DOCSLIB.ORG

Dissertation the Creative Synthesis Inventory

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dissertation the Creative Synthesis Inventory DISSERTATION THE CREATIVE SYNTHESIS INVENTORY: CONSTRUCTING QUANTITATIVE MEASURES CAPTURING ATTRIBUTES OF DESIGN THINKING Submitted by Sarah Badding School of Education In partial fulfillment of the requirements For the Degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Summer 2017 Doctoral Committee: Advisor: Gene Gloeckner Co-Advisor: Katharine Leigh Carole Makela Laura Malinin Copyright by Sarah Bianca Badding 2017 All Rights Reserved ABSTRACT THE CREATIVE SYNTHESIS INVENTORY: CONSTRUCTING QUANTITATIVE MEASURES CAPTURING ATTRIBUTES OF DESIGN THINKING Stimulated by Lockwood’s discussion of design thinking, creativity, and innovation and their impact on new business growth (2009), this research project sought to develop quantitative measurement of factors and attributes contributing to increased innovation in organizations; specifically within the context of creative synthesis encompassing the design thinking environment. Creative synthesis is the process or leap of faith and intuition leading to the achievement of an effective and creative problem solution. The development process resulting in the Creative Synthesis Inventory (CSI) considered the six step framework developed by Schmiedel, vom Brock, and Recker’s (2014). The development process incorporated three phases and used responses from professional and industry experts and over six hundred student participants. Checkpoints were used at the conclusion of each step and the research design used mixed methods resulting in validation of a 19-item instrument. The CSI is intended to enable organizations and consultants to locate strengths and weaknesses for specific factors and attributes related to the constructs within the creative synthesis process. ii ACKNOWLEDGEMENTS This dissertation would not have been possible if not for the support and encouragement of many throughout different divisions of my life. First and foremost, I must thank my Doctoral Committee: Gene Gloeckner, you have taught me so much more about research methods than I ever thought possible. You inspired me in our conversations, and you’ve always believed in me. Katharine Leigh, you are a curator of my thoughts and one of my best friends. Over the many years of working with you, you have never given up on me. You help to push my limits and pull the words from my mind when I couldn’t think of them myself. Thank you for all that you have done for me so selflessly. Carole Makela, I writing this knowing I am only one of hundreds that wouldn’t be sitting here today if it wasn’t for you. You are a true believer in all of your students, who help us to see what we often struggle to see for ourselves. Thank you for your persistence and patience as I worked through this research project. I would also like to extend my sincere appreciation to my outside committee members. Laura Malinin, you have always been encouraging and insightful. It has been a great joy to work with you throughout this journey. Thank you for all that you have given to me over the years. Anna Perry, thank you for your thoughts and insight. The short time that I have spent with you has been a pleasure. I am indebted to the dozens of professors who helped to bring my ideas to fruition. I hold your names in confidentiality, but you know who you are. To the hundreds of students who provided feedback pivotal to the success of this study - if not for your willingness to help me, I truly would not be sitting here today. With all my heart to each and every one of you, thank you for your assistance. iii I would be remiss if I did not take this opportunity to thank my graduate support group. Michele Marquitz, I met you on the first day of my graduate studies, and knew then how lucky I was. You have been a wonderful friend and support system through the years and I am grateful to all that you have done. Jerry Zellers, you encourage me daily to never give up. I am so happy to have met you, and I am thankful for all that we have shared. You are truly remarkable. Sara Colorosa, I have benefited tremendously from the insightful, challenging conversations we have had over the years. All of your support of my success helped to manifest my ideas and clarify my thoughts as I developed the research for this dissertation. Dan West, you are a deeply sincere, intelligent, hilarious, and talented man. You are my adventure buddy, my partner in crime, my most favorite person. Your undying support has had a profound impact on my life in the past year. Thank you for your patience, late night walks, and idea-sparking questions. You have helped to nurture my thoughts when I needed it most, and for this I am deeply indebted to you. Katelynn Martinez, what a joy it has been to get to know you. I can only hope this achievement inspires you to continue your education. You are a talented woman who has so much to offer in this world. If I can teach you one thing, I hope it is to continue to push yourself in your pursuit for what sparks your imagination and emboldens you to search for more. Tina Little, you have showered me with nothing less than love and support since the day I met you, and words cannot express what this has meant to me. Thank you for loving me the way I am. To all my Friends and Family, too many to mention here, you have been on this ride with me since the beginning. Thank you for remaining in my life, excusing me from weekends, family iv vacations, and holidays when my research had to take precedence. Thank you for your love, support, and patience while I chased my dreams and worked through this immense endeavor. v DEDICATION This work is dedication in memorandum to my mentor, Theodore Chamberlain, a man who has shown me the invaluable lessons that come with the pursuit of education. Your words gave me the strength and encouragement I needed to be sitting here writing this today. Your stories forever live in my mind, and your vivacity for life inspires my dreams and reminds me to never hold back in the chase for fulfillment- whether that is in the rice fields of Asia or in the depths of the Pacific Northwest. I hope to look at those who surround me and know I’ve inspired them in the same ways you once inspired those who surrounded you. vi TABLE OF CONTENTS ABSTRACT ................................................................................................................................. ii ACKNOWLEDGEMENTS .......................................................................................................... iii DEDICATION .............................................................................................................................. vi LIST OF TABLES ..........................................................................................................................x LIST OF FIGURES ...................................................................................................................... xii TERMS AND DEFINITIONS ...................................................................................................... xiv CHAPTER I INTRODUCTION ..................................................................................................... 1 PURPOSE OF STUDY ..................................................................................................................... 3 Research Questions ................................................................................................................. 4 ASSUMPTIONS .............................................................................................................................. 4 PERSPECTIVE OF THE RESEARCHER .............................................................................................. 5 DELIMITATIONS ........................................................................................................................... 6 CHAPTER II LITERATURE REVIEW ........................................................................................ 7 DESIGN THINKING........................................................................................................................ 8 DESIGN THINKING IMPLEMENTED IN ORGANIZATIONS .............................................................. 10 EXAMINING MODELS OF DESIGN THINKING............................................................................... 13 Design Ladder, Danish Design Center (2003) ...................................................................... 13 Balanced Score Card (2005) ................................................................................................. 15 The Three Gears of Business Design (2009) ........................................................................ 16 Design Organization Continuum (Bubble Model, 2009) ...................................................... 18 Design Management Staircase (2009) .................................................................................. 20 Integrated Design Management Process (2009) ................................................................... 22 A Design-Driven Innovation Management Model (2010) .................................................... 23 Knowledge Funnel (2010) .................................................................................................... 25 Design Value Scorecard, Design Management Institute (2013) ........................................... 26 Summary of Design Thinking Models .................................................................................. 28 Design Thinking Instrumentation in Practice ......................................................................
Load more

Recommended publications
  • JTE-2010-Netzer
    Journal of Transformative Education http://jtd.sagepub.com/ Inquiry into Creative and Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer and Nancy Mangano Rowe Journal of Transformative Education 2010 8: 124 DOI: 10.1177/1541344611406905 The online version of this article can be found at: http://jtd.sagepub.com/content/8/2/124 Published by: http://www.sagepublications.com Additional services and information for Journal of Transformative Education can be found at: Email Alerts: http://jtd.sagepub.com/cgi/alerts Subscriptions: http://jtd.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://jtd.sagepub.com/content/8/2/124.refs.html Downloaded from jtd.sagepub.com at INST OF TRANSPERSONAL PSYCH on June 30, 2011 Journal of Transformative Education 8(2) 124-145 ª The Author(s) 2010 Inquiry into Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1541344611406905 Creative and http://jted.sagepub.com Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer1 and Nancy Mangano Rowe1 Abstract This article highlights the transformative nature of an online master’s level course titled, Inquiry into Creative and Innovative Processes. The authors emphasize the importance of whole-person, imaginative, and intuitive experiences in adult stu- dents’ unique, scholarly development. They describe their process of adapting intuitive inquiry,atranspersonalresearchmethod,as a supportive structure for this online course on creativity. A creative and innovative approach to teaching in itself, the course facilitated a flexible learningcontainer,wherestudentswereguided toward integrating their academic learning and personal discovery in embodied and deeply conscious ways.
    [Show full text]
  • A Philosophical Investigation of Principlism and the Implications Raised by the Treatment of the Mentally Ill
    Aporia vol. 24 no. 1—2014 A Philosophical Investigation of Principlism and the Implications Raised by the Treatment of the Mentally Ill BENJAMIN FOSTER Introduction he objective of this investigation is to identify reasonable and relevant problems and issues posed for Principlism by the mentally T ill. Two concepts of Principlism will be presented: a normative con- ceptualization of the bioethical theory and a descriptive conceptualization. In reference to both, two philosophical questions will be asked: can we know the natures of other minds and, if so, how? These two questions have theoretical and practical implications for the treatment of the mentally ill. And, in so far as the questions have implications for the treatment of the mentally ill, they have implications for the bioethical theory of Principlism. There is a lack of concurrence on the meaning, nature, and function of mental phenomena, producing conceptual difficulties concerning the common morality that provides Principlism its normative authority. Similarly, a contradiction appears to arise when one considers the imaginative leap of predicting another’s desires, feelings, and thoughts, a maneuver that professionals participating in the treatment of the mentally ill must perform. There is also significant ambiguity surrounding the concept of mental illness, which produces pragmatic problems when professionals attempt to diagnose and treat an individual in conjunction Benjamin Foster graduated with a degree in philosophy and a minor in biology from the University of Alaska Fairbanks. While there he served as president of the univer- sity’s philosophy club, The Socratic Society. His primary philosophical interests include ethics and epistemology. He currently plans to attend medical school.
    [Show full text]
  • Barriers to Creativity in Engineering Education: a Study of Instructors and Students Perceptions
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/245366675 Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions Article in Journal of Mechanical Design · July 2007 DOI: 10.1115/1.2739569 CITATIONS READS 158 2,294 2 authors, including: Kazem Kazerounian University of Connecticut 69 PUBLICATIONS 938 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Systematic Design and Analysis of Artificial Molecular Machines View project All content following this page was uploaded by Kazem Kazerounian on 21 September 2015. The user has requested enhancement of the downloaded file. Barriers to Creativity in Engineering Education: A Study of Instructors and Students Kazem Kazerounian Professor Fellow ASME Perceptions Stephany Foley This paper studies “creativity” in engineering education, by examining the perception of NSF Graduate Fellow instructors and students. We aim to identify factors that impede a creative environment (creativity blockers). The study entails a review of established research in the fields of Department of Mechanical Engineering, psychology and educational psychology to identify factors which create an educational University of Connecticut, environment conducive to creativity. These factors are formalized in the Ten Maxims of Storrs, CT 06269-3139 Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, cre- ated, distributed, and statistically quantified to study the perceptions of engineering edu- cators and students, in comparison to nonengineering educators and students.
    [Show full text]
  • Dance Into the Unknown. a Heuristic Inquiry
    Dance into the unknown. A heuristic inquiry. Jane Christophers A dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Psychotherapy Department of Psychotherapy Auckland University of Technology Supervisor: Dr Margot Solomon 2019 i Table of Contents Table of Contents ............................................................................................................... i List of Figures .................................................................................................................. iii Attestation of authorship .................................................................................................. iv Acknowledgements ........................................................................................................... v Abstract ............................................................................................................................ vi Chapter One: Introduction................................................................................................. 1 Dancing in the bush .................................................................................................................. 1 Salire – To leap ......................................................................................................................... 2 Dance and movement ................................................................................................................ 2 5Rhythms dance – Inviting spirit .............................................................................................
    [Show full text]
  • Holism and Compositionality
    Holism and Compositionality Francis Jeffry Pelletier 1 Introduction A brief acquaintance with the web shows that the terms ‘holism’1 and ‘compositionality’ are used in many different fields, both academic and non-academic. And given any two academic fields, it is usually not obvious that the terms mean the same to the practitioners. Even just within philosophy and linguistics it seems that rather different conceptions are in play when we read any two different authors. We start, therefore, with a brief survey of some of the senses in which these terms are used. A little later we will make some more careful remarks about the notions. 1.1 Two Kinds of Compositionality A recent interdisciplinary conference revealed that there are (at least) two different things that are thought of when the issue of compositionality is considered. One concerns a (generalized) notion of “what is a complex item (of my theory) made of?” Here are a few places where this notion arose: Prototypes: Current prototype theory says that a prototype is a structure that has a number of attribute-value pairs. A question of interest in this area is: Given that prototype-1 has a structure [A: value-a; B: value-b; . ] and that prototype-2 has the structure [C: value-c; D: value-d . ], is the prototype of the “combined prototypes” (that is, the conceptual combination of the two proto- types) made up only from the material in the two component prototypes, that is, from the attribute-value pairs that are in one or the other of the prototypes? 1 ‘Whole’, and presumably also ’hole’, is derived from the Greek .
    [Show full text]
  • Creativity in the Metaphysics of Alfred North Whitehead
    CREATIVITY IN WIDTEHEAD'S l\1ETAPHYSICS CREATIVITY IN THE METAPHYSICS OF ALFRED NORTH WHITEHEAD By JEFFREY A. MCPHERSON, B.A.(Hons.) A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts © Copyright by Jeffrey A. McPherson, SEPTEMBER, 1996 MASTER OF ARTS (1996) McMaster University (Religious Studies) Hamilton, Ontario TITLE: Creativity in the Metaphysics of Alfred North Whitehead. AUTHOR: Jeffrey A. McPherson, B.A.(Hons.) (York University) SUPERVISOR: Dr. J.C. Robertson, Jr. NUMBER OF PAGES: vi, 127 ii ABSTRACT This is a study of the role that creativity plays in the metaphysics of Alfred North Whitehead ( 1861-1947). As the title generally indicates, there are two parts to this project. The first part develops an understanding of Whitehead's metaphysics through the careful analysis of two key texts, namely Religion in the Making ( 1926), and Process and Reality (1929). The second part examines and carefully analyses the role that creativity plays within this metaphysic. The second part focuses on two questions. The first question considers the ontological status which creativity requires to perform the role which it is given within the metaphysical system. The second question discusses implications of this status for creativity's relationship to God. This second section further discusses the implications of such an understanding of "process theology" for Christian theology in general. Specifically it comments on the various responses of theology to creatio ex nihilo and the problem of evil. This thesis concludes that creativity functions as an ultimate explanatory principle in Whitehead's metaphysics.
    [Show full text]
  • COGS 101B Slides Outline History Descartes
    COGS 101B Slides • Web Page • PDF version of Powerpoint slides available – http://www.cogsci.ucsd.edu/~coulson/101b/ on the course website • Instructor http://www.cogsci.ucsd.edu/~coulson/101b/ – Dr. Coulson – Email: coulson “at” cogsci.ucsd.edu – CSB 161 – Thursday: 12-2pm •TAs – Alan Robinson – Nate Harrison – Zack Weinberg Outline History •History • Philosophical Origins • Methods • Structuralism • Paradigms • Functionalism • Gestalt Psychology • Genetic Epistemology • Behaviorism • Cognitive Revolution Descartes • Epistemology • Radical Skepticism • Evil Demon • “Cogito ergo sum.” • Leap of Faith 1 Premises & Problems Rationalism vs. Empiricism Kant Locke, Hume • Knowledge begins • All knowledge originates Physical Neural Mental w/experience but is in experience Energy Activity Experience constructed by mind • Mind is a blank slate • Experience mediated by mental categories or qualia – “raw feels”, raises problem of how to relate physical schemata facts to mental facts Structuralism • Philosophical Motivation – Belief in reductionism – Consciousness can be broken down into basic elements • Goal – Discover basic structures of mental life • Methodology – Introspection Wundt Titchener • Founded first • Took introspection to new experimental psychology level laboratory • “Tell me your sensations • Not just sensations but of this rock” thoughts • BUT: Also did lots of • Tell me your reactions to psychophysics “green things” • Most introspection was people saying “yes” or • Unfortunately, “no” to targeted questions inconsistencies about
    [Show full text]
  • Introduction to the Special Topic Section on Arts and Consciousness Dorit Netzer Hofstra University
    International Journal of Transpersonal Studies Volume 34 Article 8 Iss. 1-2 (2015) 1-1-2015 Introduction to the Special Topic Section on Arts and Consciousness Dorit Netzer Hofstra University Follow this and additional works at: https://digitalcommons.ciis.edu/ijts-transpersonalstudies Part of the Art Practice Commons, Philosophy Commons, Psychology Commons, and the Religion Commons Recommended Citation Netzer, D. (2015). Netzer, D. (2015). Introduction to the special topic section on arts and consciousness. International Journal of Transpersonal Studies, 34(1-2), 65–69.. International Journal of Transpersonal Studies, 34 (1). http://dx.doi.org/10.24972/ ijts.2015.34.1-2.65 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Special Topic Introduction is brought to you for free and open access by the Journals and Newsletters at Digital Commons @ CIIS. It has been accepted for inclusion in International Journal of Transpersonal Studies by an authorized administrator of Digital Commons @ CIIS. For more information, please contact [email protected]. Introduction to the Special Topic Section on Arts and Consciousness Dorit Netzer Hofstra University Hempstead, NY he arts have traditionally served a wide range of Culture and International Development (2015) is cogently social functions, from the utilitarian, political, reviewed by Judy Schavrien (p. 214), eloquently said: and entertaining, to the sacred, ritualistic, and The imaginary is not simply fantasy, although Treligious. As such, the arts have always been an integral fantasy plays a very important part in our emotional vehicle of transpersonal development, by uncovering and psychic lives as attested by many cultural forms the unconscious and raising consciousness, preserving from fairy tales and myths or utopias and science cultures, and propelling global transformation.
    [Show full text]
  • Cognitive Science: an Introduction to the Study of Mind
    FM-Friedenberg-4747.qxd 8/22/2005 10:17 AM Page i COGNITIVE SCIENCE FM-Friedenberg-4747.qxd 8/22/2005 10:17 AM Page ii FM-Friedenberg-4747.qxd 8/22/2005 10:17 AM Page iii COGNITIVE SCIENCE An Introduction to the Study of Mind Jay Friedenberg Manhattan College Gordon Silverman Manhattan College FM-Friedenberg-4747.qxd 8/22/2005 10:17 AM Page iv Copyright © 2006 by Sage Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. For information: Sage Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: [email protected] Sage Publications Ltd. 1 Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom Sage Publications India Pvt. Ltd. B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017 India Printed in the United States of America on acid-free paper. Library of Congress Cataloging-in-Publication Data Friedenberg, Jay. Cognitive science : an introduction to the study of mind / Jay Friedenberg, Gordon Silverman. p. cm. Includes bibliographical references and indexes. ISBN 1-4129-2568-1 (pbk.) 1. Cognitive science—Textbooks. I. Silverman, Gordon. II. Title. BF311.F743 2006 153—dc22 2005009522 050607080910987654321 Acquiring Editor: Jim Brace-Thompson Associate Editor: Margo Beth Crouppen Production Editor: Sanford Robinson Editorial Assistant: Karen Ehrmann Typesetter: C&M Digitals (P) Ltd. Indexer: Jeanne Busemeyer Cover Designer: Janet Foulger FM-Friedenberg-4747.qxd 8/22/2005 10:17 AM Page v Contents Preface xv Acknowledgments xxiii 1.
    [Show full text]
  • Interdisciplinarity in Ethics and the Ethics of Interdisciplinarity ANNE BALSAMO and CARL MITCHAM
    OUP CORRECTED PROOF – FINAL, 06/07/2010, SPi CHAPTER 18 Interdisciplinarity in ethics and the ethics of interdisciplinarity ANNE BALSAMO AND CARL MITCHAM This chapter explores interdisciplinarity dynamics in the context of ethics. It starts by observing the origins of ethics in the predisciplinary plentitude of philosophy followed by a historical overview of ethics in terms of signifi cant interdisciplinary formations broadly construed. Next is an extended discussion of interdisciplinarity in contemporary fi elds of applied ethics. A third section reverses the approach, to consider the possibility of ethical guidelines for the practice of interdisciplinarity, through refl ection on the character of knowledge production in the digital age. Ethics itself is constituted by systematic, critical reflection on human action with the aim of both increasing knowledge about and improving culturally or personally acceptable behavior. In that ethics involves critical reflection, it is distinct from moral- ity which exists largely independent of conscious thought. Because ethics bridges knowing and doing, it constitutes a site for multiple inter- and transdisciplinary engagements. Most commonly, however, it is identified as a major branch of the disci- pline of philosophy—alongside logic, epistemology, and metaphysics. Yet upon closer examination, ethics can be seen as drawing on a number of disciplines that may also be described as having emerged from it; disciplines such as psychology and anthro- pology, as well as politics and economics, significantly influence the domain of eth- ics. Especially in what are called its applied or practical versions, ethics takes form as hybridizations of disciplines and specialized concerns in the cases of biomedical ethics, environmental ethics, or computer ethics—each of which depends on multi- disciplinary interactions with other domains.
    [Show full text]
  • Common Sense and Common Nonsense a Conversation About Mental Attitudes, Science, and Society
    Common Sense and Common Nonsense A Conversation about Mental Attitudes, Science, and Society Daniel S. Levine Common Sense and Common Nonsense A Conversation about Mental Attitudes, Science, and Society Daniel S. Levine Published by Mavs Open Press Arlington, Texas ©2018 common sense and common nonsense Publication Info Mavs Open Press Arlington, Texas https://uta.pressbooks.pub/ © 2018 Publisher’s Cataloging-in-Publication Data Common sense and common nonsense: a conversation about mental attitudes, science, and society / Daniel S. Levine. p. cm. First edition ISBN: 978-0-8998-8783-0 (ebook) 1. Cognition. 2. Cognitive neuroscience. 3. Commonsense. 4. Technology – sociological aspects. Legal Notice This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International License. ID Number ISBN: 978-0-8998-8783-0 (ebook) page ii common sense and common nonsense Contents Table of Contents . iii Preface 2018 . .v Acknowledgments . vii Preface 1998 . ix Part 1: Human Nature and Its Paradoxes . 1 Chapter 1: Beliefs Matter! 3 Chapter 2: Neural Networks:Not Just Clever Computers 15 Chapter 3: What Do People Really Want? 23 Chapter 4: Actuality versus Optimality 35 Part2: Cognitive Approaches to Self-Actualization . 45 Chapter 5: How We Make Categories and Constructs 47 Chapter 6: Remaining Open to Change 57 Chapter 7: Negotiating Cognitive Dissonance 67 Chapter 8: Self-Actualization as Creative Synthesis 81 Chapter 9: Therapy, for the Person and Society 93 Part 3: Where Can We Take Our Wisdom? . 107 Chapter 10: What You Get is More thanWhat You See 109 Chapter 11: Brain Science for Humanity 125 Chapter 12: The Compassionate Revolution 135 Glossary .
    [Show full text]
  • Creative Synthesis: a Model of Peer Review, Reflective Equilibrium and Ideology Formation ∗
    Creative Synthesis: A Model of Peer Review, Reflective Equilibrium and Ideology Formation ∗ Hans Noel Associate Professor Georgetown University [email protected] Department of Government Intercultural Center 681 Washington, D.C. 20057 August 24, 2015 Abstract The formation of ideology can be modeled as a communication game that combines actors' psychological predispositions and their rational self-interest. I argue that we can explain ideo- logical development by modeling the way in which political thinkers reason from first principles, and how they fail to ignore their own psychological and interest-based biases. I begin with a distributive model to provide a structure for people's interests and their psychological traits, and add in a model of reason (Rawls, 2001) to explain how those interests and traits will shape the development of ideology. The model develops the framework, based on the practice of peer review. This framework creates a tournament of potential ideologies and traces whether such a mechanism can explain the development of multiple competing ideologies. ∗Paper prepared for the American Political Science Association's Annual Meeting in San Francisco, Calif., Sept. 3-6, 2015. I would like to thank Kathleen Bawn, Sean Gailmard, Alexander Hirsch, Ethan Kaplan, Ken Kollman, Jeff Lewis, Skip Lupia, Chlo´eYelena Miller, John Patty, Tom Schwartz, Brian Walker, John Zaller and seminar participants at the University of Michigan and Georgetown University for useful advice and comments on earlier versions of this project. \[T]he shaping of belief systems of any range into apparently logical wholes that are credible to large numbers of people is an act of creative synthesis characteristic of only a miniscule proportion of any population." { Philip Converse, The Nature of Belief Systems in Mass Publics, 1964, p.
    [Show full text]