“I believe this passionately: that we don’t grow into creativity, we grow out of it. Or rather, we get educated out if it.” ~ Ken Robinson
We live in a world that favours conformity over diversity, despite the fact that no two people are the same. I guess we do this because it seems easier. How could we build a health system, prison system or education system individually tailored to the needs of each and every person who passes through it? That would be impossible wouldn’t it? Well, yes, at the overall organization and administration level that is undoubtedly true, but what about at the point of delivery? Is it really impossible to see each recipient of education, health care or custodial reform as individuals, with different needs and unique histories?
Enjoy this immensely funny, but deadly serious, talk by Sir Ken Robinson, as he warns against the dangers of an education system that favours compliance over individuality, standardisation over creativity.
We need curiosity for learning and for human growth. Intelligence is not simply measured by how many facts you know, but about asking great questions, being endlessly curious and making, breaking and re-creating neural connections, constantly, even into old age. A great education system will provoke, stimulate, challenge and harness people’s innate curiosity.
Creativity is being stifled in far too many of our education regimes around the world. It is, after all, what drives human evolution and cultural development. It is what has made our society what it is today. We are the beneficiaries of our audacious and creative ancestors who dared to dream big, gifting us our transport systems, our medicines, our computers and communication networks, our architecture and our libraries of information. Who will deliver the next generation of dreams?
Unfortunately, and too often, our systems drive cultures of compliance, which ignore the value of the individual in favour of the ‘hollow success’ of the system. Hollow, because no system can be deemed successful, unless the people it is intended to serve are thriving and benefiting from how it is being run. We treat education like an industrial process which can be tweaked and tuned till it is operating like a well-oiled machine. But education is a about humans, individual people, and not about the system.
It does not have to be this way. The countries of northern Europe have been daring to do things differently for some time. Robinson, in his talk, points out that Finland has no standardisation in its schools. They individualise learning, attribute high status to the teaching profession and have no pupil drop-out rate. The Finns are regarded as having one of, if not, the best education system in the world, yet their pupils do not start school until the age of 7, and are not obsessed with exams and standards. Pupils do not sit any formal exams until the age of 16. And it is not only in education that they lead the way. Finland and Sweden can measure the number of under-18s that it hands out custodial sentences to each year on the fingers of one hand. They prefer to deal with young offenders individually by providing treatment, rehabilitation and support, rather than throwing them into the criminal justice system, where they become a statistic and are much more likely to re-offend after release.
Like the rare flowering seen in Death Valley after occasional rainfall, dormant talent can
be reinvigorated. We just need to create the right climate and conditions, and focus on nurturing individual creativity and curiosity. Leaders in education, and in all of our major institutions responsible for harnessing young people’s talent, need to practise less command and control and more climate control.
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