School Kills Creativity †Ken Robinson Free Essays

1. I agree with this statement, my explanation is that everybody got an education since they was born. First, you have to define the word â€Å"education†. We will write a custom essay sample on School Kills Creativity – Ken Robinson or any similar topic only for you Order Now In my opinion education is same as imitation because everyone learns by imitate from what people have done. Students learn mathematic by the method that ancient people made, baby or kids learn everything from what they have seen. You can see that when we were young, we imitated the way we speak from our parents, and we drew the picture from what we see. In that time, we enjoyed that moment. So, we can say that education is in our instinct. 2. 3. What he say happen to us because we have been taught to live in the same pattern, we have to do something in the same way, we have to do something in the same pattern, to make mistake is prohibited. If you learn from history, many things come from the mistaken; Alfred Nobel found Dynamite when he tries to make other thing. Another reason why I agree with his word is that we’re all taught by the same way, so after graduated, we’ll be something like a textbook that you can find it easily. Creativity is the thing that can’t be taught. It has in everyone but education system obstruct it. School kills creativity – Ken Robinson In his speech at the TED conference in February 2006, Sir Ken Robinson claims for a reformation of the current creativity retarding worldwide education system. His point of departure is that children are born with huge talents, wasted by the contemporary education system. While children are not afraid of being wrong, school and the ecological system eliminate this attitude. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech? Robinson thinks that this, making mistakes, is the only way to develop new ideas, although getting on in life means not making mistakes. People, especially children, should have more space to be wrong, accordingly to possibilities of creating something new. Being developed in the 19th century, the education system is focused on providing the requirements for a job in the industry and academic ability. The orator points out that the hierarchy of subjects around the world is the same: first comes math and languages, followed by humanities and concluded by the arts, especially usic and art, after that drama and dance. In Robinson’s opinion this is the right order of priorities for a scientific career, but not for people of the future which have to solute the world problems in a more creative way. Talented people do not get the sense of achievement, because things they are good at are not valued at school; hence, their high creative potentials are wasted. Furthermore Sir Ken Robin son mentions an â€Å"academic inflation† around the world, since conditions for job entrance referring to one’s academic degree are raised. Intelligence is diversely based on visual, tonal, kinesthetically, dynamic and abstract influences as a result it is the interaction of different disciplinary ways of seeing things. That is why the whole body has to be educated to use the whole spectrum of human capacity. Therefore fundamental principles of the education system have to be changed in order to send the next generation into a better future. In my personal experience, around two years ago when I was in high school, I lost all of my confidence and didn’t know what I have to do. My score were lower than other students in the class. The teachers used to ignore me and treated me as a troublemaker. After finishing some internship in America, I’ve realized that I was not that kind. People who I had met in America, especially my boss and my co-worker, encourage me to do what I really want to do. And finally I have a confidence that I can do everything if I want to. Good morning. How are you? It’s been great, hasn’t it? I’ve been blown away by the whole thing. In fact, I’m leaving. (Laughter)  There have been three themes, haven’t there,  running through the conference, which are relevant  to what I want to talk about. One is the extraordinary evidence of human creativity  in all of the presentations that we’ve had  and in all of the people here. Just the variety of it  and the range of it. The second is that  it’s put us in a place where we have no idea what’s going to happen,  idea how I have an interest in education —  actually, what I find is everybody has an interest in education. Don’t you? I find this very interesting. say you  actually, you’re not often at dinner parties, frankly, if you work in education. (Laughter) You’re not asked. And you’re never asked back, curiously. That’s strange to me. But if you are, and you say to somebody,  you know, they say, â€Å"What do you do? †Ã‚  and you say you work in education,  you can see the blood run from their face. They’re like,  Ã¢â‚¬Å"Oh my God,† you know, â€Å"Why me? My one night out all week. † (Laughter)  But if you ask about their education,  they pin you to the wall. Because it’s one of those things  that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it,  partly because it’s education that’s meant to  take us into this future that we can’t grasp. If you think of it, children starting school this year  will be retiring in 2065. Nobody has a clue –despite all the expertise that’s been on parade for the past four days —  what the world will look like  in five years’ time. And yet we’re meant  to be educating them for it. So the unpredictability, I think,  is extraordinary. And the third part of this is that  we’ve all agreed, nonetheless, on the  really extraordinary capacities that children have —  their capacities for innovation. I mean, Sirena last night was a marvel,  wasn’t she? Just seeing what she could do. And she’s exceptional, but I think she’s not, so to speak,  exceptional in the whole of childhood. What you have there is a person of extraordinary dedication  who found a talent. And my contention is,  all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and  I want to talk about creativity. My contention is that  creativity now is as important in education as literacy,  and we should treat it with the same status. (Applause) Thank you. That was it, by the way. left. Well I heard a great story recently — I love telling it —  of a little girl who was in a drawing lesson. She was six  and she was at the back, drawing,  and the teacher said this little girl hardly ever  paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her  and she said, â€Å"What are you drawing? †Ã‚  And the girl said, â€Å"I’m drawing a picture of God. †Ã‚  And the teacher said, â€Å"But nobody knows what God looks like. †Ã‚  And the girl said, â€Å"They will in a minute. †Ã‚  (Laughter) When my son was four in England —  actually he was four everywhere, to be honest. Laughter)  If we’re being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: â€Å"Nativity II. † But James got the part of Joseph,  which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts:  Ã¢â‚¬Å"James Robinson IS Joseph! † (Laughter)He didn’t have to speak, but you know the bit  where the three kings come in. They come in bearing gifts,  and they bring gold, frankincense and myrhh. This really happened. We were sitting there  and I think they just went out of sequence,  because we talked to the little boy afterward and we said,  Ã¢â‚¬Å"You OK with that? † And he said, â€Å"Yeah, why? Was that wrong? â€Å"They just switched, that was it. Anyway, the three boys came in —  four-year-olds with tea towels on their heads —  and they put these boxes down,  and the first boy said, â€Å"I bring you gold. †Ã‚  And the second boy said, â€Å"I bring you myrhh. †Ã‚  And the third boy said, â€Å"Frank sent this. † (Laughter) What these things have in common is that kids will take a chance. If they don’t know, they’ll have a go. Am I right? They’re not frightened of being wrong. Now, I don’t mean to say that being wrong is the same thing as being creative. What we do know is,  if you’re not prepared to be wrong,  you’ll never come up with anything original —  if you’re not prepared to be wrong. And by the time they get to be adults,  most kids have lost that capacity. They have become frightened of being wrong. way. We  where mistakes  And the result is that we are educating people out of  their creative capacities. Picasso once said this —  he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately,  that we don’t grow into creativity,  we grow out of it. Or rather, we get educated out if it. So why is this? I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. Actually, we  just outside Stratford, which is where  Shakespeare’s father was born. Are you struck by a new thought? I was. You don’t think of Shakespeare having a father, do you? Do you? Because you don’t think of  Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was  seven at some point. He was in  somebody’s English class, wasn’t he? How annoying would that be? (Laughter) â€Å"Must try harder. † Being sent to bed by his dad, you know,  to Shakespeare, â€Å"Go to bed, now,†Ã‚  to William Shakespeare, â€Å"and put the pencil down. And stop speaking like that. It’s confusing everybody. †Ã‚  (Laughter) Anyway, we moved from Stratford to Los Angeles,  and I just want to say a word about the transition, actually. My son didn’t want to come. I’ve got two kids. He’s 21 now; my daughter’s 16. He didn’t want to come to Los Angeles. He loved it,  but he had a girlfriend in England. This was the love of his life, Sarah. He’d known her for a month. Mind you, they’d had their fourth anniversary,  because it’s a long time when you’re 16. Anyway, he was really upset on the plane,  and he said, â€Å"I’ll never find another girl like Sarah. †Ã‚  And we were rather pleased about that, frankly,  because she was the main reason we were leaving the country. (Laughter) But something strikes you when you move to America  and when you travel around the world:  Every education system on earth has the same hierarchy of subjects. Every one. Doesn’t matter where you go. You’d think it would be otherwise, but it isn’t. At the top are mathematics and languages,  then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too,  there’s a hierarchy within the arts. Art and music are normally given a higher status in schools  than drama and dance. There isn’t an education system on the planet  that teaches dance everyday to children  the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they’re allowed to, we all do. We all have bodies, don’t we? Did I miss a meeting? Laughter) Truthfully, what happens is,  as children grow up, we start to educate them  progressively from the waist up. And then we focus on their heads. And slightly to one side. If you were to visit education, as an alien,  and say â€Å"What’s it for, public education? †Ã‚  I think you’d have to conclude — if you lo ok at the output,  who really succeeds by this,  who does everything that they should,  who gets all the brownie points, who are the winners —  I think you’d have to conclude the whole purpose of public education  throughout the world  is to produce university professors. Isn’t it? They’re the people who come out the top. And I used to be one, so there. (Laughter)  And I like university professors, but you know,  we shouldn’t hold them up as the high-water mark of all human achievement. life, another  them. There’s  not all of them, but typically — they live in their heads. They live up there, and slightly to one side. They’re disembodied, you know, in a kind of literal way. They look upon their body  as a form of transport for their heads, don’t they? meetings. If  by the way, get yourself along to a residential conference  of senior academics,  and pop into the discotheque on the final night. Laughter) And there you will see it — grown men and women  writhing uncontrollably, off the beat,  waiting until it ends so they can go home and write a paper about it. Now our education system is predicated on the idea of academic ability. And there’s a reason. The whole system was invented â₠¬â€ around the world, there were  no public systems of education, really, before the 19th century. They all came into being  to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work  are at the top. So you were probably steered benignly away  from things at school when you were a kid, things you liked,  on the grounds that you would  never get a job doing that. Is that right? Don’t do music, you’re not going to be a musician;  don’t do art, you won’t be an artist. Benign advice — now, profoundly mistaken. The whole world  is engulfed in a revolution. And the second is academic ability, which has really come to dominate  our view of intelligence,  because the universities designed the system in their image. If you think of it, the whole system  of public education around the world is a protracted process  of university entrance. And the consequence is that many highly talented,  brilliant, creative people think they’re not,  because the thing they were good at school  wasn’t valued, or was actually stigmatized. And I think we can’t afford to go on that way. In the next 30 years, according to UNESCO,  graduating through  combination of  technology and its transformation effect on work, and demography  and the huge explosion in population. Suddenly, degrees aren’t worth anything. Isn’t that true? When I was a student, if you had a degree, you had a job. If you didn’t have a job it’s because you didn’t want one. And I didn’t want one, frankly. (Laughter)  But now kids with degrees are often  heading home to carry on playing video games,  because you need an MA where the previous job required a BA,  other. It’s  And it indicates the whole structure of education  is shifting beneath our feet. We need to radically rethink  our view of intelligence. We know three things about intelligence. One, it’s diverse. We think about the world in all the ways  that we experience it. We think visually,  we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard  yesterday from a number of presentations,  intelligence is wonderfully interactive. The brain isn’t divided into compartments. In fact, creativity — which I define as the process  of having original ideas that have value —  more often than not comes about through the interaction  of different disciplinary ways of seeing things. The brain is intentionally — by the way,  there’s a shaft of nerves that joins the two halves of the brain  called the corpus callosum. It’s thicker in women. Following off from Helen yesterday, I think  this is probably why women are better at multi-tasking. Because you are, aren’t you? There’s a raft of research, but I know it from my personal life. If my wife is cooking a meal at home —  which is not often, thankfully. (Laughter)  But you know, she’s doing — no, she’s good at some things —  but if she’s cooking, you know,  she’s dealing with people on the phone,  she’s talking to the kids, she’s painting the ceiling,  she’s doing open-heart surgery over here. If I’m cooking, the door is shut, the kids are out,  the phone’s on the hook, if she comes in I get annoyed. I say, â€Å"Terry, please, I’m trying to fry an egg in here. Give me a break. † (Laughter)  Actually, you know that old philosophical thing,  if a tree falls in a forest and nobody hears it,  did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, â€Å"If a man speaks his mind  in a forest, and no woman hears him,  is he still wrong? † (Laughter) And the third thing about intelligence is,  it’s distinct. I’m doing a new book at the momentcalled â€Å"Epiphany,† which is based on a series of  interviews with people about how they discovered  their talent. I’m fascinated by how people got to be there. It’s really prompted by a conversation I had  with a wonderful woman who maybe most people  have never heard of; she’s called Gillian Lynne —  have you heard of her? Some have. She’s a choreographer  and everybody knows her work. She did â€Å"Cats† and â€Å"Phantom of the Opera. †Ã‚  She’s wonderful. I used to be on the board of the Royal Ballet in England,  as you can see. Anyway, Gillian and I had lunch one day and I said,  Ã¢â‚¬Å"Gillian, how’d you get to be a dancer? † And she said  it was interesting; when she was at school,  she was really hopeless. And the school, in the ’30s,  wrote to her parents and said, â€Å"We think  Gillian has a learning disorder. † She couldn’t concentrate;  she was fidgeting. I think now they’d say  she had ADHD. Wouldn’t you? But this was the 1930s,  and ADHD hadn’t been invented at this point. It wasn’t an available condition. (Laughter)  People weren’t aware they could have that. Anyway, she went to see this specialist. So, this oak-paneled room,  and she was there with her mother,  and she was led and sat on this chair at the end,  and she sat on her hands for 20 minutes while  this man talked to her mother about all  the problems Gillian was having at school. And at the end of it —  because she was disturbing people;  her homework was always late; and so on,  little kid of eight — in the end, the doctor went and sat  next to Gillian and said, â€Å"Gillian,  I’ve listened to all these things that your mother’s  told me, and I need to speak to her privately. †Ã‚  He said, â€Å"Wait here. We’ll be back; we won’t be very long,†Ã‚  and they went and left her. But as they went out the room, he turned on the radio  that was sitting on his desk. And when they  got out the room, he said to her mother,  Ã¢â‚¬Å"Just stand and watch her. † And the minute they left the room,  she said, she was on her feet, moving to the music. And they watched for a few minutes  and he turned to her mother and said,  Ã¢â‚¬Å"Mrs. Lynne, Gillian isn’t sick; she’s a dancer. Take her to a dance school. † I said, â€Å"What happened? †Ã‚  She said, â€Å"She did. I can’t tell you how wonderful it was. We walked in this room and it was full of  people like me. People who couldn’t sit still. People who had to move to think. † Who had to move to think. They did ballet; they did tap; they did jazz;  they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School;  she became a soloist; she had a wonderful career  at the Royal Ballet. She eventually graduated  from the Royal Ballet School and  founded her own company — the Gillian Lynne Dance Company —  met Andrew Lloyd Weber. She’s been responsible forsome of the most successful musical theater  productions in history; she’s given pleasure to millions;  and she’s a multi-millionaire. Somebody else  might have put her on medication and told her  to calm down. Now, I think †¦ (Applause) What I think it comes to is this:  Al Gore spoke the other nightabout ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future  is to adopt a new conception of human ecology,  one in which we start to reconstitute our conception  of the richness of human capacity. Our education system has mined our minds in the way  that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles  on which we’re educating our children. There was  a wonderful quote by Jonas Salk, who said, â€Å"If all the insects  were to disappear from the earth,  within 50 years all life on Earth would end. If all human beings disappeared from the earth,  within 50 years all forms of life would flourish. â€Å"And he’s right. What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift  wisely and that we avert some of the scenarios  that we’ve talked about. And the only way  we’ll do it is by seeing our creative capacities  for the richness they are and seeing  our children for the hope that they are. And our task  is to educate their whole being, so they can face this future. By the way — we may not see this future,  but they will. And our job is to help  them make something of it. Thank you very much. How to cite School Kills Creativity – Ken Robinson, Papers