Education doesn’t need to be reformed – it needs to be transformed. The key to this transformation is not to standardize education but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.
- Curiosity – the ability to ask questions and explore how the world works
- Creativity – the ability to generate new ideas and to apply them in practice
- Criticism – the ability to analyse information and ideas and to form reasoned arguments and judgments
- Communication – the ability to express thoughts and feelings clearly and confidently in a range of media and forms
- Collaboration – the ability to work constructively with others
- Compassion – the ability to emphasise with others and to act accordingly
- Composure – the ability to connect with inner life and feeling and develop a sense of personal harmony and balance
- Citizenship – the ability to engage constructively with society and to participate in the processes that sustain it
It’s a great list, and completely challenging if you have children that are in education sytems…
Sir Ken Robinson gives his take on creativity:
‘It’s sometimes said that creativity cannot be defined: Creativity is the process of having original ideas that have value.
There are various myths about creativity. One is that only special people are creative, another is that creativity is only about the arts, a third is the creativity cannot be taught and a fourth is that it’s all to do with uninhibited “self-expression.” None of these is true. Creativity draws from many powers that we all have by virtue of being human. Creativity is possible in all areas of human life, in science, the arts, mathematics, technology, cuisine, teaching, politics, business, you name it. And like many human capacities, our creative powers can be cultivated and refined. Doing that involves an increasing mastery of skills, knowledge and ideas.
Creativity is about fresh thinking. It doesn’t have to be new to the whole of humanity – though that’s always a bonus – but certainly to the person whose work it is. Creativity also involves making critical judgements about whether what you’re working on is any good, be it a theorem, a design, or a poem. Creative work often passes through typical phases. Sometimes what you end up with is not what you had in mind when you started. It’s a dynamic process that often involves making new connections, crossing disciplines and using metaphors and analogies.
Being creative is not just about having off-the-wall ideas and letting your imagination run free. It may involve all of that, but it also involves refining, testing, and focusing what you’re doing. It’s about original thinking on the part of the individual, and it’s also about judging critically whether the work in process is taking the right shape and is worthwhile, at least for the person producing it.
Creativity is not the opposite of discipline and control. On the contrary, creativity in any field may involve deep factual knowledge and high levels of practical skill. Cultivating creativity in one of the most interesting challenges for any teacher. It involves understanding the real dynamics of creative work.
Creativity is not a linear process, in which you have to learn all the necessary skills before you get started. It is true that creative work in any field involves a growing mastery of skills and concepts. It is not true that they have to be mastered before the creative work can begin. Focusing on skills in isolation can kill interest in any discipline. Many people have been put off mathematics for life by endless rote tasks that did nothing to inspire them with the beauty of numbers. Many spent years grudgingly practicing scales for music examinations only to abandon the instrument once they’ve made the grade.
The real drive of creativity is an appetite for discovery and a passion for the work itself. When students are motivated to learn, they naturally acquire the skills they need to get the work done. Their mastery of them grows as their creative ambitions expand. You’ll find evidence of this process in great teaching in every discipline from football to chemistry.’
(Excerpt taken from Sir Ken Robinson’s book Creative Schools; pages 118-120)
What are the skills that the future generation needs? Is it specific knowledge, or is it an ability to flex and adapt, in other words, be creative. The jobs we are currently training our children for will not exist by the time they finish school. Knowledge is going out of date faster than we can teach it.
I want to start exploring how we build an environment of creativity, not just in the workplace, but in all situations. What does it mean to be creative? How do we begin to tap into what makes us as humans unique on this planet? Why do so many of us say we are not creative? Why do we not value creativity more highly?
I have been inspired by Sir Ken Robinson, and his desire to see educators embrace the need to change and adapt their teaching. I have young children, and I want my kids to be creative and unique, I’m not looking for rocket scientists, but I want them to be different thinkers. I believe I want them to challenge how I think, but I may need to be careful what I wish for!
In this blog, I will be delving into why creativity is so vital for our future, and share examples that I have read or observed that have shaped my thinking. I do not have all the answers, so I am on a journey of exploring creativity; looking at how that affects me and what I need to do differently as a result of what I learn.
Feel free to join me on this journey – I could use the company…