Creative Impulse in Industry - A Proposition for Educators by Helen Marot
page 14 of 106 (13%)
page 14 of 106 (13%)
|
be one and the same thing, his place in an industrial establishment
has some bearing on his intrinsic worth. Under such circumstances his interest in the creative purpose of the establishment would have a foundation, and he himself could value better than he otherwise would his own part in the enterprise. The economic organization of modern society though built on the common people's productive energy has discounted their _creative potentiality_. We hold to the theory that men are equal in their opportunity to capture and own wealth; that their ability in that respect is proof of their ability to create it; a proof of their inherent capacity. It is a proof, as a matter of fact, of their ability to compete in the general scheme of capture; their ability to exploit wealth successfully. While the prevailing economic _theory_ of production takes for granted men's creative _potentiality_ there is no provision in our industrial institution for the common run of men to _function_ creatively. There is no attempt in the general scheme for trueing-up or estimating the creative ability of workers. In the market, where the value of goods is determined, a machine tender has a better chance than a craftsman. The popular belief is that the ability of workers has native limitations, that these limitations are absolute and that they are fixed at or before birth. This belief is a tenet among those who hold positions of industrial mastery. Managers of industry for instance who control a situation and create an environment, demand that those who serve them meet the requirements which they have fixed. They do not recognize that industrial ability depends largely on the opportunity which an individual has had to make adjustments to his surroundings and on his opportunity to master them through experiment. A factory employee is required to do a piece of work; and he does it, not because he is interested in the process or |
|