How Did Volkswagen Change Canada

Creativity or the lack of encouraging creativity can be seen declining as you get lower in the class level in Anyons research. She states “Work tasks do not usually request creativity” and “Creativity is not often requested in social studies and Science projects”. In an article entitled “The Impact of Creativity on the Brain” by Judy Willis M.D; M.E.D posted on the website Radtech.com. “Neuroscience and cognitive science research are increasingly providing information that correlates creativity with intelligence; academic, social, and emotional success; and the development of skill sets and the highest information processing (Executive functions)”. This basically states that if creativity is encouraged then the upper intelligence functions of students are developed which includes social and emotional success. Which shows that if you stifle creativity you basically limit the

Children are no longer encouraged to be creative in the test prep environment. Instead, they are being taught to perform well on standardized tests and are labeled as unintelligent if they don’t. Young children are born with creativity and we see that when they are playing and pretending. According to Sir Ken Robinson, in Slon’s (2013) article, “by the time they get to be adults, most kids have lost that capacity” to be creative. The fundamentals of creation and experimentation are not part of the standardized testing mechanism.

Canada is a standout amongst the most comprehensively coordinated nations on the planet, with an exceedingly propelled arrangement of interchanges and data innovation, an administration that is dynamic in worldwide associations, an economy that is subject to exchange, a populace that voyages abroad every now and again, and a general public made out of people from a heap of social foundations.

Known for her creative thinking and unique outlook on life a child mourns the death of her soul and heart; so suddenly taken from her by the one she trusted and loved most, school. It is widely acknowledge that creativity is becoming endangered in America; this is so because the American education system is strict and regulated, allowing for little wriggle room for creativity. Many people wonder if schools should teach creativity, however, that is impossible. Creativity is the unique way of thinking and expressing ideas, thus it is impossible to teach. Nonetheless, schools need creativity and can help boost it in their schools by supporting the arts as well as students who think outside the box.

If you search almost anywhere on the internet about creativity and public schools you will run into a video by a man named Sir Ken Robinson. He emphasizes that schools kill creativity in every way. On the other hand, President Barack Obama disagrees whole heartedly. Both of these men agree that creativity is important to children and schools but they disagree on whether or not creativity is being implemented in schools. Robinson stated in his lectured at TED 2006, “I believe this passionately, that we don’t grow into creativity, we grow out of it. Or rather, we get educated out of it” (Ken Robinson. TED2006). He goes to say that

A smart man said “Creativity is as important as literacy and we should treat it with the same standing.” (Ken Robinson-“Do schools kill creativity?”). There are multiple studies on how creativity helps improve a student’s mind. Project based learning is a huge creative booster for students. A math teacher from California uses projects to do math instead of using the text book. From doing this, she’s had more students pass her class then from when she was teaching straight from the text books. Instead of having standardized tests, using more creative techniques for students to enjoy the learning they’ve done and for them to show the higher officials what the students are learning. Creativity is the process of turning real world problems into an understanding by extending the minds cognitive processes. In Alabama, kindergartners are studying different ways to be creative.

Creativity is equally as important as literacy, and we need to start treating it that way in schools around the world. According to Ken Robinson’s claim in his, “How Schools Kill Creativity” speech, he believes this to be exceptionally true. All children are creative and talented, however, we have grown up in a world where we believe that it’s wrong to exemplify our creativity. Robinson uses both, pathos, and ethos to help make his claim. He arises emotion in you; he causes you to really think, to trust him, and to question ultimately, how things are being done in the educational system. We as a world have become so consumed with the idea of putting each child into a category of what they’re going to be successful in, regardless of their creativity or passions. You’re either good at math, science, or English; everything is based on your academic ability. What happens then to the people who aren’t academically smart, but are more creative? They are then made to feel that what they have to offer the world simply isn’t good enough, but the truth is, it is good enough. Over time however, we are taught out of our creativity. Schools around the world kill creativity by instilling a sense of fear in the child that what they are doing, and how they feel is wrong, this ultimately discourages them, and they fall victim to the industrialized educational system that we have present day. Robinson believes now more than

“Educators invested in building creative skills risk lowering test scores and jeopardize the jobs they have dedicated their lives to.” This quote caught my eye since test scores continue to be a driving force in education. Teachers are continually prodded to make gains and document growth. If this is in the back of the minds of teachers, how can creativity evolve in the classroom? First, the authors define the seven virtues of creativity:

When individuals ask about creativity, typically they have pre conceived notion of what is creativity. Studies from Business insider claims that school are trying to limit creativity by forcing classes that are little to no interest to students. Those who ponder the idea about what is truly creative are individuals who can be reason with. The art of creativity is one's own perspective; what one accepts as ludicrous other might believe to be brilliant. A ted talk by Sir Ken Robinson's proven this statement by using a child who fidgets a lot as an example of how most saw her as ill, but actually she's a talented dancer who later on became a prodigy in ballet. So, if schools took away her creativity, then she wouldn’t have reached her full potential.

In “Do School’s Kill Creativity?” published on Ted.com on February 2016, speaker Ken Robinson questions the effectiveness of our education system to facilitate creativity. To support his position, first, Robinson explains how creative and talented every child is, and that the education system is “educating people out of that creativity”. Next, he explains how the world’s education systems place all the emphasis on subjects deemed as useful for employment and academic abilities; consequently, talented, and creative individuals believe they are not due to the schools not valuing or stigmatizing their talents. Finally, he speaks of intelligence, how diverse, dynamic, and distinct it is. Robinson ends with a statement that educators need to recognize children’s

The first way that the current education system is hurting students is that it is discouraging creativity. “America’s education model fails to promote the kind of creativity, risk-taking, and problem solving skills necessary for entrepreneurship, and for a world and labor market that is in the midst of profound transformation.” (Batten Institute) The United States used to be known for its originality,

Since schools prepare for the real world, they directly influence the progression of the economy. If schools do not successfully promote creativity, the economy will experience an innovative decline. Peter continues to mention, “Creativity has received a high degree of attention from scholars, professionals and policy makers alike in recent years. Yet, despite the significant overall interest in the topic, so far relatively little attention has been paid in Europe on how creativity and innovation can be enhanced within and by academe” (Peter 714). In other words, the ideas of creativity in schools have been given a lot thought, but none of the institutes find it worthwhile to implement into their schools. Another issue that causes discrepancy is the dependence on location; some areas have different interpretations of creativity, which causes the program to vary in different schools. Peter categorizes the varying creative structures as the following: an intellectual creativity, pedagogical creativity, environmental creativity, learning creativity, and reflexive creativity (Peter 716). In conclusion, the universities need to establish

Canada’s practices of work and work values have been evolving throughout history. From the early days when agriculture dominated the economy, to the gradual transition into manufacturing and processing, we can see that Canada’s economy is always changing. More recently, we are seeing a similar shift from manufacturing to the service sector of the economy. This paper provides an analysis of Canadian society and whether we can be considered a post-industrial country.

Overall it is known that we just want everyone to be educated so that the future is set. Little do they know that when students are educated with creativity it bring out more in a student then just what they are being taught. More is being created and more is what is being asked. In order for one to express themselves they need to be creative so that education is not boring but fun to

Today’s schools just aren’t cutting it for today’s developing society. Not all students are cut out to sit in a classroom for seven hours a day and sit through boring lectures. Not only are today’s schools not fit for most children, they are killing creativity and keeping students from expressing themselves and being curious about the world around them. With pressure from getting students prepared to take high-stakes test and preparing high school students for college and the future, schools are limiting creativity. “Creativity flourishes at the intersections of traditional disciplines, but traditional means of assessment often marginalize individuals working to define new and unique fields of endeavor. From the high-stakes tests in K-12, to the academic tenure clock, to the economy’s focus on short-term return on investments, American society’s reward structures tend to discourage unconventional thinking and limit risk-taking” (Gonchar, 2013). The real question here is are schools still providing young people with enough opportunities to show their creativity and to express themselves while fitting every student’s need for their future?