School Kills Creativity †Ken Robinson

1. I agree with this statement, my explanation is that alto drumher(prenominal) consistence got an reading since they was born. First, you make up to define the expression teaching. In my opinion commandment is equal as imitation because every unmatchable learns by imitate from what flock capture d maven. Students learn mathematic by the method that ancient pack made, baby or kids learn every affaire from what they form seen. You can see that when we were young, we imitated the elan we address from our pargonnts, and we force the picture from what we see. In that time, we enjoyed that moment.So, we can say that teaching is in our instinct. 2. 3. What he say happen to us because we have been taught to live in the akin pattern, we have to do something in the same way, we have to do something in the same pattern, to make mis take is prohibited. If you learn from history, many things add to starther from the sham Alfred Nobel found Dynamite when he tries to make former (a) thing. Another rationalness why I agree with his word is that were every last(predicate) taught by the same way, so afterwards graduated, well be something comparable a substantiateard that you can take it easily.Creativity is the thing that cant be taught. It has in every solelyness and education administration obstruct it. schooldays kills creativeness cognizance Robinson In his speech at the TED conference in February 2006, Sir Ken Robinson claims for a reformation of the current creativity retarding beingwide education outline. His point of t ace ending is that children ar born with huge talents, wasted by the contemporary education system. While children argon not afraid of being wrong, school and the bionomic system eliminate this attitude.Read alsoHow Powerful Do You disc over Atticus Finchs Closing Speech?Robinson rallys that this, making mistakes, is the only way to develop new estimates, although getting on in life heart not making mistakes. lot, blow upicularly 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 pedantic ability. The orator points out that the hierarchy of subjects nearly the world is the same initial captures math and languages, followed by homosexualkindities and concluded by the arts, especially usic and art, after that frolic and dance. In Robinsons opinion this is the right order of priorities for a scientific carg championr, but not for battalion 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 orderd at school 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 academ ic degree are raised.Intelligence is diversely ground on visual, tonal, kinesthetically, dynamic and abstract influences as a result it is the interaction of contrasting disciplinary ways of eyesight things. That is why the on the whole body has to be originated to use the whole spectrum of human capacity. Therefore perfect principles of the education system have to be changed in order to aim 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 didnt know what I have to do. My score were lower than other students in the class.The instructors used to ignore me and hardened 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-worker, encourage me to do what I really take to do. And lastly I have a confidence that I can do everything if I want to. Good morning. How ar e you? Its been great, hasnt it? Ive been blown outdoor(a) by the whole thing. In fact, Im leaving. (Laughter)There have been trio themes, havent in that location,running through and through the conference, which are relevantto what I want to rebuke somewhat.One is the extraordinary designate of human creativityin all of the presentations that weve hadand in all of the people here. Just the variety of itand the range of it. The second is thatits put us in a place where we have no bring forwarding 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 parties, frankly, if you work in education. (Laughter) Youre not asked. And youre neer asked back, curiously. Thats strange to me. simply 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 darkness 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? Like religion, and money and other things. I have a big interest in education, and I theorize 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 deliberate of it, children scratch line school this yearwill be retiring in 2065. nobody has a clue despite all the expertise thats been on exhibit for the past quartette days what the world will assist likein five years time. And yet were meantto be educating them for it. So the unpredictability, I deal,is extraordinary. And the trey 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 s he?Just seeing what she could do. And shes exceptional, but I animadvert shes not, so to speak,exceptional in the whole of childhood. What you have on that point is a person of extraordinary dedicationwho found a talent. And my debate 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) convey you. That was it, by the way. leave.Well I heard a great story recently I applaud telling it of a little girl who was in a drawing rancid lesson. She was sixand she was at the back, drawing,and the teacher verbalize this little girl only everpaid attention, and in this drawing lesson she did. The teacher was fascinate and she went over to herand she tell, 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 England actually he was four everywhere, to be honest. Laughter)If were 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 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 seated thereand I think they just went out of sequence,because we talked to the little son 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 boy s came in four-year-olds with tea towels on their heads and they put these boxes down,and the first 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 excite 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 nimble to be wrong,youll never come up with anything original if youre not wide-awake to be wrong. And by the time they get to be adults, nigh 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 grow up.I believe this passionately,that we dont grow into creativity,we grow out of it. Or quite a, we get schoold out if it. So why is this? I lived in Stratford-on-Avon until about five years ago. In fact, we give noticed from Stratford to Los Angeles. So you can conceive what a seamless transition that was. Actually, wejust outside Stratford, which is whereShakespeares father was born. be 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 septenary? I never thought of it.I mean, he wasseven at some point. He was insomebodys English class, wasnt he? How petulant 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 perplexing 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 k ids. Hes 21 now my daughters 16. He didnt want to come to Los Angeles. He loved it,but he had a girlfriend in England.This was the love of his life, Sarah. Hed known her for a month. Mind you, theyd had their after part 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 travel around the worldEvery 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 bum are the arts. Everywhere on Earth. And in pretty much every system too,theres a hierarchy within 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 passing(a) to childrenthe 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 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 profes sors, but you know,we shouldnt hold them up as the high-water mark of all human achievement. 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 closing night. Laughter) And there you will see it grown men and womenwrithing uncontrollably, get rid of 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 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. Number one , that the most useful subjects for workare at the top.So you were probably steered benignly 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 side 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 protract 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 transform ation 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 often art gallery 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 bodily 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 brain, as we heardyesterday from a number of presentations,intelligence is wonderfully interactive. The b rain isnt divided into compartments. In fact, creativity which I define as the processof having original 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 married woman 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, p lease, Im 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? mobilise that old chestnut? I saw a great tee 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 found 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 discourse 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 imperial Ballet in England,as you can see. Anyway, Gillian and I had lunch one day and I said,Gill ian, 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 nurture disorder. She couldnt concentrateshe was fidgeting. I think now theyd sayshe had attention deficit hyperactivity 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 mother,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 readying 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 m otherstold 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 left her. But as they went out the room, he turned on the radiocommunicationthat 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. comeback 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 last auditioned for the Royal Ballet Schoolshe became a soloist she had a wonderful life historyat the Royal Ballet.She eventuall y graduatedfrom the Royal Ballet School andfounded her own company the Gillian Lynne Dance Company met Andrew Lloyd Weber. Shes been responsible forsome of the most flourishing musical theaterproductions in history shes given pleasure to millionsand shes a multi-millionaire. Somebody elsemight have put her on medication and told herto calm down down. Now, I think (Applause) What I think it comes to is thisAl Gore verbalise 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 cross 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 disappe ar 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. 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.