As I wrap up my thoughts on Sir Ken Robinson's book Out of Our Minds: Learning to Be Creative, I would like to share a few closing thoughts that struck me as I was pondering this book.
(Disclaimer: I will hardly do justice to Robinson's purpose, so pick up a copy and read it for yourself!)
First is one of my favorite quotes in the book: "If you're not prepared to be wrong, it's unlikely that you'll ever come up with anything useful" (p. 153). I love this point so much because it strikes a deep chord within me and, I suspect, within most people. Most of us are terrified of being wrong, of looking the fool (even if only to ourselves), and having to retrace our steps to redirect our path. As a result, we don't take the risks necessary to be creative and step out of our comfort zones.
(Disclaimer: I will hardly do justice to Robinson's purpose, so pick up a copy and read it for yourself!)
First is one of my favorite quotes in the book: "If you're not prepared to be wrong, it's unlikely that you'll ever come up with anything useful" (p. 153). I love this point so much because it strikes a deep chord within me and, I suspect, within most people. Most of us are terrified of being wrong, of looking the fool (even if only to ourselves), and having to retrace our steps to redirect our path. As a result, we don't take the risks necessary to be creative and step out of our comfort zones.
Creativity is a process more often than it is an event... Being creative involves several processes that interweave within each other. The first is generative. The second is evaluative. (p.151)
The barrier to creativity, as well as innovation (or the application of creativity), is often reinforced to us through both formal and informal education simply because we are afraid of it not working out and/or because we suffer some kind of personal evaluation if we do not succeed as planned. However, the more we step out (even baby steps) and try different things, consider new connections between things or ideas, the more we exercise the thinking skills we need in order to find something that does work. "The capacity for creativity is essentially human and it holds the constant promise of alternative ways of seeing, of thinking and of doing" (p. 165). Being creative connects all areas of the human experience, activating the whole person.
And this is what our schools, our businesses, and our world need: whole people living and working whole-heartedly. "Education is not only a preparation for what my come later; it is also about helping people engage with the present" (p. 59). And engage fully. How are we helping our young people live if we only hold out the idea that living starts later? How many of us our still thinking our lives haven't really started yet? This idea devalues all of us, and kills the parts of us we don't see as relevant or useful. Each student, each teacher, each principle, each parent, each person is more than what is relevant or useful. Creativity and innovation can't happen when mere usefulness or relevance is the standard. So, educators must reach out to the individual by "encouraging, identifying, and fostering" students (p. 269). Only when the whole person is valued and taught -- not just a selected slice of the intellect -- can we really bring about the transformation our future depends upon.
And this is what our schools, our businesses, and our world need: whole people living and working whole-heartedly. "Education is not only a preparation for what my come later; it is also about helping people engage with the present" (p. 59). And engage fully. How are we helping our young people live if we only hold out the idea that living starts later? How many of us our still thinking our lives haven't really started yet? This idea devalues all of us, and kills the parts of us we don't see as relevant or useful. Each student, each teacher, each principle, each parent, each person is more than what is relevant or useful. Creativity and innovation can't happen when mere usefulness or relevance is the standard. So, educators must reach out to the individual by "encouraging, identifying, and fostering" students (p. 269). Only when the whole person is valued and taught -- not just a selected slice of the intellect -- can we really bring about the transformation our future depends upon.