Gamestorming the Academy: On Creative Play and Unconventional Learning for the Twenty-First Century

  • Bem Le HunteEmail author
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 18)


Studies show that businesses the world over are looking for more creative managers, and creativity requires an innate ability to play with problems, scenarios, methods and possibilities and to make mistakes whilst doing so. Moreover, the new generation of knowledge workers will be required to fathom and negotiate more complex, networked, dynamic and open problems. They will need to navigate unknown spaces and challenges that currently don’t exist. This chapter looks at how tertiary institutions can respond to the needs of the future workforce by creating a more creative curriculum that goes beyond the teaching of expert knowledge and fact: a curriculum that uses play, and frameworks for discovery, to educate students in that ability to navigate the unknown. If students can begin to feel comfortable within the liminal, divergent phase of discovery, and liberate themselves from thinking only in the standard convergent, linear ways privileged in universities, they would be far better prepared for the big challenges ahead.


Knowledge Worker Free Play Fuzzy Goal Creative Writing Protestant Work Ethic 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.Google Scholar
  2. Barnett, R. (2004). Learning for an unknown future. Higher Education Research & Development, 23(3), 247–260.CrossRefGoogle Scholar
  3. Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York: Bloomsbury Publishing USA.Google Scholar
  4. Brophy, K. (1998). Creativity: Psychoanalysis, surrealism and creative writing. Melbourne, Australia: Melbourne University Press.Google Scholar
  5. Campbell, J. (1993). The hero with a thousand faces. London: Fontana.Google Scholar
  6. Christensen, C. (2013). The innovator’s dilemma: When new technologies cause great firms to fail. Boston: Harvard Business Review Press.Google Scholar
  7. Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention (1st ed.). New York: Harper Collins Publishers.Google Scholar
  8. De Bono, E. (2010). Lateral thinking. London: Penguin.Google Scholar
  9. Dorst, K. (2015). Frame innovation: Create new thinking by design. Washington, DC: MIT Press.Google Scholar
  10. Gray, D., Brown, S., & Macanufo, J. (2010). Gamestorming: A playbook for innovators, rulebreakers, and changemakers. Sebastopol, CA: O’Reilly Media.Google Scholar
  11. GrrlScientist. (2010, Oct 21). Shift happens. The guardian [online] Accessed 15 Feb 2015.
  12. Huizinga, J. (1955). Homo ludens: A study of the play-element in culture. Boston: Beacon.Google Scholar
  13. IBM. (2010). IBM global CEO study: Creativity selected as most crucial factor for future success. Accessed 15 Feb 2015.
  14. Johnson, S. (2011). Where good ideas come from: The seven patterns of innovation. London: Penguin.Google Scholar
  15. Michalko, M. (2006). Thinkertoys: A handbook of creative-thinking techniques. New York: Crown Publishing Group/Random House.Google Scholar
  16. Nachmanovitch, S. (1990). Free play: Improvisation in life and art. New York: Tarcher/Putnam/Penguin.Google Scholar
  17. Paltridge, B., Starfield, S., Ravelli, L., & Nicholson, S. (2011). Doctoral writing in the visual and performing arts: Issues and debates. International Journal of Art & Design Education, 30(2), 242–255.CrossRefGoogle Scholar
  18. Reinhardt, W., Schmidt, B., Sloep, P., & Drachsler, H. (2011). Knowledge worker roles and actions – results of two empirical studies. Knowledge and Process Management, 18(3), 150–174.CrossRefGoogle Scholar
  19. Robinson, K. (2007, Jan 6). Do schools kill creativity? Sir Ken Robinson. TED Talks [video file] Retrieved from URL: on 27 May 2015.
  20. Seelig, T. L. (2012). inGenius: A crash course on creativity. New York: HarperOne.Google Scholar
  21. Tate, R. (2012, Jun 12). LinkedIn gone wild: ‘20 Percent Time’ to tinker spreads beyond Google. Wired [online] Accessed 15 Feb 2015.
  22. Turchi, P. (2004). Maps of the imagination: The writer as cartographer. San Antonio, TX: Trinity University Press.Google Scholar
  23. Van Gennep, A. (1909). Les rites de passage. English edition: Van Gennep, A. (1960). The rites of passage: A cultural study of cultural celebrations (trans: Vizedom, M. B. & Caffee, G. L.). eBook published 2011. Chicago: University of Chicago Press.Google Scholar
  24. Vogler, C. (2007). The writer’s journey: Mythic structure for writers (3rd ed.). Studio City, CA: Michael Wiese Productions.Google Scholar
  25. Weber, M. (1904). Die protestantische ethik und der geist des kapitalismus. English edition: Weber, M. (1958). The Protestant ethic and the spirit of capitalism (trans: Parsons, T.). Los Angeles: Roxby PublishingGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.Bachelor of Creative Intelligence and InnovationUniversity of Technology Sydney (UTS)SydneyAustralia

Personalised recommendations