Can Creativity be Taught?
I was fascinated by Sebastian Seung’s presentation. Brain research is an area in which I am interested and was amazed by his approach of slicing sections of a mouse brain until he reconstructs a three-dimensional model. I applaud his work on connectomes. We must help students understand that they can change the pattern of their brain. This empowers children to consistently work and improve their cognitive abilities. I appreciate the metaphoric connections to an ever-changing path of a stream.
John Seely Brown reminds us that the days of equilibrium are gone. We are constantly reinventing our social and economic practices. We must also shift the paradigm in education beginning with the “Mindset” of students and teachers. A base of knowledge will support learning but we need to constantly grow. This is often accomplished through collaborating and learning. Through collaboration, the connections can be made across multiple students’ brains and new, creative ideas are discovered. The web tools we are learning in this masters program supports student collaboration.
In educating children, we must teach children to incorporate creativity, however, as Howard Gardner points out, it is important to have a disciplined mind and learn the elements of math, history, science and art so we can apply and synthesize this information in developing creative thoughts. The respectful and ethical mind has changed, so as educators we must continue supporting our students in developing respect and ethics. Nurturing each of these five minds is necessary to ensure the next generation will be able to meet the demands of the future.
Sir Ken Robinson challenges us to think beyond our current approach in educating children. The children are not on an assembly line with similar needs. This is especially evident in our schools today. The more tools and support provided so teachers can individualized instruction on the basics and promote collaboration on projects, the better the system will become. Scholastic software is supporting individualized instruction on the basic skills while motivating learning. We must look for ways to enhance the education within our classrooms given the structure that is currently in place.
In Daniel Pink, A Whole New Mind , focusing on the value of creative thinking in the future. The future is no longer for the linear, concrete thinker. Most of this work is now done overseas or by computers. The career of the future entails critical thinking and creativity. In the video on the science of motivation, Pink reminds us that extrinsic motivation limits our ability to push beyond. Motivation is supported through autonomy, mastery and purpose. His Google, Rowe and FedEx examples inspire me as a teacher leader to provide others with creative thinking time. Driven by grant implementation requirements, many times I am telling teachers how or on what topic to collaborate. Perhaps the teachers should be given time and freedom to creatively solve problems without a defined agenda.
As I read Mobley’s six insights to creative thinking, I found myself analyzing times in which I have discovered creative solutions but have been reluctant to share them. There is a level of risk in sharing creative ideas. See my thoughts in the next few paragraphs on Mobley’s sixth insight, “permission to be wrong.”
Thinking creatively can add an element of fear. Will others consider my ideas “weird?” This is especially true of middle school and high school children were social acceptance is an important factor. These articles do not address sociology and our need to be accepted by others. The creative student has been considered the “odd” student in past years. It is often difficult for society to accept creative thoughts.
My colleagues often poke fun at me for my detailed, linear approach, however there is another side of me that uses logic to “think outside the box.” My challenge is that at times I think so far outside the box that others may find my thoughts unusual. An example of this occurred in 2006 when my husband and I sold our house, put the cash in the bank and rented a home. Our friends, family, coworkers and neighbors concurred that we were in either in financial trouble, getting a divorce or insane. Our decision was based on logic and economic forecasts, however, 99% of our acquaintances treated us as though we were “nuts.” We had teenage children that also had to endure the heckling. We were pleased our children went through this experience because it now helps them to step outside the box when making current decisions. The social norm is to follow others often acting as lemmings.
As teachers we need to provide a safe environment and a culture for students to explore creative ideas. I have observed situations in which gifted and talented children are ridiculed by their peers for being “different” or having “different thoughts.” They often feel alienated. (Dana, if you read this, I would be interested in your thoughts on this topic.) Now that our culture is changing and we are valuing the creative thinker, society seems to be more accepting of creative ideas.
Teaching has become more challenging as we are working to motivate and engage students. It is no longer about delivering facts in the most engaging manner. From the videos and articles on creativity, I have concluded the following:
1. Develop a mindset promoting the desire to learn and grow while gaining background knowledge;
2. Provide an environment in which students collaborate and teach others;
3. Promote creativity with acceptance of others ideas;
4. Respect of our diverse students and world;
5. Ethical approach to our work and team support;
6. Support autonomy and purpose;
7. Support the synthesis of content; and
8. Encourage divergent thinking.
When, as teachers, we feel as though our “plates” and minds are full, they are indeed. We must collaborate and work together to determine the most effective way in which to implement 21st century change.
I was fascinated by Sebastian Seung’s presentation. Brain research is an area in which I am interested and was amazed by his approach of slicing sections of a mouse brain until he reconstructs a three-dimensional model. I applaud his work on connectomes. We must help students understand that they can change the pattern of their brain. This empowers children to consistently work and improve their cognitive abilities. I appreciate the metaphoric connections to an ever-changing path of a stream.
John Seely Brown reminds us that the days of equilibrium are gone. We are constantly reinventing our social and economic practices. We must also shift the paradigm in education beginning with the “Mindset” of students and teachers. A base of knowledge will support learning but we need to constantly grow. This is often accomplished through collaborating and learning. Through collaboration, the connections can be made across multiple students’ brains and new, creative ideas are discovered. The web tools we are learning in this masters program supports student collaboration.
In educating children, we must teach children to incorporate creativity, however, as Howard Gardner points out, it is important to have a disciplined mind and learn the elements of math, history, science and art so we can apply and synthesize this information in developing creative thoughts. The respectful and ethical mind has changed, so as educators we must continue supporting our students in developing respect and ethics. Nurturing each of these five minds is necessary to ensure the next generation will be able to meet the demands of the future.
Sir Ken Robinson challenges us to think beyond our current approach in educating children. The children are not on an assembly line with similar needs. This is especially evident in our schools today. The more tools and support provided so teachers can individualized instruction on the basics and promote collaboration on projects, the better the system will become. Scholastic software is supporting individualized instruction on the basic skills while motivating learning. We must look for ways to enhance the education within our classrooms given the structure that is currently in place.
In Daniel Pink, A Whole New Mind , focusing on the value of creative thinking in the future. The future is no longer for the linear, concrete thinker. Most of this work is now done overseas or by computers. The career of the future entails critical thinking and creativity. In the video on the science of motivation, Pink reminds us that extrinsic motivation limits our ability to push beyond. Motivation is supported through autonomy, mastery and purpose. His Google, Rowe and FedEx examples inspire me as a teacher leader to provide others with creative thinking time. Driven by grant implementation requirements, many times I am telling teachers how or on what topic to collaborate. Perhaps the teachers should be given time and freedom to creatively solve problems without a defined agenda.
As I read Mobley’s six insights to creative thinking, I found myself analyzing times in which I have discovered creative solutions but have been reluctant to share them. There is a level of risk in sharing creative ideas. See my thoughts in the next few paragraphs on Mobley’s sixth insight, “permission to be wrong.”
Thinking creatively can add an element of fear. Will others consider my ideas “weird?” This is especially true of middle school and high school children were social acceptance is an important factor. These articles do not address sociology and our need to be accepted by others. The creative student has been considered the “odd” student in past years. It is often difficult for society to accept creative thoughts.
My colleagues often poke fun at me for my detailed, linear approach, however there is another side of me that uses logic to “think outside the box.” My challenge is that at times I think so far outside the box that others may find my thoughts unusual. An example of this occurred in 2006 when my husband and I sold our house, put the cash in the bank and rented a home. Our friends, family, coworkers and neighbors concurred that we were in either in financial trouble, getting a divorce or insane. Our decision was based on logic and economic forecasts, however, 99% of our acquaintances treated us as though we were “nuts.” We had teenage children that also had to endure the heckling. We were pleased our children went through this experience because it now helps them to step outside the box when making current decisions. The social norm is to follow others often acting as lemmings.
As teachers we need to provide a safe environment and a culture for students to explore creative ideas. I have observed situations in which gifted and talented children are ridiculed by their peers for being “different” or having “different thoughts.” They often feel alienated. (Dana, if you read this, I would be interested in your thoughts on this topic.) Now that our culture is changing and we are valuing the creative thinker, society seems to be more accepting of creative ideas.
Teaching has become more challenging as we are working to motivate and engage students. It is no longer about delivering facts in the most engaging manner. From the videos and articles on creativity, I have concluded the following:
1. Develop a mindset promoting the desire to learn and grow while gaining background knowledge;
2. Provide an environment in which students collaborate and teach others;
3. Promote creativity with acceptance of others ideas;
4. Respect of our diverse students and world;
5. Ethical approach to our work and team support;
6. Support autonomy and purpose;
7. Support the synthesis of content; and
8. Encourage divergent thinking.
When, as teachers, we feel as though our “plates” and minds are full, they are indeed. We must collaborate and work together to determine the most effective way in which to implement 21st century change.