Do schools kill creativity? | Sir Ken Robinson | TED

Key Concepts:

• Creativity in education
• Hierarchy of subjects
• Academic ability vs. diverse intelligence
• The impact of industrialism on education
• The need for a new conception of human ecology

1. Introduction and Themes:

• The speaker notes three recurring themes from the conference: human creativity, the unpredictability of the future, and the extraordinary capacities of children.
• He emphasizes the universal interest in education, noting how people are deeply affected by their own educational experiences.
• He highlights the challenge of educating children for a future that is impossible to predict, given that children starting school this year will retire in 2065.

2. The Importance of Creativity:

• The speaker argues that creativity is as important as literacy in education and should be treated with the same status.
• He illustrates children's innate willingness to take risks and their lack of fear of being wrong, contrasting this with the fear of mistakes that develops in adulthood.
• He quotes Picasso: "All children are born artists. The problem is to remain an artist as we grow up," arguing that education often stifles creativity.

3. The Hierarchy of Subjects and Its Consequences:

• The speaker observes that every education system worldwide has the same hierarchy of subjects: mathematics and languages at the top, humanities in the middle, and the arts at the bottom.
• He questions why dance is not taught as frequently as mathematics, emphasizing the importance of physical intelligence and movement.
• He argues that the current education system is designed to produce university professors, valuing academic ability above all else.

4. The Impact of Industrialism on Education:

• The speaker explains that public education systems arose in the 19th century to meet the needs of industrialism.
• This historical context has led to a system that prioritizes subjects deemed most useful for work and academic ability, often at the expense of creativity and individual talents.
• He notes that students are often steered away from subjects they enjoy because they are told they will not get a job doing them.

5. The Shifting Landscape of Education and Intelligence:

• The speaker points out that the value of degrees is decreasing due to increased graduation rates and the changing demands of the job market.
• He argues for a radical rethinking of intelligence, emphasizing its diverse, dynamic, and distinct nature.
• He defines creativity as "the process of having original ideas that have value" and notes that it often arises from the interaction of different disciplinary perspectives.
• He mentions the corpus callosum, the nerve shaft connecting the two halves of the brain, and its thicker size in women, potentially contributing to better multitasking abilities.

6. Gillian Lynne's Story: A Case Study in Recognizing Talent:

• The speaker shares the story of Gillian Lynne, the choreographer of "Cats" and "Phantom of the Opera," as an example of how recognizing and nurturing individual talents can lead to extraordinary success.
• Lynne was considered a problem student in school due to her inability to sit still and concentrate.
• A doctor recognized that she was a dancer and recommended that she attend dance school, which led to her remarkable career.

7. A New Conception of Human Ecology:

• The speaker calls for a new conception of human ecology, one that recognizes and values the richness of human capacity.
• He compares the current education system to strip-mining the earth for a particular commodity, arguing that it is not sustainable for the future.
• He quotes Jonas Salk: "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."

8. Conclusion:

• The speaker emphasizes the importance of using human imagination wisely and averting potential negative scenarios.
• He concludes by urging the audience to recognize the creative capacities of children and to educate their whole being so they can face the future.
• He reminds the audience that they may not see the future, but their children will, and their job is to help them make something of it.

Main Takeaways/Synthesis:

The current education system, rooted in the needs of industrialism, stifles creativity and prioritizes academic ability over diverse forms of intelligence. To prepare children for an unpredictable future, we must recognize and nurture their individual talents, embrace a new conception of human ecology, and treat creativity with the same importance as literacy. The story of Gillian Lynne serves as a powerful example of how recognizing and supporting unique talents can lead to extraordinary success.