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<p>Foreword  ix</p> <p>Introduction xiii</p> <p><b>Chapter 1. Innovation: What Exactly Are We Talking About?  1</b></p> <p>1.1. Some key distinctions 2</p> <p>1.1.1. Distinguishing innovation from discovery and invention 2</p> <p>1.1.2. What is the distinction between invention and innovation founded upon? 3</p> <p>1.2. Typology of innovations based on their purpose 8</p> <p>1.3. Typology of innovations based on their scale  10</p> <p>1.4. Reasons for innovation 13</p> <p><b>Chapter 2. Thinking about Innovation Differently  17</b></p> <p>2.1. Innovation in society 17</p> <p>2.2. Schumpeter’s models of innovation  20</p> <p>2.3. From innovation as an outcome to the analysis of innovation as a process 22</p> <p>2.4. Contours of the linear and hierarchical model of innovation 24</p> <p>2.5. A fertile ground for the creation of the linear and hierarchical model of innovation  25</p> <p>2.5.1. The institutionalization of science 25</p> <p>2.5.2. The lack of technical thought  27</p> <p>2.6. Impact of the model with respect to the definition of research and innovation policies  28</p> <p>2.7. Limitation of the linear and hierarchical model 30</p> <p>2.7.1. Too much importance given to R&D  30</p> <p>2.8. The design process at the core of the innovation process 36</p> <p>2.9. The design process, what are we speaking about exactly?  40</p> <p>2.9.1. The two models of the design process according to L. Blessing 40</p> <p>2.9.2. The stages of the design process 41</p> <p>2.9.3. Overall convergence of the design process 42</p> <p>2.9.4. Rule-based design regime versus innovative design regime 44</p> <p>2.10. Validity of the model 46</p> <p><b>Chapter 3. Artificialism  51</b></p> <p>3.1. Artificial world as a set of artifacts 52</p> <p>3.2. Contribution of the Simonian theory to the understanding of the design process 55</p> <p>3.2.1. Bounded rationality and satisficing  55</p> <p>3.2.2. Design as a process obeying satisficing 56</p> <p>3.2.3. Specificities of the design process 60</p> <p>3.3. Simonian empiricism 61</p> <p>3.4. Key propositions of Artificialism  62</p> <p>3.5. Interest in thinking about innovation from the artificial perspective  68</p> <p>3.5.1. Developing a comprehensive organizational system to ensure the effectiveness and efficiency of the design process 69</p> <p>3.5.2. Thinking of the user  70</p> <p><b>Chapter 4. Innovating by Implementing Creative Rationality. 77</b></p> <p>4.1. Creative rationality: what exactly are we talking about?  78</p> <p>4.1.1. Thinking in terms of relation  78</p> <p>4.1.2. A form of thought that can replace the inexplicable with the rational 81</p> <p>4.2. The reality of creative rationality  84</p> <p>4.2.1. What are innovation biographies? 84</p> <p>4.2.2. The example of Gutenberg’s printing press 86</p> <p>4.2.3. The example of the printing press is not an isolated case  88</p> <p>4.2.4. Towards an adventurous transgression 90</p> <p>4.2.5. The Solar Impulse project 96</p> <p>4.2.6. A journey to the center of the production of knowledge 99</p> <p>4.2.7. The basis of a creative rationality model 99</p> <p>4.2.8. A limited production of knowledge 102</p> <p>4.2.9. A production of knowledge that must be interpreted beyond the reasoning at work  103</p> <p><b>Chapter 5. Creative Rationality and the Education System 107</b></p> <p>5.1. Teaching innovation: a political project 108</p> <p>5.2. A harmful confusion between innovation and entrepreneurship  110</p> <p>5.2.1. The Beylat–Tambourin report  110</p> <p>5.2.2. Confusion deriving from J. Schumpeter 112</p> <p>5.2.3. The skills of innovators versus the skills of entrepreneurs 114</p> <p>5.3. School environment and creative rationality 116</p> <p>5.3.1. Challenging traditional school  117</p> <p>5.3.2. The parable of the “flea trainer” 119</p> <p>5.3.3. An education system that kills creativity 122</p> <p>5.4. Rehabilitating creativity rationality in the training of engineers 125</p> <p>5.5. Towards the pedagogy of adventure 128</p> <p>5.5.1. Observing to innovate 129</p> <p>5.5.2. Otherness: recognizing the other 134</p> <p>5.5.3. How to move from the idea of pedagogy of adventure to its implementation?  137</p> <p>Conclusion 147</p> <p>Bibliography 149</p> <p>Index 163</p>

Joëlle Forest, National Institute of Applied Sciences of Lyon, France

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