Espírito Santo, LuísStolzenburg, Frieder2023-09-202023-09-202023https://dl.gi.de/handle/20.500.12116/42406Learning Endowed Generative Systems threat to invade creative areas by recently achieving great results in several widely-accepted creative tasks. But (how) can we study formally creative limitations? Computational Creativity has prolifically provided us with formal tools to address such argument, systematically leaving “learning” out of the equation. Before that, Formal Learning Theory, also informally known as “learning in the limit”, allowed to study some of the limits of learning, yet mainly pinning these results to language acquisition and scientific discovery, with no known example of generalized analogies to other more widely accepted creative domains. We will endeavour to explore the parallels between these two currently disparate areas, Computational Creativity and Formal Learning Theory, by identifying points of contact and clear differences and expanding both in a convergent joint transdisciplinary direction. This merged view is believed not only to spawn new studies in generative models, computability of learning, and computational creativity but also to bring new insights to some philosophical debates in Cognitive Sciences on the relationship between Artificial Intelligence and Computational Creativity and the nature of human creativity.enComputational Creativity, Learning in the Limit, Learning-Endowed Generative Systems, Formal Learning Theory, Limitations of CreativityText10.18420/ki2023-dc-06