How Schools Kill Creativity - Essay Example

 How Schools Kill Creativity Informative Essay Schools all over the world do kill the productive creativity of young kids. People have an enormous stake in education. The reason people have a significant vested interest in education is simply because it is meant change people lives. It provides them with a bright future that could not have been grasping without education. Currently, children starting school, for example, this year have no clue of what creativity and innovation are all about. Indeed, all kids have great talents, creativity is equally important in education as literacy, and it should not be ruthless. It should be in the same manner and status (Robinson, 2006). According to Ken Robinson, recently the system of education has been built in the way that is very utilitarian. Education was never a public system before the 19th century. The educations primary goal is to meet the industrialism need. The effect of industrialism still exists in the today’s school system. Most countries do believe that citizens who do provide abilities of work are as useful citizens and are highly valued more than other citizens of the state (Robinson, 2006). In recent times with the experienced population growth, people have great opportunities to get into college. According to Ken Robinson in the next 30 years, from UNESCO findings many people around the globe will be graduating from colleges. The number is much greater than what history has ever recorded. Contrary to many people having the opportunity of joining college, a degree is not as important as it was taken during the past. Having a mere degree cannot guarantee anyone a job anymore unlike n the past. Today many university graduates go home to carry on playing video games merely because they a masters degree to get a job where in the past you only needed a bachelor's degree. It is a process of academic inflation that indicates that the whole system of education is moving beneath our feet. Another significant aspect that contributes to schools killing creativity is that students spent a lot of time on humanity subjects such as political science classes and history classes rather than mathematics and sciences (Robinson, 2006). In most countries around the globe, many students spent the least amount of time on art classes that are usually considered as the admission test of most regular universities. In addition, some subjects are considered more important than others in the art are. For example, Art and Music are given a great importance in most cases and Dance and Drama are viewed as less important. The above seen utilitarian thinking of subjects reduces the choice of students on their classes. Since these subjects may not benefit their future career, so they are not encouraged to spend much time on them (Robinson, 2006). Ken also continues to argue that besides the discrimination among the subjects, academic ability has become the major criteria to evaluate the performance of students. According to him, many countries worldwide have designed the system of education to get students into college. Something that is surprising is that the criterion for evaluating the performance of students is the same as the one of evaluating a professor. Under these strict situations, creative students may find themselves not performing well under the laid down rules merely because they do not have the qualities of a teacher (Robinson, 2006). According to Ken Robinson, the system of education based on the valuation that is outdated has caused many problems. The problem it has created has limited the hope of the human’s future. It can be observed that proper reflection on the current education should be executed to enhance the growth of human is intelligence (Robinson, 2006). In Ken Robinson’s understanding knowledge entails three things; 1) Diverse- People view the world in different ways, there are those who think about sound, some think visually, some think abstractly, others think about utility while some think aesthetically (Robinson, 2006). 2) Dynamic-Here intelligence is as highly interactive. Human brain is not oriented to execute the task in a pre-determined way. Therefore, there should not be in any way a determined assessment to value students (Robinson, 2006). 3) Distinct- This just means the uniqueness of everyone in education. According to Ken Robinson, the system of education needs to embrace the new human ecology concepts. The concept is rich in human capacity to be reconstituted. The system of education old goal is similar to how a particular commodity of the earth is being stop mined by human. Indeed, the commodity will not be able to serve human in the future (Robinson, 2006). In a country like china, the large population reveals that it is hard to take care of the distinction between students. The criterion of evaluation in the system of education is somehow cruel and dull. In addition, the relative high density of population in schools, the competition among students is usually more intense than other countries. In order for the students to survive in the competition, they have to force themselves to fit the single criteria. In addition, the students are obliged to spend too much time on very unimportant subjects such as Music and Art. The reason these issues are taken seriously is simply that they are not in a conventional test for admission to colleges. The witnessed hierarchy in subjects reduces the students’ choice of topics that will finally have an adverse impact on the creativity of the pupils (Robinson, 2006). According to Ken Robinson, even if you go to America the system of education has the same hierarchy of subjects. Always at the top are the languages and mathematics, then followed by the humanities and eventually at the bottom are the arts. According to him, there is no system of education around the world that teaches dance and drama the way it teaches mathematics. In reality, children do dance a lot when they are allowed to do so (Robinson, 2006). Ken also argues that throughout the world the purpose of public education is to produce university professors. In doing this, they should nod not be held up as the high-water mark for all human achievement. He also argues that it is important to celebrate the gift of human imagination. It is also paramount to be careful, use the gift wisely, and avert some of the discussed scenarios. The only way to avert the considered situations is to visualize the richness of our capacity and to view our children with the hope that they are. The task for everyone as an individual is to educate the children’s whole being so that they can face the future. According to him, maybe we may not see the future but they can, so it is our responsibility to help them make something out of their creativity (Robinson, 2006). Conclusion It is important to nature the creativity of our children in schools by making all subjects equally important. For example by making, Art issues equally important as mathematics and languages. It is also important no to make public education that produces university professors a high-water mark for all human achievement. It is also not wise to use academic ability to evaluate the performance of students whereby the assessment criteria should just like the one utilized by the professor. There is also a need for understanding what enhances the growth of human intelligence. Therefore, the only way to accomplish the discussed issues is to enable the creative capacities of our children. In addition, it is the responsibility of every member of the society to wholly/entirely prepare the children’s two allowed them has the vital skills to pursue the future. In doing so, we will avoid the creativity of our kids from being killed (Robinson, 2006). References Robinson, K. (2006). How schools kill creativity. Retrieved :. Read More