Do schools really kill creativity? (mind - mapping)
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Answer:
Do Schools Really Kill Creativity
Julian Astle is the Director of Education at the RSA. Previously, he worked in No. 10, Downing Street as Deputy Director of the British Prime Minister's Policy Unit and Senior Policy Advisor to Deputy Prime Minister, Nick Clegg.
Previously, he was the Director of Centre Forum, a Westminster-based think tank. He has also worked as a Post-Conflict Advisor to the British Government in Whitehall, and to the United Nations in Bosnia and Kosovo. In the most watched TED talk of all times, educationalist Sir Ken Robinson FRSA claims that "schools kill creativity", arguing that "we don't grow into creativity, we grow out of it. Or rather we get educated out of it". Yet to Robinson, "creativity is as important as literacy and we should afford it the same status". Really Creativity
True creativity", is based on knowledge which in turn is based on literacy". Our schools, where children develop the literacy skills on which all further learming
depends, are therefore not killing creativity, but cultivating it by providing the foundations young people need to be properly creative". As evidence of how schools kill creativity, Robinson cites the example of a young girl called Gillian Lynne who, at the age of eight, was already viewed as a problem student with a probable learning difficulty due to her inability to sit still and concentrate. When her mother sought a medical explanation for Gillian's constant fidgeting and lack of focus, the doctor suggested they speak privately. As the two adults got up to leave, the doctor turned on the radio. Left alone in a music-filled room, young Gillian began to dance. Observing her through the window, the doctor turned to her mother. "Gillian's not sick", he said, "she's a dancer". Today, at the age of 92, Gillian can look back on a long career in ballet dance and musical theatre which saw her become one of the world's most successful choreographers, with hits like Andrew Lloyd-Webber's Cats and Phantom of the Opera among her many achievements. Yet her school had all but written her off, mistaking her extraordinary talent for some form of behavioural problem or cognitive impairment. "A huge amount of research on skill acquisition has found that the skills developed by training and practice are very rarely generalised to other areas and are, in fact, very closely related to the specific training." It is certainly unhelpful, and probably wrong, therefore, to talk about 'critical
thinking skills'. Critical thinking is an important part of most disciplines, and if you ask disciplinary experts to describe what they mean by critical thinking, you may well find considerable similarities in the responses of mathematicians and historians. The temptation is then to think that they are describing the same thing.
but they are not.
Answer:
.................................."A huge amount of research on skill acquisition has found that the skills
developed by training and practice are very rarely generalised to other areas and
are, in fact, very closely related to the specific training."
It is certainly unhelpful, and probably wrong, therefore, to talk about 'critical
thinking skills'. Critical thinking is an important part of most disciplines, and if
you ask disciplinary experts to describe what they mean by critical thinking, you
may well find considerable similarities in the responses of mathematicians and historians. The temptation is then to hink that they are describing the same thing. but they are not.