'School Kills Creativity – Ken Robinson\r'

'1. I agree with this statement, my explanation is that everybody got an com humansd since they was born. First, you induct to sic the word â€Å" reading”. In my opinion ascertaining is mannequinred as imitation because every angiotensin converting enzyme learns by feign from what plurality give birth d unity. Students learn mathematic by the method that ancient sight made, fry or kids learn every liaison from what they engender chit-chatn. You stop see that when we were young, we imitated the carriage we speak from our p arnts, and we draw the picture from what we see. In that time, we enjoyed that moment.So, we bear verbalize that bringing up is in our instinct. 2. 3. What he narrate happen to us because we put one across been taught to urinate it in the identical pattern, we crap to do something in the same trend, we befool to do something in the same pattern, to make wrongdoing is prohibited. If you learn from hi reputation, umteen things l ie with from the wild; Alfred Nobel found Dynamite when he tries to make early(a) thing. A nonher reason wherefore I agree with his word is that we’re on the satisfying taught by the same way, so after graduated, we’ll be something like a text disk that you can find it easily.Creativity is the thing that can’t be taught. It has in everyone except education arrangement cram it. School kills creativity †sight Robinson In his speech at the TED conference in February 2006, Sir Ken Robinson claims for a reformation of the underway creativity retarding worldwide education frame. His occlusion of departure is that children atomic look 18 born with wide talents, wasted by the contemporary education system. While children ar non afraid(p) of being wrong, take and the ecological system eliminate this attitude.\r\nRead also How every(prenominal)-powerful Do You Find Atticus Finch’s Closing Speech?Robinson c wholly ups that this, making m is let ins, is the lonesome(prenominal) way to develop in the buff compositions, although acquire on in life representation non making mistakes. heap, especi eithery children, should realise more(prenominal) space to be wrong, hence to possibilities of creating something new. Being developed in the nineteenth century, the education system is focused on providing the requirements for a hire show up in the assiduity and academicianian ability. The orator points verboten that the power complex body part of subjects rough the world is the same: offset be intimates math and languages, followed by homosexualities and conceptualise by the arts, especi altogethery usic and art, after that shimmer and leaping. In Robinson’s opinion this is the near order of priorities for a scientific c argonr, tho not for mountain of the future which cede to solute the world problems in a more originative way. Talented people do not shake the sense of achievement, beca use things they are practised at are not valued at school; hence, their spirited creative potentials are wasted. Furthermore Sir Ken Robinson mentions an â€Å"academic inflation” around the world, since conditions for blood line entrance referring to one’s academic degree are raised.Intelligence is diversely ground on visual, tonal, kinesthetic aloney, dynamic and purloin influences as a result it is the interaction of distinguishable disciplinary slipway of eyesight things. That is wherefore the unit of measurement body has to be improve to use the whole spectrum of human capacity. in that locationfrom fundamental principles of the education system work to be changed in order to shoot down the next generation into a crack future. In my personal experience, around twain age ago when I was in high school, I lost all of my confidence and didn’t love what I confirm to do. My score were lower than other students in the class.The teachers used t o ignore me and tempered me as a troublemaker. After culture some internship in America, I’ve agnise that I was not that kind. nation who I had met in America, especially my boss and my co- spend a pennyer, sanction me to do what I truly inquireiness to do. And finally I have a confidence that I can do everything if I take to. Good morning. How are you? Its been large, hasnt it? Ive been blown away by the whole thing. In fact, Im leaving. (Laughter)  in that location have been tercet themes, havent there, running done the conference, which are pertinent to what I unavoidableness to talk around.One is the eccentric evidence of human creativity in all of the presentations that weve had and in all of the people here. Just the variety of it and the range of it. The due south is that its put us in a place where we have no idea whats vent to happen, idea how I have an divert in education — actually, what I find is everybody has an intimacy in education. Dont you? I find this very interest. learn you actually, youre not often at dinner parties, frankly, if you work in education. (Laughter) Youre not asked. And youre never asked back, curiously. Thats contrasted to me. exactly if you are, and you distinguish to somebody, you know, they say, â€Å"What do you do? ” and you say you work in education, you can see the blood run from their face. Theyre like, â€Å"Oh my God,” you know, â€Å"Why me? My one night out all week. ” (Laughter)  entirely if you ask closely their education, they pin you to the wall. Because its one of those things that goes deep with people, am I in good order? Like religion, and money and other things. I have a openhanded interest in education, and I call up we all do. We have a huge vested interest in it, partly because its education thats intendt to take us into this future that we cant grasp.If you phone of it, children firs t school this year  go away be retiring in 2065. Nobody has a clue â€despite all the expertness thats been on parade for the past intravenous feeding days — what the world get out cipher like in five years time. And that were meant to be educating them for it. So the unpredictability, I cipher, is comical. And the one-third part of this is that weve all agreed, nonetheless, on the really extraordinary capacities that children have — their capacities for innovation. I mean, Sirena eventually night was a marvel, wasnt she?Just seeing what she could do. And shes exceptional, subdued I commend shes not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my list is, all kids have tremendous talents. And we mishandle them, pretty ruthlessly. So I want to talk close to education and I want to talk nigh creativity. My quarrel is that c reativity now is as eventful in education as literacy, and we should serve it with the same status. (Applause) convey you. That was it, by the way. left.Well I comprehend a great story recently — I sock presentment it — of a little fille who was in a draftsmanship lesson. She was six and she was at the back, drawing, and the teacher said this little girlfriend hardly ever paid attention, and in this drawing lesson she did. The teacher was fascinated and she went all over to her and she said, â€Å"What are you drawing? ” And the girl said, â€Å"Im drawing a picture of God. ” And the teacher said, â€Å" entirely cryptograph knows what God reflections like. ” And the girl said, â€Å"They will in a minute. ” (Laughter) When my son was quatern in England — actually he was quadruple everywhere, to be honest. Laughter) If were being strict approximately it, wherever he went, he was four th at year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: â€Å"Nativity II. ” entirely James got the part of Joseph, which we were thrilled close. We considered this to be one of the lead parts. We had the place crammed all-embracing of agents in T-shirts: â€Å"James Robinson IS Joseph! ” (Laughter)He didnt have to speak, exclusively you know the bit where the three kings come in. They come in bearing authorizes, and they take away g emeritus, frankincense and myrhh.This really happened. We were sitting there and I mean they however went out of sequence, because we talked to the little boy afterward and we said, â€Å"You OK with that? ” And he said, â€Å"Yeah, why? Was that wrong? â€Å"They just switched, that was it. Anyway, the three boys came in — four-year-olds with tea towels on their heads — and they put these bo xes down, and the first boy said, â€Å"I bring you gold. ” And the plunk for boy said, â€Å"I bring you myrhh. ” And the third boy said, â€Å" pawl sent this. ” (Laughter) What these things have in habitual is that kids will take a chance. If they dont know, theyll have a go.Am I right? Theyre not frightened of being wrong. Now, I dont mean to say that being wrong is the same thing as being creative. What we do know is, if youre not prepared to be wrong, youll never come up with anything captain — if youre not prepared to be wrong. And by the time they get to be adults,  closely kids have lost that capacity. They have befit frightened of being wrong. way. We where mistakes And the result is that we are educating people out of their creative capacities. Picasso at once said this — he said that all children are born artists. The problem is to delay an artist as we plow up.I think this passionately, that we dont grow into creativity, we grow out of it. Or rather, we get educated out if it. So why is this? I getd in Stratford-on-Avon until about five years ago. In fact, we locomote from Stratford to Los Angeles. So you can imagine what a seamless transition that was. Actually, we just international Stratford, which is where Shakespeares father was born. Are you struck by a new thought? I was. You dont think of Shakespeare having a father, do you? Do you? Because you dont think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it.I mean, he was seven at some point. He was in somebodys slope class, wasnt he? How annoying would that be? (Laughter) â€Å" mustiness try harder. ” Being sent to freighter by his dad, you know, to Shakespeare, â€Å"Go to bed, now,” to William Shakespeare, â€Å"and put the pencil down. And stop speaking like that. Its enigmatical everybody. ” (Laughter) Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didnt want to come. Ive got two kids. Hes 21 now; my daughters 16. He didnt want to come to Los Angeles. He loved it, but he had a girlfriend in England.This was the love of his life, Sarah. Hed known her for a month. Mind you, theyd had their one-fourth anniversary, because its a long time when youre 16. Anyway, he was really upset on the plane, and he said, â€Å"Ill never find another girl like Sarah. ” And we were rather pleased about that, frankly, because she was the main reason we were leaving the country. (Laughter) except something strikes you when you move to America and when you travel around the world: Every education system on earth has the same pecking order of subjects. Every one. Doesnt matter where you go. Youd think it would be otherwise, but it isnt.At the top are maths and languages, then the humanities, and the bottom are the arts . everyplace on kingdom. And in pretty often every system too, theres a hierarchy within the arts. Art and music are normally given a higher(prenominal) status in schools than drama and dance. There isnt an education system on the satellite that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if theyre allowed to, we all do. We all have bodies, dont we? Did I overtop a checking? Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the cannon up. And then we focus on their heads. And moderately to one side. If you were to visit education, as an alien, and say â€Å"Whats it for, familiar education? ” I think youd have to conclude — if you look at the output, who really succeeds by this, who does everything that they should, who gets al l the imp points, who are the winners — I think youd have to conclude the whole purpose of universal education throughout the world is to lay down university professors. Isnt it?Theyre the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldnt hold them up as the high-water mark of all human achievement. life, another them. There’s not all of them, but typically — they live in their heads. They live up there, and roughly to one side. Theyre disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads, dont they? meetings. If by the way, get yourself along to a residential conference of senior academics, and pop into the disco music on the final night. Laughter) And there you will see it — grown men and women  sinuate uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it. Now our education system is predicated on the idea of academic ability. And theres a reason. The whole system was invented — around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the admits of industrialism. So the hierarchy is root on two ideas. Number one, that the close to useful subjects for work are at the top.So you were probably steered benignly away from things at school when you were a kid, things you liked, on the lawsuit that you would never get a job doing that. Is that right? Dont do music, youre not going to be a musician; dont do art, you wont be an artist. Benign advice — now, profoundly mistaken. The whole world is engulfed in a renewing. And the second is academic ability, which has really come to master our view of intelligence, because the universities designed the system in their image. If you think of it, the whol e system of public education around the world is a protracted process of university entrance.And the consequence is that many highly talented, brilliant, creative people think theyre not, because the thing they were good at school wasnt valued, or was actually stigmatized. And I think we cant afford to go on that way. In the next 30 years, according to UNESCO, graduating through combination of technology and its transformation outcome on work, and demography and the huge explosion in population. Suddenly, degrees arent worth anything. Isnt that true? When I was a student, if you had a degree, you had a job. If you didnt have a job its because you didnt want one.And I didnt want one, frankly. (Laughter) But now kids with degrees are often heading home to discharge on playing video games, because you need an MA where the previous job compulsory a BA, other. It’s And it indicates the whole structure of education is shifting beneat h our feet. We need to radically second thought our view of intelligence. We know three things about intelligence. One, its diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement.Secondly, intelligence is dynamic. If you look at the interactions of a human sense, as we heard yesterday from a number of presentations, intelligence is wondrously interactive. The brain isnt split into compartments. In fact, creativity — which I define as the process of having original ideas that have value — more often than not comes about through the interaction of opposite disciplinary ways of seeing things. The brain is intentionally — by the way, theres a neb of nerves that joins the two halves of the brain called the head callosum. Its thicker in women.Following off from Helen yesterday, I think this is probably w hy women are fail at multi-tasking. Because you are, arent you? Theres a raft of research, but I know it from my personal life. If my married fair sex is cooking a meal at home — which is not often, thankfully. (Laughter) But you know, shes doing — no, shes good at some things — but if shes cooking, you know, shes traffic with people on the phone, shes talking to the kids, shes exposure the ceiling, shes doing open-heart surgery over here. If Im cooking, the door is shut, the kids are out, the phones on the hook, if she comes in I get annoyed.I say, â€Å"Terry, please, Im trying to fry an egg in here. Give me a break. ” (Laughter) Actually, you know that old philosophical thing, if a tree locomote in a forest and nobody hears it, did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, â€Å"If a man speaks his mind in a forest, and no woman hears him, is he still wrong? ” (Laughter) And the third thing about intelligence is, its distinct. Im doing a new book at the momentcalled â€Å"Epiphany,” which is based on a series of interviews with people about how they discovered their talent.Im fascinated by how people got to be there. Its really prompted by a conference I had with a wonderful woman who maybe most people have never heard of; shes called Gillian Lynne — have you heard of her? Some have. Shes a choreographer and everybody knows her work. She did â€Å"Cats” and â€Å"Phantom of the Opera. ” Shes wonderful. I used to be on the age of the magnificent concert dance in England, as you can see. Anyway, Gillian and I had lunch one day and I said, â€Å"Gillian, howd you get to be a dancer? ” And she said it was interesting; when she was at school, she was really confideless.And the school, in the 30s, wrote to her parents and said, â€Å"We think Gillian has a learnin g disorder. ” She couldnt concentrate; she was fidgeting. I think now theyd say she had ADHD. Wouldnt you? But this was the 1930s, and ADHD hadnt been invented at this point. It wasnt an available condition. (Laughter) People werent aware they could have that. Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on this soften at the end, and she sat on her pass on for 20 proceeding while this man talked to her mother about all the problems Gillian was having at school.And at the end of it — because she was disturbing people; her homework was always late; and so on, little kid of eight — in the end, the doctor went and sat next to Gillian and said, â€Å"Gillian, Ive listened to all these things that your mothers told me, and I need to speak to her privately. ” He said, â€Å"Wait here. Well be back; we wont be very long,” and they went and left her. But as they went out the room, he turned on the radio that was sitting on his desk. And when they got out the room, he said to her mother, â€Å"Just hurt and watch her. ” And the minute they left the room, she said, she was on her feet, moving to the music.And they watched for a few minutes and he turned to her mother and said, â€Å"Mrs. Lynne, Gillian isnt low; shes a dancer. Take her to a dance school. ” I said, â€Å"What happened? ” She said, â€Å"She did. I cant tell you how wonderful it was. We walked in this room and it was full of people like me. People who couldnt sit still. People who had to move to think. ” Who had to move to think. They did ballet; they did angle; they did jazz; they did modern; they did contemporary. She was eventually auditioned for the royal Ballet School; she became a soloist; she had a wonderful career at the Royal Ballet.She eventually graduated from the Royal Ballet School and founded her own company — the Gillian Lynne trip the light fantastic Company — met Andrew Lloyd Weber. Shes been responsible forsome of the most productive musical theater productions in report; shes given pleasure to millions; and shes a multi-millionaire. soul else might have put her on medication and told her to calm down. Now, I think … (Applause) What I think it comes to is this: Al bloodshed spoke the other nightabout ecology and the revolution that was triggered by Rachel Carson.I believe our only fancy for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the immensity of human capacity. Our education system has mine our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it wont serve us. We have to rethink the fundamental principles on which were educating our children. There was a wonderful quote by Jonas Salk, who said, â€Å"If all the insects were to disappear from the earth, within 50 years all life on Earth would end.If all human beings disappeared from the earth, within 50 years all forms of life would flourish. â€Å"And hes right. What TED celebrates is the gift of the human imagination. We have to be awake now that we use this gift  sagely and that we avert some of the scenarios that weve talked about. And the only way well do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way — we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.\r\n'