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as an order of infinite degree. At the same time, the degree itself depends on the context, and on what is known and taken into consideration concerning the underlying processes. Bohm and Peat further propose to a spectrum of order, with causal laws and statistical laws representing limiting cases of
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Examples of the development of various orders are provided. To solve problems faced by society, there is need to find not merely "orders in between" (as a form of compromise between other orders) but rather to creatively extend to richer "orders beyond" which encompass different orders together in
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of earlier notes of music, or the viewing of a scene of a film as a whole, or various resonances of words and images in poetry. Explicate orders, in contrast, are emphasized by society in so far as they are considered absolutely necessary for its survival, and suitable for large-scale organization
134:. The second edition, published in 2000 after Bohm's death, comprises a new foreword by Peat as well as an additional introductory chapter, in which a fictitious dialogue between Bohm and Peat serves to introduce the reader to the context and topics of the book.
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which would allow the incompatibilities of quantum theory and relativity to be addressed. The authors emphasize that creativity, including the search for "orders beyond", contributes to make it possible to "move towards a new
177:
The authors build upon the aspect of communication by discussing science as a social activity and the role of language in science, discussing in particular also the examples of the various
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and by equating two different kinds of things, based on an act of perception of a similarity. They emphasize the role of communication and art as part of creativity, citing the example of
185:. They point out that its mathematical basis is open to a range of modifications which extend "beyond current quantum theory", for instance concerning the role of trajectories.
344:'loosening' rigidly held intellectual content in the tacit infrastructure of consciousness" plays a main role for awakening creative intelligence.
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was led to understanding a similarity among the sensations of water and the symbolic gesture pressed into her palm which represented it.
182:
551:
Toward a fully human science education: an exploratory study of prospective teachers’ attitudes toward humanistic science education
330:, when attention is allowed to move freely, for putting forth "new sensory orders and structures that form into new perceptions".
141:, the authors emphasize the role of creativity and communication for science and, also beyond science, for humanity as a whole.
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another form. As one of the examples for a search for "an order beyond", the authors cite the work of Bohm and his colleague
201:, with the particular order depending on context. They distinguish orders of first, second and higher degrees, and interpret
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The individual, cosmic and social dimensions are considered. It is held that creativity blockages can be overcome and that
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609:
629:
391:, Zev Naveh has also referred to implicate orders as "very important" for multifunctional landscapes in
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in an infinite extension). The implicate and generative orders are emphasized as ground for all
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287:, accessible to direct experience by perception of well-defined forms, for instance the
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Educating
Elementary Science Teachers: Alternative Conceptions of the Nature of Science
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408:, 1987, Routledge, 2nd ed. 2000 (transferred to digital printing 2008, Routledge):
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387:, among many others. Referencing this book, in the framework of his concept of a
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553:, International Journal of Science Education, vol. 15, no. 1, 1993,
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These considerations are carried further, citing among others the works of
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Ten major premises for a holistic conception of multifunctional landscapes
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The authors consider the form of creativity that is constituted by a
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Transformative
Learning: Educational Vision for the 21st Century
506:, Bollingen Series, Princeton University Press, Princeton, 1972
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The notion is introduced that all processes take place in an
326:. This chapter further provides a view of the role of human
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This chapter introduces the notions of generative order and
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5 Generative Order in
Science, Society, and Consciousness
532:, Teaching Education, vol. 3, no. 2, 1991,
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and the exploration of composition and structure by
220:, citing examples from, among others, mathematics (
151:1 Revolutions, Theories, and Creativity in Science
318:towards a generative order that lies beyond both
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528:Stephen C. Fleurya & Michael L. Bentleya:
181:, including the objections raised against the
173:2 Science as Creative Perception–Communication
212:4 The Generate Order and the Implicate Order
483:The Causal Dimension of Goethe's morphology
163:who, through communication with her mentor
487:Goethe and the Sciences: A Reconsideration
183:causal interpretation of quantum mechanics
25:
375:The book has been cited in the fields of
16:1987 book by David Bohm and F. David Peat
485:, in Amrine, Zucker, and Wheeler, eds.,
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206:a more general range of possibilities.
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126:. It was originally published 1987 by
179:interpretations of quantum mechanics
130:, US, then 1989 in Great Britain by
435:, vol. 96, no. 208 (2008)
243:) art (from schemata changing from
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489:, Reidel, Dordrecht, Holland, 1986
481:The authors cite Ronald H. Brady,
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336:6 Creativity in the Whole of Life
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498:For schemata, the authors cite
20:Science, Order, and Creativity
593:Science, Order, and Creativity
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470:The Fractal Geometry of Nature
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359:towards finding an underlying
350:7 The Order Between and Beyond
111:Science, Order, and Creativity
91:United States / United Kingdom
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457:Science, Order and Creativity
445:Science, Order and Creativity
427:The authors cite D. Bohm and
406:Science, Order and Creativity
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139:Science, Order and Creativity
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259:), science (holography, the
247:to the vortex-like order of
241:and the morphology of plants
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404:David Bohm, F. David Peat:
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472:, Freeman, New York, 1983
122:and physicist and writer
118:by theoretical physicist
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33:
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559:10.1080/0950069930150108
538:10.1080/1047621910030207
73:Bantam Books / Routledge
549:Phillip B. B. Mohenoa:
251:to the use of light by
625:Books about creativity
610:1987 non-fiction books
389:Total human ecosystem
304:Conrad Hal Waddington
224:order as proposed by
385:knowledge management
277:superimplicate order
271:, as well as Bohm's
263:and its relation to
245:Renaissance painting
232:, and touching upon
515:Edmund O'Sullivan:
145:Contents by chapter
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630:Bantam Books books
500:Ernest H. Gombrich
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561:, pp. 95-106
468:The authors cite
393:landscape ecology
381:science education
308:Stephen Jay Gould
269:Huygens principle
226:Benoit Mandelbrot
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102:978-0-553-34449-3
88:Publication place
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615:Philosophy books
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316:Rupert Sheldrake
265:Feynman diagrams
261:Green's function
236:'s notion of an
191:3 What is Order?
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366:consciousness".
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218:implicate order
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281:holomovement
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257:Paul CĂ©zanne
253:Claude Monet
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161:Helen Keller
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128:Bantam Books
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357:Basil Hiley
83:1987 / 1989
604:Categories
399:References
328:creativity
320:Lamarckism
285:experience
203:randomness
120:David Bohm
64:Creativity
38:David Bohm
571:Zev Naveh
377:education
371:Reception
362:pre-space
324:Darwinism
239:Urpflanze
132:Routledge
70:Publisher
459:, p. 141
447:, p. 135
267:and the
157:metaphor
48:Language
222:fractal
60:Science
56:Subject
51:English
519:, 1999
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383:, and
234:Goethe
34:Author
198:order
114:is a
410:ISBN
379:and
322:and
314:and
279:and
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534:doi
137:In
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