchoolä that will provide detailed information on developing the students’ creativity and innovation skills in a particular subject area or field of study. The courses aim to invigorate or energize creativity and innovative skills by demonstrating how to further develop creative thinking skills, provide specific guides to the appropriate use of creative tools and techniques, technology development, and innovation management. [Relative duration: One week (20-40 hours) up to a maximum of one month (40-160 hours)]
The proposed short- and medium-term courses are:
- Certificate (of Attendance) in Nurturing Creativity and Improving Thinking Skills (NCITS)
- Certificate (of Attendance) in Creative Problem-Solving and Decision-Making (CPSDM)
- Certificate (of Attendance) in Creative Entrepreneurship and Business Innovation (CEBI)
- Certificate (of Attendance) in Creative Engineering and Technological Innovation (CETI)
- Certificate (of Attendance) in Scientific Creativity and Innovation (SCI)
- Certificate (of Attendance) in Technological Innovation and Entrepreneurship (TIE)
- Certificate (of Attendance) in Innovation Management in Business and Industry (IMBI) ‒ Application of creative tools and innovative techniques in management of business organizations and industrial companies
- Certificate (of Attendance) in Innovation Management in Governance and Public Service (IMGPS) ‒ Application of creative tools and innovative techniques in local governance, management of public institutions
- Certificate (of Attendance) in Innovation and Technology Management (ITM)
- Certificate (of Attendance) in Creative Education and Instructional Innovations (CEII) ‒ Innovative teaching and creative learning
- Certificate (of Attendance) in Educational Gamification – Simulation and Gaming Design (EG-SGD)
- Certificate (of Attendance) in Invention Patent and the Intellectual Property System (IP-IPS)
- Certificate (of Attendance) in Social Invention and Community Innovation (SICI)
- Certificate (of Attendance) in Corporate Social Responsibilities and Community Innovation (CSRCI)
- Certificate (of Attendance) in Social Invention in Community Development (SICD)
- Certificate (of Attendance) in Life Management, Healthy Lifestyle and Human Development (LMHLHD)
- Certificate (of Attendance) in Innovation Management of Natural Ecosystem (IMNE)
- Certificate (of Attendance) in Resource-Base Management for Sustainable Development (RBMSD)
- Certificate (of Attendance) in Building Innovative Towns and Cities (BITC) – Generating ideas for building innovative city, town or municipality using creativity in all its forms for developing schemes on regeneration through a mix of the traditional creative arts, business, science and technology towards creating digital, innovative economy utilizing the Internet of Things (IoT) across the landscape
- Certificate (of Attendance) in Creatology (NSCI) – The science of creativity and innovation
- Certificate (of Attendance) in Creative Analytics and Innovation (CAI) – Constructive critical thinking, analytical creativity, logical sensitivity and changing perceptions, reasoning and evaluation, learning comprehension and making relevant connections
- Certificate (of Attendance) in Creative Studies and Creatological Research (CSCR) – A special interdisciplinary approaches and methodologies in creative studies and creatological research designed for researchers interested to participate research study on Creatology
- Certificate (of Attendance) in Advanced Internet Online Search (AIOS) – How to surf information in the “deep” web [How to find quality information on the Internet]
- Certificate (of Attendance) in Super-Recall: Memory Enhancement (SRME) – Learning how to recall important information and analytic data, and how to learn better and faster
[The title of the “Certificates” will be refined during the final preparation of the InventSchool’s educational programs – Certificate of Attendance for lectures, seminars and short courses, and Certificate of Completion for medium-term courses. Some of the short- and medium-term courses may be offered in the Continuing Education Program on a longer term of one to three months.]
B. Regular Education Program [REP]. The Regular Education Program consist of post-graduate certificate and diploma courses, degree course programs on a trimester calendar, each trimester is 13 weeks or three-and-a-half months. The course programs proposed to be offered are: 1) Bachelor’s Certificate Program (BCP), a two-trimester course of 26 weeks; 2) Bachelor’s Diploma Program (BDP), a three-trimester course of 39 weeks; 3) Bachelor’s Degree Program (BDP), a four-year (12-trimester course) of 156 weeks, and 4) Master’s Degree Program (MDP), a two-year (6-trimester course) of 78 weeks. However, some courses (subjects) in the BCP may be credited to the BDP, and some courses in the BDP may also be credited to the MDP – on the average, the BDP may be completed in at least four years, while an MDP in two years.
The BCP and BDP courses are designed to develop creative thinking skills and foster the ability to think differently in an exciting journey to the world of creativity and innovation. It focuses on the development of technological inventions and innovative products, processes, services and organizations as well as social inventions and community innovations.
It has been recommended that the InventSchoolä should offer a dual-degree curriculum (see degree course schematics). It is a combination of two college degree courses: One in creativity and innovation (say Bachelor of Science in Creativity and Innovation) and another discipline or a basic degree course, say Bachelor of Science in Computer Engineering (with a more advanced subject: electrical and computer engineering physics), Bachelor of Science in Life Management, Bachelor in Resource Management of Natural Ecosystem, or any Baccalaureate degree which may be completed over four years and seven months or less, on a regular, full-time basis.
This means all students will be given a creativity-and-innovation degree (which will be common to all students) and another primary (major) degree course of his choice as offered by the InventSchoolä or in collaboration with any accredited university. The 4-year and 7-month dual-degree course may be designed as a 14-trimester course, instead of 15 trimesters, or a little more than four-and-a-half years.
The regular degree courses. The regular degree program of the InventSchoolä under the REP will be finalized during the preparation of educational program curricula and course syllabi.
Special one-year degree, diploma and certificate courses. For graduates of degree courses from other colleges and universities, one-year degree programs will subsequently be developed into a ‘family’ of specialized one-year degree courses ‒ a unique, interdisciplinary and multidisciplinary family of degrees with creativity-and-innovation core subjects—designed for specific college graduates or degree holders. These special degree, diploma and certificate programs will be introduced as early as possible by the InventSchoolä: A generalized one-year degree coursein creativity and innovation [a second BSc.] specifically designed for college graduates only (with four-year degree course from any accredited college or university), a three-trimester diploma course, and a two-trimester certificate course for everyone interested in creativity and innovation. The courses are: 1) Bachelor of Science in Creativity and Innovation (BSc.CI) for all college degree holders of any course; 2) Diploma in Creativity and Innovation (DCI); and 3) Certificate in Creativity and Innovation (CCI).
Research and Development Program [R&D-P] (Emerging creativity research study areas, fields or domains, rising or evolving theories and practices on creativity and innovation) – This program—supports and compliments the education program—will tackle research topics and issues on creativity and innovation in general, and life management and resource base economy, in particular. The program will set-up an Innovation Lab and Enterprise Incubation Hub jointly with the Continuing Education Program (CEP) under the management of R&D-P.
Miss Philippines 2021 Hannah Arnold backs Invent School
By: Ernesto Forcadilla
Society has never been kind to inventors. Thomas Alba Edison was able to attend only three months of school because his teacher told him he was hopelessly stupid. Edison was taught reading, writing, and arithmetic by his mother who used to be a school teacher. However, one biographer described him as a very curious child who learned most things by reading on his own. As a child he became fascinated with technology and spent hours working on experiments at home. https://lnkd.in/gJx-Kma
Thomas Alba Edison was an American inventor and businessman who has been described as America's greatest inventor. He developed many devices in fields such as electric power generation, mass communication, sound recording, and motion pictures. He held over 1000 patents for his inventions.
Charles Goodyear, whose name is now a multi-million dollar business, died a poor man in his search for new and better things. In spite of the success that should banish the myths about struggling inventors, less than 5% of patents are commercialized. "And less than 5 percent of the patents received by small inventors culminate in a commercial product." Inventions and innovations ushered the growth of society with these four technologies, electrification, transportation, water distribution system, and medicine.
But inventors have all made our lives much more comfortable - though in some instances to the contrary - either by intent or by accident, and they have been reason enough for prosperity or disaster. Most inventors are self-taught and quite unanimously school drop-outs, but in truth, these inventors, most of them, are born, and think way ahead of their time. They are creative and innovative.
We founded InventSchool Canada https://inventschool.ca/ as a creative education and innovation Research-And-Development institute dedicated to the development of creativity and innovation, promotion of inventive activities, and formation of technological, social and cultural enterprises. It stimulates the development of technical and social inventions (new products, processes and services), development of innovative enterprises, and enhancement of industrial productivity.
InventSchool Canada is the same Invent School project in the Philippines in cooperation with Philippine government Department of Science and Technology (DOST) mentioned by the newly crowned Miss Philippines International Ms. Hannah Arnold.
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