June 4, 2015 “How Schools Kill Creativity” Much importance has been accounted to education in various parts of the world. It is a common understanding that people who are educated become more successful in life. The traditional perception also includes views which assert that as one pursues higher education, there is a greater tendency to earn more and be looked on as a symbol of fulfillment and success in the process…
Disciplines that focus on arts, music, drama, and fields that venture into creativity have apparently been left behind. It is in this regard that the current argument aims to assert that schools and the contemporary educational system all over the world actually kill rather than cultivate creativity. In the video entitled “How Schools Kill Creativity” presented online through TED Talks, a creativity expert, Sir Ken Robinson, contends that “creativity now is as important in education as literacy, and we should treat it with the same status” (TED Conferences, LLC 1). In a highly interesting manner of delivery, Robinson initially affirms that the predominant themes in the conference focus on three components: (a) the extraordinary evidence of human creativity; (b) the evidence of creativity placed people in an ambivalent situation or where there is no idea of what will come out in the future; and (c) there are extraordinary capacities for innovation that children actually manifest. Robinson asserts that through the current educational system that pervades globally, children are actually being made to restrict creative and innovative talents by emphasizing that it is not acceptable to be wrong. He cites Picasso as affirming that all children are born artists (1). To cultivate creativity, it is considered important to acknowledge to children not to be frightened of being wrong, for it is through committing mistakes that innovation and concepts of originality allegedly emerge. Likewise, Robinson also explained how the educational system follows a hierarchy of subjects, where top subjects have been expressly noted to be mathematics and languages followed by humanities. The bottom subjects are disclosed to always be the arts. This hierarchy inevitably develops only the brain and leaves out other parts of the body from the waist down. As contended, the reason for the educational system’s emphasis for the development of academic abilities is to apparently “meet the needs of industrialism” (1). No transformations or adjustments have been made to refocus on rethinking the view of intelligence since. Robinson aptly enumerates three things about intelligence, to wit: (a) that it is diverse; (b) intelligence is dynamic; and finally, (c) intelligence is distinct. He concludes his talk with the affirmation that we should seek to educate our children holistically: both academic and creative skills, which is the only way to help them effectively see and make the most of the future. One is immensely touched and enlightened by Robinson’s presentation. First, his manner of delivery is highly interesting as he effectively incorporates humor in the delivery, thus significantly enhancing audience appeal. Despite the frequent integration of humorous remarks, the main points are still successfully stressed and imbibed in the audience’s minds. Likewise, the arguments are presented in such a logical and credible manner that confirms his expertise in the subject. One can therefore surmise that his previous experience as a university professor adds credibility and reliability to the topic being discussed, and to his ability to present the information in a logical yet interesting manner. Thus, his knowledge of rhetorical appeals greatly contributes to providing the needed audience ...
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