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== | == New roles for creatives == | ||
In the current debates concerning creativity and AI, the views of computer science experts are dominant. However, since they do not have expert knowledge in the field of art and culture, the discourses prevailing there resemble more personal opinions than actual facts. By developing skills in technical and theoretical areas, students will be enabled to contribute to the debate as "experts on creativity" in a direct and informed way. | In the current debates concerning creativity and AI, the views of computer science experts are dominant. However, since they do not have expert knowledge in the field of art and culture, the discourses prevailing there resemble more personal opinions than actual facts. By developing skills in technical and theoretical areas, students will be enabled to contribute to the debate as "experts on creativity" in a direct and informed way. | ||
== | == Perspectives == | ||
Starting from technical competence, an ethical-moral compass can subsequently be developed, with which technology can be contextualized in a social, political and cultural context in a scientifically sound manner. In this context, AI is seen as an opportunity to broaden the activity profile of those working in the cultural sector to become a mediator between culture, business, technology and politics and, above all, to inform and involve the general public in these processes. This development therefore calls for training in the creative fields away from production and toward coordination and evaluation. | Starting from technical competence, an ethical-moral compass can subsequently be developed, with which technology can be contextualized in a social, political and cultural context in a scientifically sound manner. In this context, AI is seen as an opportunity to broaden the activity profile of those working in the cultural sector to become a mediator between culture, business, technology and politics and, above all, to inform and involve the general public in these processes. This development therefore calls for training in the creative fields away from production and toward coordination and evaluation. |