Follow the journey of Caine from his early days of create cardboard games for people waiting at his family's business to the international Cardboard Challenge Day of Play.

When John Locke declared (in the 1690 Essay Concerning Human Understanding) that knowledge was derived solely from experience, he raised the possibility that human understanding and identity were not the products of God’s will or of immutable laws of nature so much as of one’s personal history and background. If on the one hand Locke’s theory led some to pronounce that individuals could determine the course of their own lives, however, the idea that we are the products of our experience just as readily supported the conviction that we are nothing more than machines acting out lives whose destinies we do not control. This course will track the formulation of that problem, and a variety of responses to it, in the literature of the “long eighteenth century.” Readings will range widely across genre, from lyric poetry and the novel to diary entries, philosophical prose, and political essays, including texts by Alexander Pope, Jonathan Swift, Mary Astell, David Hume, Laurence Sterne, Olaudah Equiano, Mary Hays, and Mary Shelley. Topics to be discussed include the construction of gender identities; the individual in society; imagination and the poet’s work. There will be two essays, one 5-6 pages and one 8-10 pages in length, and required presentations.

This course is a seminar on creativity in art, science, and technology. We discuss how these pursuits are jointly dependent on affective as well as cognitive elements in human nature. We study feeling and imagination in relation to principles of idealization, consummation, and the aesthetic values that give meaning to science and technology as well as literature and the other arts. Readings in philosophy, psychology, and literature are part of the course.

Join us for a demonstration of how to create an airplane cockpit for pretend play using cardboard and jar lids

Upcycle materials from your home to make a play space laser and zap space junk

A l’occasion de ses 20 ans, le Louvain Learning Lab, anciennement Institut de Pédagogie universitaire et des Multimédias, a convié le 13 novembre 2015 l’ensemble de la communauté universitaire à prendre part à un exercice prospectif et collaboratif. Près de 100 étudiants, professeurs, membres de l’administration, mentors, tuteurs et citoyens ont répondu à l’appel pour imaginer l’université de demain et élaborer des pistes d’actions pour le futur. Ils ont conçu et présenté des projets audacieux plaçant l’enseignement universitaire au coeur de la société de 2035. Quelles sont les tendances actuelles dans lesquelles se nichent les formes de l’enseignement supérieur en 2035 ? Quelles compétences pour les dirigeants, les enseignants et les étudiants pour à la fois contribuer à l’émergence de l’innovation et participer à son instauration dans les structures ? Telles sont les questions abordées dans ce carnet.

In this seminar we explore the history, present, and future of psychogeography, hoping to map the center and the edges of this elusive field and to pioneer potential new directions and applications for the principles we discover (or invent) along the way. We discuss classic and more recent texts—including novels, essays, poems, reviews, films, and other works of creative nonfiction and speculative fiction. Students also undertake their own psychogeographic wanderings and complete a final “carto-imagino-synthetic” project to document, describe, map, and otherwise “make sense of place” through these techniques.