Do Schools Kill Creativity Essay

It has often been said that schools kill creativity. While it is true that the traditional education system does not always promote creativity, it is not necessarily true that schools are the root cause of this problem. There are a number of factors that contribute to the lack of creativity in schools, including standardized testing, the pressure to conform, and the lack of time and resources.

Standardized testing is one of the biggest enemies of creativity in schools. The pressure to perform well on these tests means that teachers often have to focus on teaching to the test, rather than encouraging students to be creative and think outside the box. This can stifle creativity and prevent students from developing their full potential.

The pressure to conform is another issue that can limit creativity in schools. There is a lot of pressure on students to conform to the norms and expectations of their peers, which can make it difficult for them to express their own unique ideas and personality.

Finally, the lack of time and resources can also be a hindrance to creativity in schools. Teachers are often so bogged down with lesson planning and grading that they don’t have the time or energy to promote creative thinking in their students. Additionally, many schools lack the resources necessary to support creativity, such as art supplies, musical instruments, and technology.

While there are a number of factors that contribute to the lack of creativity in schools, it is important to remember that schools are not solely responsible for this problem. Creativity is something that must be nurtured and developed, both inside and outside of the classroom.

TED is a not-for-profit group that uses strong language and compelling appeals to spread ideas that deserve to be shared. In his famous Ted Talk, Sir Ken Robinson discusses how today’s public education systems disregard creativity as a vital component in a student’s academic development. Robinson emphasizes the need of creativity by producing several arguments, which encourages the audience to take action on this seriously neglected problem.

Robinson begins his talk by discussing the definition of creativity and how it is often misunderstood. Creativity, according to Robinson, is not just a matter of artistic talent or musical ability; it is a way of thinking. He goes on to say that everyone is creative, but the education system does not allow creativity to blossom. This lack of encouragement for creativity leads to students feeling like they are not good enough, when in reality, they are not being given the opportunity to explore their potential.

Next, Robinson talks about the difference between education and schooling. Education, he explains, is what you learn from being alive – it is everything that happens to you outside of school. Schooling, on the other hand, is what happens to you inside of school.

It is the curriculum, the teachers, the tests – everything that is a part of the traditional educational system. This dichotomy is important to understand because it highlights how constricting schooling can be. Education should be about more than just what happens inside of a classroom; it should be about engaging with the world and exploring new ideas.

Unfortunately, schools today are not set up to promote this type of creativity. Instead, they are designed to promote conformity and standardization. This is evident in the way that students are grouped together by age and ability, rather than by interests or passions. It is also evident in the way that curriculum is often focused on memorization and standardized test preparation, rather than on encouraging students to think critically and explore new ideas.

The education system is not just killing creativity; it is stifling innovation. In a world that is constantly changing, we need to be encouraging students to think outside the box and come up with new solutions to problems. We need to give them the space to be creative and allow them to fail. Only then will they be able to reach their full potential as thinkers and innovators.

His mixture of pathos, ethos, and logic makes a strong argument for establishing an education system that fosters rather than stifles creativity. Robinson emphasizes pathos throughout his speech by utilizing humor and tales from his own life to convince the audience about the need for creativity.

For example, he opens with a self-deprecating joke about his “underachieving” when he was in school. This creates a connection with the audience by making Robinson relatable and sympathetic.

Robinson then goes on to discuss how schools often stifle creativity instead of encouraging it. He cites a study that found that children are born creative geniuses and then have that creativity gradually beaten out of them by the education system. He argues that the current education system is based on conformity and standardization, which kills creativity.

To support his argument, Robinson gives several examples of people who were considered “underachievers” in school but went on to be highly successful because they followed their own path and nurtured their creativity. He also discusses how the education system often values left-brain skills such as math and science over right-brain skills such as creativity and art.

Art is a type of therapy, therefore he begins with humor to tell the tale of when he was a university professor and what he observed during his career regarding creativity. While instructing at the university, he noticed that many professors are single-sided, concentrating on one perspective of a subject without looking at it in any other way.

This ultimately leads to a lack of creativity in their students. And, when creativity is lacking, so is innovation. He believes that the education system overall suppresses creativity because it relies heavily on standardized testing which only assesses a narrow range of skills. This puts pressure on students and teachers to focus solely on those areas, rather than encouraging creativity and exploration.

This can have a major impact on how students view learning and themselves as learners. If they’re constantly being told that they need to get good grades in order to be successful, they may start to believe that taking risks isn’t worth it. They become afraid of making mistakes and instead play it safe. As a result, their ability to think outside the box diminishes.

It’s not just the educational system that’s at fault, though. Sir Ken Robinson believes that society as a whole is to blame for stifling creativity. He argues that we live in a “risk-averse” culture where people are afraid to try new things or step outside of their comfort zones. This fear often prevents people from pursuing their passions or taking chances on new opportunities. Instead, they end up living someone else’s dream rather than their own.

In conclusion, Robinson makes a compelling case that the education system needs to change in order to support creativity. He argues that schools should foster creativity instead of stifling it, and that everyone has the potential to be creative if they are given the opportunity to pursue their passions.

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