Do Schools Kill Creativity?

Anyone knows that schools either kills or enhances creativity. Many people agree that schools produce creativity in students. However, schools’ curriculum is made up of certain ideas, which support that common benefit and common ground are the most two important things in a society. In order to keep going, people need to act together. This ideas cause serious damages to independency of an individual. Ken Robinson’s Ted Talk that happened in 2006 showed the dark side of national education systems and its effects on developmental process of people.

First of all, besides being available and profound, schools lack originality. The education system is blocking creativity and serving for a common purpose that is neglected by people. Factors such as different intelligence types and social backgrounds are not taken into consideration which paves the way for preventing creativity and otherness. Ken Robinson’s Ted Talk showed how the educational system is linked to bigger sectors and how government and superior people hide it, even further how this dictation is not recognized by anyone, yet accepted. Ken Robinson thinks that there are so many changes in education from the past and it interests everyone. I agree with him as education is everywhere. Problems in society stem from education life. In the past, high degrees would be enough to get a job. However, today, even if children get high degrees, their jobs are not guaranteed. This indicates academic inflation and deterioration in the structure of education. Today’s children have a lot of future concerns which I observe every day as their future is unpredictable. Despite this setback, children are very innovative and have fantastic talents, but educators neglect them. Ken Robinson think that creativity forms arts and must be seen as equally important as literacy. I think equality must be the first step for the originality. Children are not afraid of making mistakes, but as they grow older they are told to be always right. The link between creativity and being wrong is not linear, but it should be known that if you feel afraid, then you miss the chance to come up with something new according to Ken Robinson. Children being stigmatized and dismissed, start to feel fear and narrow their imagination. There are different types of intelligence; diverse, dynamic, and distinct. Diverse includes visual, kinaesthetic, and sound experiences, while dynamic intelligence shows interactions of a human brain. Distinct intelligence shows extraordinariness. (Robinson, 2006) Interviewed with Gillian Lynne, a choreographer, he discovered that assumed disorders may be the biggest ability. She had difficulty in learning so she saw a specialist in her childhood. The specialist instead of sending away her with drugs, tried to convert her restlessness into the reflection of rhythm. She was finally able to concentrate, she only needed music. She had ADHD, which means attention deficit hyperactivity disorder, not learning disorder. But scientific developments were not sufficient to state that.

Moving on, educators, consultants, and parents’ approach looks like the main point. I have a friend with ADHD who has a hard time trying to explain why he fails tests to his parents. His failures disappoint his parents and make him think that he is useless. However, I know how excellent can he concentrates on the work he has interests in. He thinks really fast and makes connotations easily. As I observed in high school, there is a misunderstanding that those who are unable to get into university are not clever or not skilled enough. If someone is not skilled in maths, then he has no chance in an academic career or any career. Unfortunately, innate intelligence is neglected. Many high-potential people lose their skills by not using them . Lucky ones who can adapt themselves to regular education and job life are often unhappy. Because they live preferred by society’s standards.

The government’s attitude against students have a motivation of exploitation. Pushing them hard for achievement and eventually deterring them causes creativity to lose effect. When creativity loses effect, people can be manipulated easier. All of that is a trick of national education systems. The education system has changed according to the government’s demands , they aim to raise children as conformists on behalf of companies as they need a labour force and organization. What is more, imagination-related study fields are seen unnecessary as they do not provide job opportunities according to the majority. Understanding of the intelligence has changed drastically due to universities’ attitudes about job opportunities. Image is the most important feature to them. People who are unable to get into enter universities feel useless and do not realize they have skills. A hierarchy is seen everywhere. Mathematics and languages are useful for companies, so they are the top and as this education system was established before the 19th century, the aim was to meet the demands of industrialism and since public systems were not invented, what could have been better was not known. Innovators of new ideas are stigmatized, especially if they are not in terms with religion or traditions. Here is a good quote about the situation: “The only calibration that counts is how much heart people invest, how much they ignore their fears of being hurt or caught out or humiliated. And the only thing people regret is that they didn’t live boldly enough, that they didn’t invest enough heart, didn’t love enough. Nothing else really counts at all.” (Hughes and Reid). Today, people tend to follow the majority and are afraid to feel left out, as a result, they can be dogmatic. People who contradict moral judgments are ignored instantly. Moreover, thoughts are not created independently, they are created only similarly. Everything gets more serious and shows a horrible truth. One absolute way of thinking exists and who do not obey must be punished by social exclusion. The government knows the best, so here is capitalism. Bosses, managers, and employers have oppression on workers.

Overall, for a better future with freedom of thought, the whole education system must be turned into an individual development regulator, individuals should not be separated from each other but given chance to enhance their skills by self-evaluating. Schools must follow self-regulation programs besides group programs. Misunderstanding of human nature that includes people to unite for success and move together must fall into disuse. People should be aware of external guidance and select their own way. Parents should raise their children with permission to evolve in their skills, intelligence type and wishes. . Unless there is a change, people won’t benefit from their living place and can cause harm. To avert these situations, we must use creativity by seeking our creative capacities for richness. (Robinson). Only creativity can save us from being the same and not benefiting the world.

Works Cited

Hughes, Ted, and Christopher Reid. Letters of Ted Hughes. Faber & Faber, 2011.

Robinson, Sir Ken. “Do Schools Kill Creativity?” Sir Ken Robinson: Do Schools Kill Creativity? | TED Talk, Feb. 2006, https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity.