The last few chapters of Sir Ken Robinson's book Out of Our Minds: Learning to be Creative have dealt with the educational transformation (versus educational reform) which is so needed in the academic field today. Robinson identifies three main purposes of education: individual (i.e., for the purpose of improving the individual person's talents, etc.), cultural (i.e., for the purpose of deepening understanding of the world at large), and economic (i.e., for the purpose of imparting the knowledge or skill sets that will allow for gainful employment). Unfortunately, the current academic system does not serve people in these areas, mostly because it is too out of date for the current national and global demands. Robinson notes, "Understanding how they interconnect is the key to transforming the education system into a 21st-century process that has creativity and innovation at its center" (p. 66). There are waves of change going through every field and area of life now, but the academic system is not keeping up as it stands.
Robinson goes on to expound on the idea of the "academic illusion" (originally from James Hemming; p. 81). We hold popular but arbitrary measures of intelligence, such as a person's IQ score their ability to remember facts, and then base judgements, decisions, assumptions, and sadly even claims to superiority off of them. There is a tradition in splitting intellect and emotion, and then holding up intellect as the only thing worth valuing. However, Robinson points out, "Our ideas can enslave or liberate us. Some people never do make the transition and remain resident in the old world view: their ideological comfort zone" (p. 106).
While his point may be grounded in the view that the "old world" way of education -- that one that established institutions of elementary, secondary, and primary schooling -- I do believe his comment, more generally interpreted, can be applied to each of us individually. In what ways do we stay within the confines of our mental habits, refusing to move forward? This is not to say that we have to throw out everything that we have ever taught or every method that was used to teach us. But every mindset, in order to be healthy, needs to be focus out beyond ourselves. This is especially true in education. Every teacher, administrator, director, aide, and parent should be focused outside themselves, toward the student, toward the future, toward what is best. To cling so tightly to an idea that it becomes more important than the people it is meant to serve is dangerous, and stifling, and it ultimately will fester. In what ways do we, on a a daily basis, need to refocus our attention on others? These are the ways that will ultimately bring about the growth and progress our young people need.
Robinson goes on to expound on the idea of the "academic illusion" (originally from James Hemming; p. 81). We hold popular but arbitrary measures of intelligence, such as a person's IQ score their ability to remember facts, and then base judgements, decisions, assumptions, and sadly even claims to superiority off of them. There is a tradition in splitting intellect and emotion, and then holding up intellect as the only thing worth valuing. However, Robinson points out, "Our ideas can enslave or liberate us. Some people never do make the transition and remain resident in the old world view: their ideological comfort zone" (p. 106).
While his point may be grounded in the view that the "old world" way of education -- that one that established institutions of elementary, secondary, and primary schooling -- I do believe his comment, more generally interpreted, can be applied to each of us individually. In what ways do we stay within the confines of our mental habits, refusing to move forward? This is not to say that we have to throw out everything that we have ever taught or every method that was used to teach us. But every mindset, in order to be healthy, needs to be focus out beyond ourselves. This is especially true in education. Every teacher, administrator, director, aide, and parent should be focused outside themselves, toward the student, toward the future, toward what is best. To cling so tightly to an idea that it becomes more important than the people it is meant to serve is dangerous, and stifling, and it ultimately will fester. In what ways do we, on a a daily basis, need to refocus our attention on others? These are the ways that will ultimately bring about the growth and progress our young people need.