Brief Summary
Sir Ken Robinson discusses the importance of creativity in education, arguing that it is as essential as literacy. He highlights how education systems often stifle creativity by prioritizing academic ability and stigmatizing mistakes. He emphasizes the diversity, dynamism, and distinctiveness of intelligence, advocating for a new conception of human ecology in education to foster the full potential of children.
- Creativity is as important as literacy in education.
- Education systems often stifle creativity.
- Intelligence is diverse, dynamic, and distinct.
- We need a new conception of human ecology in education.
Introduction: The Importance of Creativity in Education
Sir Ken Robinson opens by acknowledging the themes of human creativity, the unpredictability of the future, and the extraordinary capacities of children that have emerged during the conference. He emphasizes the universal interest in education, noting that it is meant to prepare children for an uncertain future. Robinson argues that children possess tremendous talents that are often squandered. He contends that creativity is as important as literacy in education and should be treated with the same status.
The Drawing Lesson and the Nativity Play: Children's Innate Creativity
Robinson shares anecdotes illustrating children's willingness to take chances and their lack of fear of being wrong. He recounts a story of a little girl drawing a picture of God and another about a Nativity play where a child humorously misinterprets a gift. These stories highlight that children are naturally creative and unafraid to experiment. However, as they grow into adults, this capacity diminishes due to the stigmatization of mistakes in education and work environments.
The Hierarchy of Subjects: How Education Systems Stifle Creativity
Robinson discusses his move from Stratford-on-Avon to Los Angeles, observing that every education system worldwide has the same hierarchy of subjects, with mathematics and languages at the top and the arts at the bottom. He questions why dance is not taught as frequently as mathematics, pointing out that children naturally engage in physical expression. He suggests that education systems prioritize academic ability, primarily to produce university professors, which overlooks other forms of intelligence and talent.
The Purpose of Public Education and the Nature of Intelligence
Robinson asserts that public education systems were created to meet the needs of industrialism, valuing subjects most useful for work. He notes that academic ability has become the dominant view of intelligence because universities design the system in their image. This results in many talented individuals feeling inadequate because their strengths were not valued in school. He argues that the increasing number of graduates worldwide is leading to academic inflation, indicating a need to rethink the structure of education.
The Three Truths About Intelligence
Robinson outlines three key aspects of intelligence: diversity, dynamism, and distinctiveness. He explains that people think in various ways, including visually, auditorily, kinesthetically, and abstractly. Intelligence is interactive, with creativity often arising from the combination of different disciplinary perspectives. He also notes that intelligence is distinct, with individuals discovering their talents in unique ways.
Gillian Lynne: A Case Study in Recognizing Distinct Intelligence
Robinson shares the story of Gillian Lynne, the choreographer of "Cats" and "Phantom of the Opera," who was considered a problem student in school due to her inability to sit still. A specialist recognized that she was not sick but a dancer, leading her to a successful career in dance. This anecdote illustrates the importance of recognizing and nurturing distinct talents rather than suppressing them with medication or discouraging them due to perceived learning disorders.
A New Conception of Human Ecology
Robinson concludes by advocating for a new conception of human ecology in education, one that values the richness of human capacity. He likens the current education system to strip-mining the earth, extracting only specific commodities while ignoring other valuable resources. He emphasizes the need to rethink the fundamental principles of education to nurture children's creative capacities and prepare them for the future. He stresses that our task is to educate their whole being, so they can face the future.
