Lets cartoon John Lear...

fablemanor · Lets cartoon John Lear...

A little cartoon fun with John Lear...

How about Bob Lazar?

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I’ve been thinking a lot about education lately. It all started when I watched this TED talk by Sir Ken Robinson, “Do Schools Kill Creativity?” Robinson asserts that creativity in education is as important as literacy, and the current school system does not treat it as such. In fact, he says, the current school system stifles creativity.
What these things have in common you see is that kids will take a chance. If they don’t know, they‘ll have a go. Am I right? They’re not frightened of being wrong. Now I don’t mean to say that being wrong is the same thing as being creative. But what we do know is, if you’re not prepared to be wrong, you’ll never come up with anything original. If you’re not prepared to be wrong.
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And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this, by the way — we stigmatize mistakes. And we are now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. Picasso once said this. He said, that all children are born artists, the problem is to remain an artist as we grow up. I believe this passionately; that we don’t grow into creativity, we grow out of it, or rather that we get educated out of it. So why is this?
Do Schools Kill Creativity?
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When I heard this, I of course started thinking about my own schooling. I was fortunate enough to go to some pretty unconventional schools throughout my childhood. My elementary school, for example, encouraged “inventive spelling.” If you didn’t know how to spell a word for the story you were writing, you made it up — you wrote it the way you thought it should be. Now, I can’t prove any cause and effect here, but I now happen to be a top-notch speller. I’m sure that’s more due to my childhood consumption of every book I laid my hands on, but inventive spelling was great nonetheless. We actually had a class called “Rhythm” that, as far as I remember, entailed a lot of jumping and dancing around a big empty room. I also didn’t have grades until I was 10 years old, and the school I went to resided inside half the public library building.
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So my schooling experience wasn’t exactly conventional, but it began to fit into certain molds as I grew older. After all, I had to get into college, didn’t I?
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Robinson suggests that our schooling system would look to aliens like an entire process devoted to creating university professors. If you look at the path from high school to university and beyond, schooling and academia have become insulated, self-perpetuating ecosystems that are often irrelevant to the world outside. Luckily, there are many teachers who reach beyond that — but it is a hard system to crack.
Confessions of a Lifelong Student
Let me pause to say that I have always loved being a student. I actually was one of those people who really liked going to school. And in university, after completing a thesis my senior year, I considered going on to do a PhD in literature. But after a year and a half of giving myself space from academia, I realized that if I do go back to school, it needs to be for something relevant to the social discussions and issues I confront every day. I still adore literature, but I cannot spend six years diving ever further into the insulated academic world of literary analysis. Today I am writing my stories, exploring new territory, and diving into projects that I figure out as I go. Most importantly, I have realized how much I am learning by going at it myself.
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I sat down today and thought about the most organic and fulfilling learning experiences I’ve ever had. The first four things that sprang to mind were: aoc gold
- becoming fluent in Spanish
- taking a community activism training course
- learning to start my own business and build an online community
- writing my thesis
What do all these experiences have in common? I was thrown into the thick of it, and spurred to make my way.
I became fluent in Spanish by living, studying, eating and breathing in Spanish for a full year in Valencia, Spain. The community activism training course was based around actually planning and creating our own nonprofit organizations — press conference introduction and all. My business and blogging? Well, I was just trying to figure out a way to support my mobile and independent lifestyle. And the thesis, though unquestionably within academia, required me to create something huge on my own.
In all of these examples, I made tons of mistakes. None of them were irreparable, and most of them were formative in my learning experience. Being in the thick of things is one of the best ways to get rid of that fear of failure, which is how we thrive and nurture our development.
Does this mean that our education systems need to become more experiential in order to become more creative? How can classrooms embrace the fruits of failure, and redefine them as discovery? I think this should be an inspiring topic to discuss, because there is so much potential.
I encourage you all to watch Robinson’s TED talk below — aside from being brilliant, he’s also relentlessly hilarious. [If you are viewing this post in an RSS reader or e-mail, you may need to click the link to watch on YouTube].

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For any given task in Britain there are more men than are needed. Strong unions keep them there in

Fleet Street, home of some London’s biggest dailies, it is understood that when two unions quarrel

over three jobs, the argument is settled by giving each union two. Thru means 33 per cent over

manning, 33 per cent less productivity than could be obtained.
A reporter who has visited plants throughout Europe has an impression that the pace of work is much

slower here. Nobody tries tm hard. Tea breaks do matter and are frequent. It is hard to measure

intensity of work, but Britons give a distinct impression of going at their tasks in a more leisurely

way.wow power leveling,
But is all this so terrible? It certainly does not improve the gross national product or output per

worker. Those observant visitors, however, have noticed something else about Britain. It is a pleasant

place.
Street crowds in Stockholm. Paris and New York move quickly and silently heads down, all in a hurry.

London crowds tend to walk at an easy pace (except in the profitable, efficient City, the financial

district).
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Every stranger is struck by the patient and orderly way in which Britons queue for a bus; if the

saleswoman is slow and out of stock she will likely say,‘oh dear, what a pity’; the rubbish

collectors stop to chat and call the housewives“Luv”. Crime rises here as in every city but there

still remains a gentle tone and temper that is unmatched in Berlin, Milan or Detroit.It short, what is

wrong with Britain may also be what is right. Having reached a tolerable standard, Britons appear to

be choosing leisure over goods.56. What happens when disputes over job opportunities arise among

British unions?A) Thirty-three per cent of the workers will be out of workB) More people will be

employed than necessaryC) More jobs will be created by the governmentD) The unions will try to

increase productivity.57.

What does the reporter who has visited plants throughout Europe think about Britain?A) Tea breaks do

not affect the intensity of work in BritainB) Britons do their work in an unhurried sort of wayC) The

pace of work in Continental Europe is much slower than in BritainD) Britons give the impression of

working intensively58.“The breaks do matter” ( Para.2 Line 2) indicates tha they are an important

aspect of the British way of lifeB) they are greatly enjoyed by British workersC) they can be used by

the workers as excuse to take time off from workD) they help the workers to be on good terms with each

other59. The word“this” (Para.3 Line.1) refers
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leveling,to the fact tha there are more men on any given job than are neededB) 33 per cent over

manning leads to 33 per cent less productivityC) it is difficult to measure the intensity of workD)

Britons generally do not want to work too hard60. By“what is wrong with Britain may also be what is

right” (Para.6, Line.1) the author means to say tha quarrels between unions will help create jobsB) a

leisurely way of life helps Britons increase productivityC) the gentle tone and temper of the people

in Britain makes it a pleasant placeD) Britons will not sacrifice their leisure to further in crease

productivityPassage

Street crowds in Stockholm.