Creativity within Education and the Effects of Technology on It
We are all born artists, child wanderers. Then, as time goes on, we become monotone, uncurious individuals. In elementary school, most students can’t wait to get to school, can’t wait to get their heads and hands moving, and can’t wait to create something worthy. When high school hits, it’s just the opposite. Students have lost interest in school, simply waiting for the last bell to ring, skipping classes, or giving up on graduation. So what happened? Does this have anything to do with the style of high school education? How exactly does high school education affect the level of creativity in the US? In essence, education kills creativity and could modern technology be its cause?
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Imagine a world without artists, poets, inventors, authors, or designers… Can’t do it? You don’t have to .All you have to do is look at the students being molded by the American public school system, a group of boring conforming unimaginative robots. The problem with the American school system, as argued by John Taylor Gatto in his article “Against School”, is that it’s designed to create students to conform and adapt, to determine their social roles. Schools don’t pay nearly as much attention in encouraging the students to think more critically or creative as they do in making sure they are labeled by some absurd “standardized test”. The school system needs to focus on creating a group of innovators, creative students who think outside the
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The American system of education is considered to be one of the most progressive in the world. One of the surveys on attitudes toward teaching around the world found that the United States is unique in its strong emphasis on "good teaching." My experience at State College has helped me to understand better how this system works, and what methods and techniques American teachers use to motivate their students for creative and active learning. However, I can also see that this system doesn’t work perfectly in every classroom. Reading Ernest Boyer’s article “Creativity in the Classroom” helped me with my understanding of the main problem that nowadays exists with the American college education system. According to the author, the problem is that teachers and students don’t see each other as one team doing the same business; therefore, in most classrooms the process of learning becomes a boring procedure instead of being mind-blowing. Moreover, reading this article, I could analyze the reasons of this problem that the author identifies through my own experiences at State College.
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In their article, “The Creativity Crisis”, authors Po Bronson and Ashley Merryman explore the urgency of the downfall in the public’s “creativity quotient.” Bronson and Merryman emphasize the necessity for young children to be imaginative. Through an IBM poll, they verify that with the decrease of creativity in our society comes an array of consequences seen in the work field. The authors remind readers of another reason for the importance of creativity; they argue that creative ideas can solve national matters. Hence, Branson and Merryman believe that original ideas are key for a better world. Though I concede that creativity is a vital key to the solution of many national problems, I still insist that teaching creativity,
There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the Creative Curriculum framework, as well as the philosophies, theories, and research behind its foundation.
In this notable Ted Talk video "Do schools kill creativity?", Sir Ken Robinson discusses how public education systems demolish creativity because they believe it is essential to the academic growth and success of students. Robinson created a broad arrange of arguments to persuade the viewers to take action on this highly ignored issue, and he primarily focuses on how important creativity is. There are classes within schools that help utilize creativity, but they are not taken seriously by adults in society. Therefore, the value of creative knowledge decreases. Robinson uses an unusual combination of pathos and ethos to make an enjoyable dispute for implementing an education system that nurtures rather than eats away at creativity.
Nowadays, the words “innovation” and “creativity” get thrown around a lot in the business and academic worlds. But the road to making successful innovations isn’t always what people think. Often people make inventions to deal with a problem that they face. These inventions, in turn, spawn other inventions and innovation. It is these types of inventions that have the most impact on society have arisen from this.
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After reading the article, I found several points that I did agree with. One problem they talked about was our school systems and how they are cutting out time for kids to be creative while in school. To me it seems our school systems have lost their ways and are more focused on teaching us the core curriculum. We need to have time to allow our kids to express themselves in art class, extracurricular activities, and to just be children. I would agree with them that art needs to be placed in homeroom, so kids can express their ideas every day of the week and not just on days they have art class. We need to limit the amount of technology students can use as well, because I think this is a big factor in why our younger generations have lost how to be creative. We are relying on the internet way too much and should encourage kids to go back to the old way of doing research, by using the library and their
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