*2.1.1. Case A represented in Figure 1*

**• Case D:** Romanian nuclear program

environments in nuclear energy

analyzed in this paper, as follows:

to another.

in the Knowledge Society

26

isomorphic.

science.

**2. Method**

based on the following basic assumptions:

isomorphic [12-14].

illustrated for some important aspects in the Annex.

**• Case E:** An example of an individual experience of training and working in diverse cultural

Proceedings of the International Conference on Interdisciplinary Studies (ICIS 2016) - Interdisciplinarity and Creativity

The evaluation method is based on some important results available in literature on the aspects

**•** Knowledge is acquired in a series of steps, by switching [1–7] from one set of paradigms [8]

**•** Not only the models (knowledge gained) is described by topological approaches [9–11], but the objects themselves that are considered to be modeled ("real world," "nature," etc.) are defined by topological spaces. The relationship between the models and "real world" is

The change from one step to another in the knowledge management process (KMP) and the creation of a new set of paradigms are driven by the need to find solutions to strong "conflicts" between facts and theories. Those solutions are generated by a process that can be described as being similar to a "syphoning process" between science/technology and culture. Culture is used in the sense of condensed societal set of beliefs acting for all aspects in science and art/ culture, which may be called "mythology." In other words, deep old embedded in the social conscience (old knowledge as reflected in folklore for instance, but not only in it) are the real sources for building the new set of paradigms to solve critical/crisis type of problems in a

The method used to identify possible connections between aspects of creativity in science and technology and old cultural topics and paradigms was previously communicated [1–7]. It is

**1.** Knowledge is acquired in a series of steps, by switching from one set of paradigms to another. The paradigm notion is in the sense defined in the literature [8]. The process of moving from one phase to another is described in detail in previous papers [1–7] and it is

**2.** It is considered that not only the models (knowledge gained) is described by topologi‐ cal approaches, as previously defined in the literature [9–11], but that the objects themselves may be considered to be modeled ("real world," "nature," etc.) are defined by topological spaces and that the relationship between the models and "real world" is

**3.** The driving force of changing from one phase to another in the knowledge process is the need to find solutions to strong "conflicts" between facts and theories, in a creative manner, by using solutions to the conflicts from other areas than the science itself. Those

