Page:Culture.vs.Copyright 01.pdf/63

 Beta: Yeah, I agree. This doesn’t mean that repeating and understanding are the same.

Gamma: What does that mean?

Beta: Now I think they are related.

Alpha: Come back, guys. You are disrupting the accounting process.

Kappa: All right. So the seventh question could be: How does copying and understanding relate to each other in general terms?

Teacher: Perfect!

Delta: I got the eighth one. Is seeing a creative process?

Gamma: Where did that come from?

Delta: I asked earlier whether a person who makes copies is creative because he is seeing all of the details.

Gamma: I have an example of when seeing all the details relates to creativity: investigation.

Beta: Hey, a good example. Sherlock Holmes is a creative guy.

Alpha: What does he create?

Delta: A picture of a crime.

Alpha: That one was created by a criminal.

Teacher: The crime, not the picture.

Gamma: Sherlock Holmes doesn’t know the criminal’s plan and actions, thus, he has to invent them from scratch and check them against the evidence, right? It is a creative process.

Kappa: Ha, look, we got it again. A bad investigator cannot recreate the picture—how it was in reality—and amends it with invented details. So he happens to be less creative at the same time. Wow!

Teacher: Have we recalled all of our questions?

Kappa: There were a few more, I think. . . one about photography. . . . Does creation relate to some goal?

Beta: I want to ask another one. Does seeing something unusual mean being creative?

Kappa: Seeing again?

Teacher: All right, we’ve got a pretty decent list. I would add one last question. Do all creative features of human activity apply equally to arts and non-arts? Or better yet: Do all of our questions apply equally to arts and non-arts?