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Bon Bon 7: Creativity and the South African youth – a case of nature or nurture

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When? This feed was archived on July 11, 2022 04:17 (2y ago). Last successful fetch was on December 16, 2021 12:16 (3y ago)

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Manage episode 298694600 series 2963859
Content provided by VOLUME. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by VOLUME or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.
Experts agree that although everyone is born with the ability to be creative. This ability, like many other talents, differ widely among individuals. Creativity is at its highest when children are young, and the younger, the more creative they are. However, although there are many benefits to a structured school and education system, the creative stimulus it is not one of them. Structured thinking is not conducive to develop youth creativity. This then raises the question if creativity can be successfully reinvigorated by learning, or is it a case that if creative thinking is lost, it is lost forever? This is also true for business creativity. If there is a learning component in creativity, how is this done, and can this also apply to business solutions? Astute and new entrepreneurial thinking originates from creative thinking. Creativity can differentiate South African entrepreneurs form their competitors and play an important role to develop products and services, create employment, and contribute to the South African economy. In this Bon Bon interview, prof Christo Bisschoff of the NWU Business School interviews prof Ziska Fields on youth creativity. Prof Fields is PhD Alumnus of the North-West University Business School and employed at the University of Johannesburg. Prof Fields has performed focussed creativity research and developed two models to measure and improve creativity. One model dealt with university students, and the other model investigated the non-tertiary youth of South Africa. This model to measure creativity university students has been employed internationally in comparative studies at the Radboud University of the Netherlands, College of Nursing at the University of Santo Tomas in the Philippines, and at the Faculty of Teacher Education at the University of Rijeka in Croatia. Prof Fields also discusses the issue of learning creativity and uses practical examples to explain aspects of youth creativity in South Africa.
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50 episodes

Artwork
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Archived series ("Inactive feed" status)

When? This feed was archived on July 11, 2022 04:17 (2y ago). Last successful fetch was on December 16, 2021 12:16 (3y ago)

Why? Inactive feed status. Our servers were unable to retrieve a valid podcast feed for a sustained period.

What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.

Manage episode 298694600 series 2963859
Content provided by VOLUME. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by VOLUME or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.
Experts agree that although everyone is born with the ability to be creative. This ability, like many other talents, differ widely among individuals. Creativity is at its highest when children are young, and the younger, the more creative they are. However, although there are many benefits to a structured school and education system, the creative stimulus it is not one of them. Structured thinking is not conducive to develop youth creativity. This then raises the question if creativity can be successfully reinvigorated by learning, or is it a case that if creative thinking is lost, it is lost forever? This is also true for business creativity. If there is a learning component in creativity, how is this done, and can this also apply to business solutions? Astute and new entrepreneurial thinking originates from creative thinking. Creativity can differentiate South African entrepreneurs form their competitors and play an important role to develop products and services, create employment, and contribute to the South African economy. In this Bon Bon interview, prof Christo Bisschoff of the NWU Business School interviews prof Ziska Fields on youth creativity. Prof Fields is PhD Alumnus of the North-West University Business School and employed at the University of Johannesburg. Prof Fields has performed focussed creativity research and developed two models to measure and improve creativity. One model dealt with university students, and the other model investigated the non-tertiary youth of South Africa. This model to measure creativity university students has been employed internationally in comparative studies at the Radboud University of the Netherlands, College of Nursing at the University of Santo Tomas in the Philippines, and at the Faculty of Teacher Education at the University of Rijeka in Croatia. Prof Fields also discusses the issue of learning creativity and uses practical examples to explain aspects of youth creativity in South Africa.
  continue reading

50 episodes

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