Teacher. Don't we have something for the first summary?
Delta. A bunch of questions.
Kappa. It is something. We wanted to clarify our problem, remember?
Teacher. I remember. Would you like to try, Kappa?
Kappa. OK, but you all help me.
Delta. Count on me.
Beta. I'll join in.
Gamma. I'll do my best.
Teacher. Alpha, do we join?
Alpha. I'm not sure we've got enough material for all helpers... I'll let you know, if you miss something.
Teacher. It's a deal. Go ahead, Kappa.
Kappa. OK. We have got so far... First: Could someone really be creative taking a test he is not prepared for? Does this question stand?
Alpha. Baloney.
Delta. Continue Kappa. You got one.
Beta. Generally, if you do not know something, then it becomes a problem to solve...
Kappa. OK. The second question is: could it be creative guessing?
Alpha. But this is the same question!
Delta. I believe, guessing is part of any creation.
Alpha. But this doesn't make any sense!
Teacher. Alpha, we shall discuss this, but let us do the summary first.
Alpha. We were going to sum up questions, but the first one is obviously not a question at all, and the second one is the same as the first one.
Beta. I wouldn't be so sure about both. You can never predict what pops up in a discussion.
Alpha. All right, I'll keep silent, whatever you say.
Delta. You can't, Alpha. You promised to let us know, if we miss something.
Alpha. That's enough! You want to discuss me or our subject?
Teacher. Our subject... And I assume, everyone is ready to continue.
Kappa. If someone does not like a question, we can reformulate it, right?
Teacher. Acceptable.
Kappa. OK. Do we have the correct question about test taking, or it is better to leave the general question about guessing only?
Gamma. Why can't we discuss both?
Delta. I agree. We do not know where to go, anyway.
Alpha. Exactly.
Delta. OK. We don't know where to go anyway, so we need as many questions as possible.
Alpha. And to stay here overnight.
Gamma. It is destructive...
Alpha. What?
Gamma. What are you doing now, is destructive.
Alpha. And to collect a thousand questions to solve a single problem is constructive...
Gamma. Do you really hope to solve it today?
Alpha. Why do we even start it, if we do not want to solve it?
Beta. Who said we don't?
Kappa. We've counted two questions so far. The third one would be whether doing arts is always a creative process.
Alpha. Who questions that?
Teacher. I do.
Alpha. Why?
Teacher. Why don't we finish with the summary first?
Kappa. The fourth one will be "could copying be creative?" The fifth one, "if a work is talented, does it mean that creativity was required and involved?"
Teacher. An excellent formulation.
Kappa. The sixth question: "is copying of a painting like understanding of an idea?"
Beta. I have another one: "is copying of a creative work the same as understanding of its author's thinking?"
Delta. Why the same? How could it be the same?
Gamma. Kappa said "like."
Kappa. Aha. Can we put it this way: "is copying generally like understanding?"
Delta. Of course! You never repeat after someone if you do not understand what was said!
Beta. Yea... I'd agree, this does not mean that repeating and understanding are the same...
Gamma. What does this 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 sound like: "how do 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 copier is creative because he is seeing all of the details.
Gamma. I got an example when the seeing of all the details relates to creativity. It is investigation.
Beta. Hey, 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 does not know the criminal's plan and actions, thus he has to invent it from scratch and check against evidence, right? It is a creative process.
Kappa. Ha, look, we got it again: a bad investigator cannot re-create the picture -- how it was in reality -- and amends it with invented details and happens to be less creative at the same time? Wow!
Teacher. Have we picked all of our questions?
Kappa. There were few more... About photography... Does creation relate to some goal?
Beta. I would ask another one: "does seeing something unusual mean being creative?"
Kappa. Seeing again?
Teacher. All right, we got a pretty decent list. I would add one last question: do all creative features of human activity equally apply to arts and non-arts? Or better put it this way: do all of our questions equally apply to arts and non-arts?
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