Interesting post: “The 5 Most Dangerous Creativity Killers” from 99U.
I saw this in an email for museum professionals, but how does it apply to learners in school — both the adult and kid learners?
The five “creativity killers” sound very much like the traditional school system:
- Role Mismatch: the post uses the Einstein quote about judging a fish on its ability to climb a tree, comparing that to the workplace. While we need to be sure to challenge learners to new things, we also need to be sure that they are in a place and role where they are comfortable. Why can’t we allow students to do different types of projects? Why do they all have to take the same assessment? Some learners might be better suited to writing while others are better suited to visuals.
- External End-Goal Restriction: wow, that sounds like school to me! The “end goal” is almost always restricted by an external source – whether it’s a state telling teachers what to teach or what tests to give, or a teacher telling learners exactly what to learn and exactly how to demonstrate that learning. According to the post, “external restrictions are almost always a bad thing for creative thinking.”
- Strict Ration of Resources: in this case, mental resources, especially time, is the most important resources. Schools are always so crunched for time because are required to get through and extraordinary amount of material for the “standards.” Learners are overloaded with homework from a number or classes, and the perception is that college admission requires a zillion hours of extracurriculars, volunteering and a full slate of AP classes. There is no time remaining to be creative or do much beyond rote. Schools also have a very set time schedule: be here at 8:10, do algebra until 9:05, etc. Why do we expect all learners to need the same amount of time?
- Lack of Social Diversity: Yup, let’s put all kids who were born in this set time frame together because that means they’ll be at the same place. Well, no. Why do we assume that just because a child is 7 that they should be at point A in reading, B in math? While I do feel that it is often – not always – important for learners to be with others who are at the same place (e.g. learners who need to move quickly through content or those who need a different pace or approach), it does not mean all of the same age.
- Discouragement/No Positive Feedback: Wow — can we say schools? Testing? While some students may get positive feedback from scoring 95% on all the tests, there are far more students who get negative feedback from testing and just being in school day after day. Why not allow for mastery of content with assessments that allow for redoing tests, doing projects that fit or challenge, or doing real world projects that have real impact?
I’m going to go looking for the post about the 5 Things that Encourage Creativity.