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idskrift - Umeå universitet

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Ett designperspektiv på slöjden och ett kulturperspektiv på skolan<br />

architects or filmmakers, they fully engage in the<br />

creative process. I define the highest order of creative<br />

work as producing new forms or designs that<br />

are really transferable and widely useful – such as<br />

designing a product that can be widely made, sold<br />

and used; coming up with a theorem or strategy<br />

that can be applied in many cases; or composing<br />

music that can be performed again and again.<br />

People at the core of the Creative Class engage in<br />

this kind of work regularly; it´s what they are paid<br />

to do. Along with problem solving, their work may<br />

entail problem finding; not just building a better<br />

mouse trap, but noticing first that a better mouse<br />

trap would be a handy thing to have. (s. 68f.)<br />

Percent of Total Workforce<br />

50%<br />

45%<br />

40%<br />

35%<br />

30%<br />

25%<br />

20%<br />

15%<br />

10%<br />

5%<br />

Creative Class<br />

Super-Creative Core<br />

Working Class<br />

Service Class<br />

Agricuture<br />

Kring denna kärna av den kreativa klassen finns<br />

professionellt kreativa människor:<br />

These people engage in creative problem solving,<br />

drawing on complex bodies of knowledge to solve<br />

specific problems. Doing so typically requires a<br />

high degree of formal education and thus a high<br />

level of human capital. People who do this kind<br />

of work may sometimes come up with methods<br />

or products that turn out to be widely useful, but<br />

it´s not part of the basic job description. What<br />

they are required to do regularly is think on their<br />

own. They apply or combine standard approaches<br />

in unique ways to fit the situation, exercise a great<br />

deal of judgement, perhaps try something radically<br />

new from time to time. (s. 69)<br />

0%<br />

1900 1910 1920 1930 1940 1950 1960 1970 1980 1991 1999<br />

FIGURE 4.2 The Class Structure, 1900–1999 (Percent of Work Force)<br />

Tabell 1 Klasstrukturen 1900-1999 enligt Florida<br />

Andelen verksamma inom arbetskraften<br />

som arbetar kreativt och med problemlösande,<br />

har ökat dramatiskt under<br />

1900-talet i USA (se Tabell 1). Om den<br />

s.k. kreativa klassen omfattade 10 % av<br />

arbetskraften 1900, 15 % 1950, 20 %<br />

1980 så uppskattar Florida siffran idag till<br />

30 %. 7 ”The service class”, anställda inom<br />

serviceyrken, har också ökat, från drygt 15<br />

35

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