Creativity and runaway learning

This paper will try to put some new flesh on the relationship by showing that a particular type of creativity may be understood in terms of a particular type of learning. The aim will be to show that what one might term intellectual or scientific creativity is naturally viewed as a form of empirical learning extended beyond the normal boundaries of objectivity. As mentioned, the argument will be based, not on any empirical model but rather on a logical analysis of the learning task. The reliability of the conclusions drawn will thus be primarily a function of their analytical coherence