Why Schools Kills Creativity By Ken Robinson And The Article ' Let Teenagers Try Adulthood '

In this video Ken Robinson touches on three main points. His first point he was talking about the education system and one's creativity. He gave two anecdotes about kids that showed that they are willing to take a chance and be creative. If you're not prepared to be wrong, you'll never come up with anything original. He believes that the education system institutionalizes people, and that people lose the creativity they had.

Education always plays an important role in enabling people to enter society knowledgably and with good skills. People keep learning from cradle to grave in order to horn their skills of thinking creatively as one of the key factors for success. They are conventionally trained by their school professors even from preschool period. However, the most reasonable time to learn is the high school stage when students' brains are significantly developing ('Thinking skills' 2003). This essay, therefore, will argue the idea that schools should be active in teaching students creative thinking skills because of the good educational background itself and the skills acquired will be

Do Schools Kill Creativity? TED is a non-profit organization that serves to present ideas that are worth spreading through strong rhetoric and persuasive appeals. In his eminent Ted Talk, Sir Ken Robinson discusses how public education systems today disregard creativity as an important component within the academic growth of students. Robinson focuses on the importance of creativity by creating a variety of arguments, which persuades the audience to take action upon this heavily ignored issue. His use of pathos, ethos, and logos makes an entertaining case for creating an education system that nurtures rather than undermines creativity. Throughout his speech, Robinson emphasizes pathos by his use of humor and discussion of personal

Creativity is defined as the ability to produce new and unique ideas that diverge from established customs and norms. Over the years, however, it has diminished greatly in today’s society. From a young age, schools as well as some business force people to learn certain skills in order to please others. For quite some time, colleges based a student’s intelligence on their GPA rather than creative abilities. Those who are creative are restricted in their abilities; it is acceptable for a mathematically inclined person to lack artistic skills, but heaven forbid a creative student find a science based class challenging. Currently, Academy School District 20 has not implemented a creative thinking class in Liberty High School. I believe we should include such a program, seeing that creativity in students continues to weaken nationwide. By requiring students to think creatively, we can encourage students to innovate, grow, and learn.

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.

The beauty of creativity is that it is abstract, yet ubiquitous: in art, music or how one decides to compose an essay. However, creativity has recently been declining among the human population. According to an article, named, “The Creativity Crisis,” by Newsweek.com in July 2010, authors, Po Bronson and Ashley Merryman, state, “the Torrance Test … indicates that the public’s “creativity quotient” has steadily crept downward since 1990” (Prompt 1). Bronson and Merryman report that the test, which evaluates one’s creativity, had been dispensed to myriads of people across the globe, and have concluded that creativity has been slowly diminishing. Kyung Hee Kim, professor at the College of William and Mary, also comments that this is most prevalent and grave among students from kindergarten through sixth grade (Prompt 1). Consequently, society, or in this case, the world fears that current students and future generations will not be nourished with the creativity required to thrive as individuals, affecting the world as a whole. Ultimately, this poses the question whether a creative thinking class, which solely focuses on the education of creativity, should be taught in the school. This school should impose a creative thinking class, due to the fact creativity is a vital element for the future and is the solution to the creative crisis.

Education has tarnished the idea of an original thought and has caused us to “grow out of creativity.” An idea that I am now convinced is a possible reality due to the intellectual, thought-provoking argument made by Sir Ken Robinson that schools do restrain creativity. In Sir Ken Robinson’s TED talk “Do Schools Kill Creativity?” Robinson argues that schools do kill creativity by addressing his audience in a sophisticated yet playful tone that keeps the audience entertained and invested in what is being discussed. Robinson connects with the audience by telling jokes, using simple reasoning, facts, and personal stories that allows the audience to be emotionally moved by the argument. Robinson is able to open up the audience to a reasonable idea with only one reasonable solution, and it just so happens to be his. Obviously, a bit biased, Robinson steers clear of self-promotion by recalling stories of other’s accounts and relating to people as a professor instead of a person.

I am not attempting to prove that creativity and independent thinking are not essential for developing youth, in fact they are key to the functionality of every adult. However, school is a preparation for a career in the adult world. The American education system prepares students for what the working world values most, the ability to .Throughout childhood, there will be other opportunities for adolescents to mature in ways that are not addressed in

In this age of high-stakes standardized testing the idea of creativity in the classroom has become less and less popular. Susan W. Cress and Daniel T. Holm present a compelling case study for keeping creativity in the classroom in “Creative Endeavors: Inspiring Creativity in a First Grade Classroom” published online April 1, 2015 in the Early Childhood Education Journal.

“Do Schools Kill Creativity?” by ken Robinson is a very powerful speech, as well as a good insight on the other side of the spectrum. Mr. Robinson begins his speech he mentions the amount of creativity we as humans have and how we have no such idea where we are headed in the future. Ken makes a point that we are educating and have been educating people to be prepared for the future. He asks why. We do not know what the next few years bring, how do we educate people properly for it. As Mr. Robinson continues he makes a point that creativity should be as important as literacy within education. Throughout the speech he gives countless examples where simple creativity and being different has brought people success and lead them down a path that math or literature never could.

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

At a local level and as an educator and parent, I see no indication that schooling is preparing students for innovation and creativity. Even when influenced by constructivist or universal design ideas, school tasks - starting in elementary school, up until CEGEP- are generally highly structured, predictable and offered in cookie cutter format. There is little room for creativity and few subjects are regularly offered, such as music or visual arts, that support creativity and out of the box thinking to allow for a more well-rounded approach to education as suggested in the discussion forum (Hector,

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.

Although creativity is not seen as salient in America, it is critical to the stability of progress and resolution of problems; therefore, adults must provide children with more opportunities to innovate.

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