The interplay between two opposing perspectives on creativity
Broni Czarnocha and Malgorzata Marciniak (Hostos CC of the City University of New York and LaGuardia CC of the City University of New York)
Abstract: In our presentation, we will explore a dialogue between two somewhat contrasting perspectives on creativity. One speaker will present the concept of Teaching-Research as a manifestation of creative practice, while the other will examine the interplay between the conscious and subconscious mind, highlighting both the boundaries and the connections that shape the creative process.
Broni: Creativity of Mathematics Teaching-Research. In general, creativity, and especially the creativity of Aha! Moment (called bisociation by Koestler (1964t)) takes a place within two unconnected matrices of thought joined together by the insight. Czarnocha and Baker (2021) abstracted these two matrices to the concept of the bisociative frame, and we used it as the tool to find areas of enhanced creativity within different theories and practices of teaching. Teaching and research constitute such a frame, taking into account a very meager connection between them, and because of that the creative TR methodology is so promising. The presentation will provide an example of creativity while practicing TR methodology.
Malgorzata: Creativity as a collaboration between conscious and subconscious In my work, creativity is viewed as a dynamic, cyclical process involving alternating phases of conscious and subconscious activity. This aligns with Graham Wallas’ stages: preparation, incubation, illumination, and reflection, outlined in The Art of Thought (Wallace, 1926). Over time, this cycle mirrors the state of flow described by Mihaly Csikszentmihalyi in Creativity: Flow and the Psychology of Discovery and Invention (1996). Conscious phases involve deliberate effort, analysis, and reflection, while subconscious phases are more elusive, yet crucial. The most intriguing moments occur during spontaneous shifts between phases, when conscious and subconscious processes interact, offering insights that feel both intentional and mysteriously emergent.
This conversation will be moderated by Ted Theodosopoulos. Ted is a mathematician who, after working for years in academia and industry, transitioned to teaching at the pre-college level sixteen years ago, the last eight at Nueva, where he teaches math and economics. Ted’s research background is in the area of interacting stochastic systems, with particular applications in biology and economics.
Computer scienceMathematics
Audience: researchers in the topic
( video )
Series comments: The name "Relatorium" combines "relator" with the Latin root "-ium," meaning "a place for activities" (as in "auditorium" or "gymnasium"). This seminar series is a platform to relate ideas, interact with math, and connect with each other.
In this series, we explore math beyond what we usually hear in standard talks. These sessions fall somewhere between a technical talk and a podcast: moderately formal, yet conversational. The philosophy behind the series is that math is best learned by active participation rather than passive listening. Our aim is to “engage and involve,” inviting everyone to think actively with the speaker. The concepts are accessible, exploratory, and intended to spark questions and discussions.
The idea of relatability has strong ties to compassion — creating space for shared understanding and exploration - which is the spirit of this seminar! This is a pilot project, so we’re here to improvise, learn, and evolve as we go!
| Organizers: | Priyaa Varshinee*, Tim Hosgood*, Niels Voorneveld* |
| *contact for this listing |