Creating Things That Matter: The Art and Science of Innovations That Last makes a bold promise, and while well intentioned is a little shy of the mark. To be fair, since publication and this reviewer’s read of the title, the world has changed drastically. Robust and resilient innovations are adaptations are needed now more than ever. Overall Edwards’ exploration of creative innovation is still a useful read because it covers a range of disciplines. However, some of the examples either read as fan mail or have not passed the harsh test of time; this makes them frustrating to read.

While there is no simple checklist that can guarantee creative – and lasting – results, over the course of the book, Edwards guides the reader through the creative cycle. He uses a variety of examples, both from his own experience and that of others to show how potentially disparate pieces can fit together. It is not a book that feels cohesive cover-to-cover. The first two parts (The Aesthetics of Creating and The Creator’s Cycle) are one section with the third part (Making a Future We All Want) an interesting yet different read. This shift takes away from the overall book.

I recommend Creating Things That Matter to readers curious about the framework of creativity and how innovations journey and evolve.

When David Edwards describes why he got into studying fluid mechanics and what it is - how oil pours put of bottle, how it flows over fresh garden leaves - it seems like poetry.

With digital life has changed. We dont go out that much as the world comes to us. But we are now connected to an orca carrying its dead baby through internet.

CREATING THINGS THAT MATTER by David Edwards focuses on innovations that last. In particular, Edwards discusses the value of interdisciplinary work, stressing the need to perceive art and science as one. Of course, this is critical for any environment that we create for our students and one with which the district is continually grappling. In the second part of his text, Edwards explains three elements of the Creator's Cycle: Ideation, Experimentation, and Exhibition. As teachers, I believe that we encourage the first two, but are less than successful at creating authentic audiences for student work AND for our own educator ideas and piloted lesson plans. Edwards spends the third part of this text reviewing the Grassroots Creator Movement (GCM) and includes several diagrams illustrating the emotions and actions involved. Both business students and educators will be interested in Edwards' writing on creativity (one of the 4 c's of 21st century learning with critical thinking, communication, and collaboration); they may also be intrigued by his thoughts on other "c's:" challenges, curiosity, community, and cultural/commercial contrast. For an additional text on human-centered design, consider The Fuzzy and the Techie (2017) by Stanford-educated venture capitalist Scott Hartley which is also in our collection.

A title which wasn't for my interest even though the description and cover intrigued me. However, doesn't mean others will not find it is for them.