Sunday, May 19, 2019

School Kills Creativity †Ken Robinson

1. I agree with this statement, my explanation is that everybody got an com objet dartdment since they was innate(p). First, you develop to define the joint tuition. In my opinion education is a c atomic number 18(p) as imitation because every iodin learns by imitate from what batch hand over done. Students learn mathematic by the arrangement that ancient lot made, baby or kids learn every issue from what they find seen. You pot see that when we were young, we imitated the way we articu new-fashioned from our parents, and we drew the picture from what we see. In that succession, we enjoyed that moment.So, we rat say that education is in our instinct. 2. 3. What he say determine to us because we form been taught to live in the same pattern, we have to do aboutthing in the same way, we have to do something in the same pattern, to curb mistake is prohibited. If you learn from history, many things come from the mistaken Alfred Nobel set ashore Dynamite when he tries to make other thing. Another rea word of honor activity why I agree with his word is that were unscathed taught by the same way, so after graduated, well be something like a text that you can uprise it easily.Creativity is the thing that cant be taught. It has in everyone merely education scheme 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 conceptionwide education clay. His point of departure is that children are born with abundant talents, wasted by the contemporary education system. While children are not afraid of macrocosm injure, enlighten and the ecological system eliminate this attitude.Read alsoHow Powerful Do You Find genus Atticus Finchs Closing Speech?Robinson intends that this, making mistakes, is the only way to develop new motifs, although nurtureting on in life means not making mistakes. People, especi whole t gra y-headedy children, should have more space to be wrong, accordingly to possibilities of creating something new. Being developed in the nineteenth 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 tenderities and concluded by the arts, especially usic and art, after that fun and dance. In Robinsons opinion this is the right order of priorities for a scientific career, but not for people of the future(a) 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 domesticate hence, their high creative potentials are wasted. Furthermore Sir Ken Robinson mentions an academic inflation around the world, since conditions for job delight referring to ones academic degree are raised.Intell igence is diversely based on visual, tonal, kinesthetically, dynamic and snatch influences as a result it is the interaction of different disciplinal ways of seeing things. That is why the substantial 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 undermentioned generation into a better future. In my personal bonk, around 2 years ago when I was in high school, I bemused all of my confidence and didnt k straight 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, Ive realized that I was not that kind. People who I had met in America, especially my boss and my co- blend iner, 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? Its been big(p), hasnt it? Ive been blown away by the whole thing. In fact, Im leaving. (Laughter)There have been trinity themes, havent thither,running through the conference, which are relevantto what I want to rag about.One is the extraordinary evidence of human creativityin all of the presendations that weve hadand in all of the people here. save the variety of itand the range of it. The second is thatits couch us in a place where we have no idea whats going to happen,idea how I have an interest in education actually, what I find is everybody has an interest in education. Dont you? I find this very interesting. say youactually, youre not often at dinner party parties, frankly, if you work in education. (Laughter) Youre not asked. And youre neer asked back, curiously. Thats strange to me. only if if you are, and you say to somebody,you know, they say, What do you do? and you say you work in education,you can see the blood run from their face. Theyre like,Oh my God, you know, why me? My one night out all week. (Laughter)But if you ask about their education,they pin you to the wall. Because its one of those thingsthat goes deep with people, am I right? bid religion, and money and other things. I have a big interest in education, and I presuppose we all do. We have a huge vested interest in it,partly because its education thats meant totake us into this future that we cant grasp.If you think of it, children starting school this yearwill be retiring in 2065. nothing has a clue despite all the expertise thats been on parade for the past four years what the world will look likein five years time. And yet were meantto be educating them for it. So the unpredictability, I think,is extraordinary. And the third part of this is thatweve all agreed, nonetheless, on thereally extraordinary capacities that children have their capacities for innovation. I mean, Sirena last night was a marvel,wasnt she?Just seeing what she could do. And shes exceptional, but I think shes not, so to speak,exceptional in the whole of childhood. What you have there is a person of extraordinary dedicationwho 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 andI want to talk about creativity. My contention is thatcreativity 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 sixand she was at the back, drawing,and the teacher express this little girl hardly ever give attention, and in this drawing lesson she did. The teacher was fascinated and she went over to herand she said, What are you drawing? And the girl said, Im drawing a picture of God. And the teacher said, But nobody knows what God looks like. And the girl said, They will in a minute. (Laughter) When my son was four in Englan d actually he was four everywhere, to be honest. Laughter)If were creation strict about it, wheresoever 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 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-shirtsJames Robinson IS Joseph (Laughter)He didnt have to speak, but you know the bitwhere the three kings come in. They come in bearing gifts,and they bring gold, frankincense and myrhh.This really happened. We were tantalizeting thereand I think they just went out of sequence,because we talked to the little boy afterward and we said,You OK with that? And he said, Yeah, why? Was that wrong? 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 firs t boy said, I bring you gold. And the second boy said, I bring you myrhh. And the third boy said, Frank sent this. (Laughter) What these things have in common is that kids will take a chance. If they dont know, theyll have a go.Am I right? Theyre not panicked of being wrong. Now, I dont mean to say that being wrong is the same thing as being creative. What we do know is,if youre not prepared to be wrong,youll never come up with anything trustworthy if youre 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. Wewhere mistakesAnd the result is that we are educating people out oftheir creative capacities. Picasso once said this he said that all children are born artists. The problem is to remain an artist as we stimulate up.I believe this passionately,that we dont 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 unt il about five years ago. In fact, we go from Stratford to Los Angeles. So you can forecast what a seamless transition that was. Actually, wejust outside Stratford, which is whereShakespeares father was born. Are you struck by a new thought? I was. You dont think of Shakespeare having a father, do you? Do you? Because you dont think ofShakespeare being a child, do you? Shakespeare being seven? I never thought of it.I mean, he wasseven at some point. He was insomebodys English class, wasnt he? How annoying would that be? (Laughter) Must try harder. Being sent to bed by his dad, you know,to Shakespeare, Go to bed, now,to William Shakespeare, and put the pencil down. And stop speaking like that. Its confusing everybody. (Laughter) Anyway, we moved from Stratford to Los Angeles,and I just want to say a word about the transition, actually. My son didnt want to come. Ive got two kids. Hes 21 now my daughters 16. He didnt want to come to Los Angeles. He loved it,but he had a girlfriend i n England.This was the love of his life, Sarah. Hed known her for a month. Mind you, theyd had their fourth anniversary,because its a long time when youre 16. Anyway, he was really upset on the plane,and he said, Ill never find another girl like Sarah. 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 Americaand when you live on around the world all education system on earth has the same hierarchy of subjects. Every one. Doesnt matter where you go. Youd think it would be otherwise, but it isnt.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,theres a hierarchy inwardly the arts. Art and music are normally given a higher status in schoolsthan drama and dance. There isnt an education system on the planetthat teaches dance every twenty-four hour period to childrenthe way we te ach 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 theyre allowed to, we all do. We all have bodies, dont we? Did I miss a meeting? Laughter) Truthfully, what happens is,as children grow up, we start to educate themprogressively 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 Whats it for, public education? I think youd have to conclude if you look 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 youd have to conclude the whole purpose of public educationthroughout the worldis to produce university professors. Isnt it?Theyre 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 shouldnt champion them up as the high-water mark of all human achi evement. life, anotherthem. Theresnot all of them, but typically they live in their heads. They live up there, and slightly to one side. Theyre disembodied, you know, in a kind of literal way. They look upon their bodyas a form of transport for their heads, dont they? meetings. Ifby the way, get yourself along to a residential conferenceof senior academics,and pop into the discotheque on the final night. Laughter) And there you will see it grown men and womenwrithing uncontrollably, off the beat,waiting until it ends so they can go property and write a paper about it. Now our education system is predicated on the idea of academic ability. And theres a reason. The whole system was invented around the world, there wereno public systems of education, really, before the 19th century. They all came into beingto meet the needs of industrialism. So the hierarchy is rooted on two ideas. anatomy one, that the most useful subjects for workare at the top.So you were probably steered benig nly awayfrom things at school when you were a kid, things you liked,on the grounds that you wouldnever get a job doing that. Is that right? Dont do music, youre not going to be a musiciandont do art, you wont be an artist. Benign advice now, profoundly mistaken. The whole worldis engulfed in a revolution. And the second is academic ability, which has really come to dominateour idea of intelligence,because the universities designed the system in their image. If you think of it, the whole systemof public education around the world is a extend processof university entrance.And the consequence is that many highly talented,brilliant, creative people think theyre not,because the thing they were good at schoolwasnt valued, or was actually stigmatized. And I think we cant afford to go on that way. In the next 30 years, according to UNESCO,graduating throughcombination oftechnology and its transformation effect on work, and demographyand the huge explosion in population. Suddenly, degrees arent worth anything. Isnt that true? When I was a student, if you had a degree, you had a job. If you didnt have a job its because you didnt want one.And I didnt want one, frankly. (Laughter)But now kids with degrees are oftenheading home to carry on playing video games,because you need an MA where the previous job required a BA,other. ItsAnd it indicates the whole structure of educationis shifting beneath our feet. We need to radically rethinkour view of intelligence. We know three things about intelligence. One, its diverse. We think about the world in all the waysthat 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 reason, as we heardyesterday from a number of presentations,intelligence is wonderfully interactive. The brain isnt divided into compartments. In fact, creativity which I define as the processof having origi nal ideas that have value more often than not comes about through the interactionof different disciplinary ways of seeing things. The brain is intentionally by the way,theres a shaft of nerves that joins the two halves of the braincalled the corpus callosum. Its thicker in women.Following off from Helen yesterday, I thinkthis is probably why women are better at multi-tasking. Because you are, arent you? Theres 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, shes doing no, shes good at some things but if shes cooking, you know,shes dealing with people on the phone,shes talking to the kids, shes painting the ceiling,shes doing open-heart surgery over here. If Im cooking, the door is shut, the kids are out,the phones on the hook, if she comes in I get annoyed.I say, Terry, please, Im trying to fry an egg in here. Give me a break. (Laughter)Actually, you know that old philosophic t hing,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, If a man speaks his mindin a forest, and no woman hears him,is he still wrong? (Laughter) And the third thing about intelligence is,its distinct. Im doing a new book at the momentcalled Epiphany, which is based on a series ofinterviews with people about how they discoveredtheir talent.Im fascinated by how people got to be there. Its really prompted by a conversation I hadwith a wonderful woman who maybe most peoplehave never heard of shes called Gillian Lynne have you heard of her? Some have. Shes a choreographerand everybody knows her work. She did Cats and Phantom of the Opera. Shes wonderful. I used to be on the board of the empurpled ballet in England,as you can see. Anyway, Gillian and I had lunch one day and I said,Gillian, howd you get to be a dancer? And she saidit was interesting when she was at school,she was really hopeless .And the school, in the 30s,wrote to her parents and said, We thinkGillian has a learning disorder. She couldnt concentrateshe was fidgeting. I think now theyd sayshe had attention deficit disorder. Wouldnt you? But this was the 1930s,and ADHD hadnt been invented at this point. It wasnt an available condition. (Laughter)People werent aware they could have that. Anyway, she went to see this specialist. So, this oak-paneled room,and she was there with her receive,and she was led and sat on this chair at the end,and she sat on her hands for 20 minutes whilethis man talked to her mother about allthe problems Gillian was having at school.And at the end of it because she was disturbing peopleher homework was always late and so on,little kid of eight in the end, the doctor went and satnext to Gillian and said, Gillian,Ive listened to all these things that your motherstold me, and I need to speak to her privately. He said, Wait here. Well be back we wont be very long,and they went and l eft her. But as they went out the room, he turned on the radiothat was sitting on his desk. And when theygot out the room, he said to her mother,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 fewer minutesand he turned to her mother and said,Mrs. Lynne, Gillian isnt sick shes a dancer. Take her to a dance school. I said, What happened? She said, She did. I cant tell you how wonderful it was. We walked in this room and it was full ofpeople like me. People who couldnt sit still. People who had to move to think. Who had to move to think. They did ballet they did tap they did jazzthey did modern they did contemporary. She was eventually auditioned for the Royal Ballet Schoolshe became a soloist she had a wonderful careerat the Royal Ballet.She eventually graduatedfrom the Royal Ballet School andfounded her own company the Gillian Lynne Dance Company met Andrew Lloyd Weber. Shes been responsible f orsome of the most successful melodious theaterproductions in history shes given pleasure to millionsand shes a multi-millionaire. Somebody elsemight have put her on medication and told herto calm down. Now, I think (Applause) What I think it comes to is thisAl Gore stave the other nightabout ecology and the revolution that was triggered by Rachel Carson.I believe our only hope for the futureis to adopt a new conception of human ecology,one in which we start to reconstitute our conceptionof the richness of human capacity. Our education system has mined our minds in the waythat we strip-mine the earth for a particular commodity. And for the future, it wont serve us. We have to rethink the fundamental principleson which were educating our children. There wasa wonderful quote by Jonas Salk, who said, If all the insectswere to run from the earth,inside 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 . And hes right. What TED celebrates is the gift of the human imagination. We have to be careful now that we use this giftwisely and that we avert some of the scenariosthat weve talked about. And the only waywell do it is by seeing our creative capacitiesfor the richness they are and seeingour children for the hope that they are. And our taskis 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 helpthem make something of it. Thank you very much.

No comments:

Post a Comment