Do School Kill Creativity?

Good morning, how are you all? Fantastic. The experience so far has been incredible, hasn't it? I am truly impressed by the entire event, but I must confess, I'm about to embark on a different journey. There have been three recurring themes throughout this conference that directly relate to what I want to discuss. First and foremost, the remarkable display of human creativity evident in every presentation and among the diverse attendees. The sheer variety and extent of creative expression have left a lasting impression on me.

Secondly, this conference has placed us in a position of uncertainty about the future. The unpredictability of what lies ahead is a significant theme. I hold a keen interest in education, a topic that seems to resonate with everyone. Interestingly, if you mention at a dinner party that you work in education, you might notice a peculiar reaction. It's as if the mere mention of the word sends shivers down people's spines. Yet, when you inquire about their own educational experiences, the conversation becomes intense and personal. Education is a deep-seated aspect of our lives, akin to religion and finances.

Considering the future, it's remarkable to think that children entering school this year will retire in 2065. Despite the wealth of knowledge showcased in the past few days, we still have no clear vision of the world in just five years. Yet, we are tasked with educating these young minds for a future that remains elusive and uncertain.

The third recurring theme is our unanimous acknowledgment of the extraordinary potential residing in children, especially their capacity for innovation. While we may witness exceptional individuals like Sirena, I contend that all children possess tremendous talents. Unfortunately, we often squander these gifts, neglecting the diverse abilities each child brings.

Now, let's delve into the topic at hand: education and creativity. My firm belief is that creativity is as crucial in education as literacy, deserving of the same respect and attention.

Allow me to share an anecdote that reflects the essence of my argument. I recently heard a delightful story about a six-year-old girl in a drawing lesson. Normally inattentive, the teacher was surprised to find her fully engaged. Approaching her, the teacher asked what she was drawing, to which the girl responded, "I'm drawing a picture of God." When told that nobody knows what God looks like, the girl confidently replied, "They will in a minute."

Similarly, when my son, at the age of four (which, let's be honest, lasted the entire year wherever he went), participated in the Nativity play as Joseph, hilarity ensued. The three boys portraying the Wise Men accidentally switched lines, leading to a comical mix-up with the third boy proclaiming, "Frank sent this." These instances illustrate the fearlessness and willingness of children to take chances, to try even when they don't know the answers.

Here lies a critical point: the fear of being wrong stifles creativity. As children grow into adults, they often lose this innate capacity to take risks. Mistakes become stigmatized, both in our companies and national education systems. Picasso's assertion that all children are born artists echoes my sentiment – our challenge is to sustain this creativity as they grow.

Reflecting on my experiences in Stratford-on-Avon and later moving to Los Angeles, I observed a universal hierarchy of subjects in education. Mathematics and languages consistently claim the top spots, with the arts, especially dance and drama, often relegated to the bottom. This hierarchy, deeply ingrained globally, reflects a narrow view of intelligence that needs reconsideration.

Our current education system, shaped by the needs of industrialism in the 19th century, focuses on academic ability. However, the world is undergoing a transformative revolution, rendering degrees less valuable. We are witnessing academic inflation, where higher qualifications are constantly required for entry-level positions.

To navigate this changing landscape, we must redefine our understanding of intelligence. Intelligence is diverse, dynamic, and distinct. Embracing this diversity and recognizing the interconnected nature of intelligence is essential. Gillian Lynne's story vividly illustrates how a supposed learning disorder was, in fact, a unique expression of intelligence, leading to a successful career in dance and choreography.

In conclusion, our education system must evolve to reflect a new conception of human ecology. We must recognize and celebrate the richness of human capacity, cultivating creativity and diverse talents. Our children represent hope for the future, and it is our responsibility to educate their entire being, preparing them to face the uncertainties that lie ahead.

As Al Gore highlighted the ecological revolution triggered by Rachel Carson, we, too, must embark on a revolution in education. TED celebrates the gift of human imagination, and we must use this gift wisely to shape a future where creativity thrives. Our task is to help the next generation make the most of the world they will inherit. Thank you very much.