"The UK's creative economy is one of its great national strengths, historically deeply rooted and accounting for around one-tenth of the whole economy. It provides jobs for 2.5 million people - more than in financial services, advanced manufacturing or construction - and in recent years, this creative workforce has grown four times faster than the workforce as a whole.
But behind this success lies much disruption and business uncertainty, associated with digital technologies. Previously profitable business models have been swept away, young companies from outside the UK have dominated new internet markets, and some UK creative businesses have struggled to compete.
UK policymakers too have failed to keep pace with developments in North America and parts of Asia. But it is not too late to refresh tired policies. This manifesto sets out our 10-point plan to bolster one of the UK's fastest growing sectors."
(Hasan Bakhshi, Ian Hargreaves and Juan Mateos-Garcia, April 2013, NESTA)
"What is the function of abductive inference? For [Charles Sanders] Peirce it is 'the process of forming an explanatory hypothesis. It is the only logical operation which introduces any new idea; for induction does nothing but determine a value, and deduction merely evolves the necessary consequences of a pure hypothesis. Deduction proves that something must be; induction shows that something actually is operative; abduction merely suggests that something may be' (CP 5.171, cf 1991a, p.333). Abduction may thus be conceived of as a principle that allows us to reconstruct how conceptual order is achieved through the imposition of a hypothesis (in the form of a minimal theory, an idea, a rule or a law-like hypothesis) - which inaugurates constructivist thinking. Here I can only hint at the great variability of this schema; it enables us to bridge the traditional gap between the arts and the sciences because it can be used as a model both of explanation and of understanding."
(Hans Rudi Fischer, pp. 368, 2001)
Peirce, Charles Sanders (CP). (1931-35, 1958) "Collected Papers of Charles Sanders Peirce". Bd. I-VI (1931-34) ed by Ch. Hartshorne and P. Weiss. Vol. VII-VIII (1958) ed. By A.W. Burks. Cambridge, Massachusetts/London.
Peirce, Charles Sanders (1991a), Naturordnung und Zeichenprozeß. Schriften über Semiotik und Naturphilosophie. Hrsg. und eingeleitet von Helmut Pape. Frankfurt/Main, Suhrkamp.
Foundations of Science, special issue on "The Impact of Radical Constructivism on Science", edited by A. Riegler, 2001, vol. 6, no.4: 361-383. "Abductive Reasoning as a Way of Worldmaking", Hans Rudi Fischer, Heidelberger Institut für systemische Forschung und Therapie, Kussmaulstr. 10, D-69120 Heidelberg, Germany.
"Concrete Canvas Ltd. manufacture a ground breaking material technology called Concrete Canvas that allows concrete to be used in a completely new way. Concrete Canvas was originally developed for the award winning Concrete Canvas Shelters, a building in a bag that requires only water and air for construction."
(Concrete Canvas Ltd.)
"Constructivism is a recent perspective or philosophy on learning with ancient roots (von Glasersfeld, 1995) that has extensive implications for the use of collaborative learning tools. In employing constructivism, some teachers believe that better learning occurs when knowledge is the result of a situated construction of reality (Brooks, 1990). Unfortunately, although constructivist revolutionaries have ventured onto the battlefield of epistemological change, most have not provided practicing educators with the wherewithal to reconstitute and embed constructivist ideas within their personal philosophies and teaching practices. Teachers might, in fact, design useful constructivistic learning environments and strategies, but may not recognize that they operate from a constructivist paradigm (Harris & Pressley, 1991). Even when constructivism is recognized as valuable, few guidelines exist for implementing and assessing it. So, when CSCL tools enter the instructional arsenal of public schools and higher education settings, constructivism may not be the theory of choice. And, undoubtedly, many scholars and researchers fuel this problem with intense debates that most practitioners simply lack the time and energy to deal with (e.g., see Ernest, 1995; von Glasersfeld, 1995).
Further muddying the debate, there is no canonical form of constructivist theory. Cobb (1994) identified two variations - cognitive constructivist and social constructivist - and there are undoubtedly more. Cognitive constructivists tend to draw insight from Piaget and focus on individual constructions of knowledge discovered in interaction with the environment ... Social constructivists rely more on Vygotsky (1978) and view learning as connection with and appropriation from the sociocultural context within which we are all immersed."
(Curtis Jay Bonk and Donald J. Cunningham, p.33)
Bonk, Curtis Jay; Cunningham, Donald J. Bonk, Curtis Jay (Ed); King, Kira S. (Ed), (1998). "Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools" in Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse., (pp. 25-50). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
"John Pierson is one of the unsung heroes of the independent-film explosion of the last decade. Just ask him. A New York-based producer's rep, he was among the first to discover and help finance the debuts of such filmmakers as Spike Lee, Michael Moore, Richard Linklater, Rose Troche, and Kevin Smith. Pierson recounts these discoveries and describes the booming independent-film scene from the inside in his memoir Spike, Mike, Slackers & Dykes: A Guided Tour Across a Decade of American Independent Cinema, a book as personal and idiosyncratic as some of the films he has nurtured."
(Gary Susman, 1995, Phoenix Media/Communication Group)