‘If children grew up according to
early indications, we should have nothing but geniuses’ said Johann Wolfgang von Goethe.
It is hard to believe that something that starts so well results in so many students leaving school with little to show for their experience
– and even those deemed successful still have talents and gifts unrealised.
Notwithstanding
the powerful shaping of the young by the culture and home life they are born
into as soon as formal schooling starts adults begin the process of
determining, with the best of intentions, what is right for their students.
Educators who believe that
education is more of a process of creating stimulating environments to allow
students to begin the process of helping the young explore what it is that they
are best suited for have always been in the minority. Most teachers have little
choice to put programmes into place that have been defined by their school, by
those distant 'experts' that determine the curriculum and, most invasive of all, by those who determine the means of assessing students learning. When the latter is in the hands of the politicians supported by
compliant principals then the possibility of creativity is all but lost.
In a more predictable industrial
age this pre-determined education might have been appropriate but in today’s
fast moving times it is counterproductive. Today, to
thrive, students need to enter the workforce with all their unique range of
talents and gifts identified able to provide prospective employers with the
creative mind-sets to add value to whatever the tasks are. Schools
need to focus on engagement, to develop a questing disposition, so as to
cultivate the imagination and gifts of all students; to help students discover a voice, a calling, or a passion.
We need to think of the enormous
human potential currently wasted in a society when schools focus on assessing a
narrow range of human abilities. What
is required is a conversation at the national level about the purpose of
education for an uncertain future but, instead, the current government
seems dedicated to imposing on schools a simplistic reactionary agenda based on
assessing student achievement on literacy and numeracy. The glorification of this narrow assessment is eroding a more expansive
view of what it means to be educated and diminishes our understanding of how
children learn.
The trouble is that as school
success is reflected by achievement in literacy and numeracy (narrowing the
curriculum and resulting in teachers teaching to the tests) there are few principals putting forth an
alternative point of view – a vision based
on personalised talent centred schools rather than standardising learning.
Sir Ken Robinson |
Not that there isn’t a shortage
of well-respected thinkers that schools could refer to as a basis of a real
alternative, there is.
One such thinker is Sir Ken Robinson
who believes that creativity is as important as literacy and numeracy. There
can be few schools who have not watched his video presentations on the subject
of transforming schools to realise the talents of all students but, it seems, few schools have had the courage
to actually implement his ideas. Others who might well be included to
support the transformation of schools are United Kingdom educationalist Guy Claxton who believes, echoing Sir
Ken, by saying that ‘“learnacy” is as important as literacy and numeracy’, and
American educator Howard Gardner who
has developed the idea of multiple intelligences or ways of ‘being smart’
Gardner is also critical of schooling that focuses on literacy and numeracy.
If Gardner’s ideas about multiple
intelligences were taken seriously then all students would be exposed to
experiences to enable them to develop their unique set of talents. The
eight intelligences are: logical (including mathematics /science), natural
history, language, art, physical (including dance), inter-personal,
intra-personal (awareness of self/others) and music. It is not difficult to
think of important individuals for each – many of whom had difficult times at
school. Add to this is the fact that many of our successful entrepreneurs
were also not successful at school –
their success being driven by passion for an idea, their ability to take risks, to make mistakes and
by being amazingly persistent.
Howard Gardner |
The trouble is, Gardner has
written, ‘attendance in most schools does risk ruining children’ and that
‘schools no longer hold significance for many of them. The real world appears
elsewhere’…. and that schools as ‘institutions are becoming increasingly
anachronistic’. ‘Teachers’, he writes,
‘must be encouraged – I almost wrote “freed” – to pursue an education that strives
for depth of understanding’ ….and the need ‘to assess students in terms of
relevant performances’. Gardner sees
the challenge as one of of creating a ‘radically different education as too
many young people leave school unable to take up meaningful roles in society’.
In this respect Gardner is building
on ideas first expressed by philosopher John
Dewey in the early 20th Cwho believed in an integrated experiential approach to learning.
Hekia Parata |
While the current Minister of
Education harps on about the ‘achievement gap’ (neglecting to face up to the debilitating effect of poverty caused by the ‘market forces’ policies being implemented by her government) she neglects to focus
on the ever widening ‘opportunity gap’ between the ‘haves’ and the growing
‘have-nots’.
And it is just not educationalists
that are worrying about the negative effects of current schooling. The late business philosopher Peter Drucker has written that the
countries that develop a creative education system will win the 21st
century. Another business consultant Tom Peters, in his stimulating book
‘Re-Imagine’, has bluntly written that ‘Our school system is a thinly
disguised conspiracy to quash creativity. We are at an inflection point. We seem to be
re-inventing everything – except the school system, which should (in theory) underpin,
even lead the rest. The main crisis in schools today is irrelevance. Our
educational thinking is concerned with; ‘what is’. It is not good at deciding
‘what can be’.
Peter’s is very critical of our
present ways of educating and, although focused on American education, his
comments could relate to most education systems across the world. Peters goes
on to elaborate his vision for a future orientated education saying that we
need:
‘A school system that recognizes that learning is natural, that a love
of learning is normal, and that real learning is passionate learning. A
school curriculum that values questions above answers; creativity above fact
regurgitation; individuality above uniformity and excellence above standardized
performance. A society that respects its teachers and principals, pays them
well, and grants them the autonomy to do their job as the creative individuals
they are and for the creative individuals in their charge’.
Wayne Morris |
Wayne Morris (of Future Edge) has written, ‘we have an
interesting paradox. We have industry commentators saying that, for a successful
future, we need people who think, are creative and innovative and yet our
education systems seem to be working against this’
‘Human creativity is the ultimate economic
resource’, writes Richard Florida
in his book, ‘The Rise of the Creative Class’. ‘Over the past decade the biggest employment gains came in occupations
that rely on people skills and emotional intelligence …and among jobs that
require imagination and creativity’.
Daniel Pink , in his book ‘A
Whole New Mind’, continues the theme: ‘The past few decades have belonged to a
certain kind of person with a certain kind of mind – computer programmers who
could crank code, lawyers who could craft contracts, MBA’s who could crunch
numbers. But the keys to the kingdom are
changing hands. The future belongs to a very different kind of person with a
very different kind of mind – creators and empathizers, pattern recognisers
and meaning makers. These people – artist, inventors, caregivers, consolers,
big picture thinkers – will now reap society’s richest rewards and share its
greatest joys.’ Pink's ideas reflect art educator Elliot Eisner’s concept of helping students explore and interpret
their experiences through different viewpoints each providing a ‘net’ to
capture meaning. Imagine, for example, ‘seeing’
a bridge through the eyes of an artist, a scientist an engineer, a
mathematician, a poet, a historian –
each viewpoint provides a means of
capturing meaning.
Engineering? Art? Poetry?Maths? |
At least the opposition party have indicated a return to a focus to the currently side-lined 2007 New Zealand Curriculum (introduced when they were in power) which ought to give school
leaders some courage to confront current compliance requirements and to transform
schools. The
New Zealand Curriculum asks schools to ensure all students leave with a positive
learning identity equipped with the competencies to thrive in an uncertain
future. The curriculum asks teachers to ensure all students are seen as ‘users, seekers and creators of their own
knowledge’. Unfortunately it is a bit light about placing the focus on developing
every student’s gifts and talents but it does suggest literacy and numeracy are
best developed in purposeful contexts.
Notwithstanding this encouragement almost all primary schools continue
to dedicate the great majority of their time to literacy and numeracy! It is,
as one commentator has written, as if ‘the
evil twins of literacy and numeracy have gobbled up the entire curriculum’.
Add to this the insidious effect of ability grouping and far too many students
currently have little chance of being recognised for their particular gifts.
Inspirational book |
For
those principals in search of inspiration they need to look no further than to
the writings of the late Elwyn Richardson in his book ‘In the Early World’ published in the 1960s. Elwyn’s work was based on valuing his
students as artists, expressing their ideas through a range of media, and as scientists
exploring their rich local environment – integrated learning at its best.
In such environments curiosity and creativity are contagious.
So it seems that the cures for
education of the neo conservative reformers (with their obsession with testing, standards,
measurement and data and growing agenda of privatisation of schooling) is worse than the disease; and that in any
case the proposed cures will not heal the patients. The assessment tail is
wagging the dog! Such a demeaning risk averse audit culture needs to be
replaced with one based on professionalism and trust as seen Finland a high
achieving country educationally that shows greater respect for teachers.
Howard Gardner is clear about the
real solution, ‘If we can mobilize the spectrum of human
abilities not only will people feel better about themselves and more competent;
it is even possible that they will feel better about themselves , more engaged
and better able to join the rest of the world community in working for the
common good.’ But he adds, ‘it seems easier to thwart gifted and
creative youngsters than it is to encourage their flowering.’
Another
educator, an expert in developing children’s thinking David Perkins, has written that ‘creative individuals in any field make use of the same cognitive
processes as do other persons but they use them in a more efficient and
flexible way and in the service of goals that are ambitious and often quite
risky’. The good news is that all
students can learn the dispositions to be creative and to achieve personal
mastery. Unfortunately the predictable formulaic ‘best practice’ teaching
that schools have bought into is in conflict with the openness creativity
requires. What schools need to do is to
encourage students to apply, as old fashioned as it sounds, effort and
perseverance – to show what some call ‘grit’. This
also means digging deeply into whatever is studied – to do fewer things well
and to encourage students to aim for improving their personal best. A quick
look around most classrooms will show a troublesome uniformity in student work
even in such a creative area as art. By doing fewer things well students gain
the opportunity to acquire the self-discipline, concentration, emotional
control, and the shear joy that children learn in the act of creation, that
will serve them well all their lives.
The current educational climate
has marginalised professional judgment resulting in defensive teaching to
achieve narrow imposed targets;
hardly the environment to encourage creativity.
Back to Gardner,
‘by building on the child’s
interests and motivations schools might have more success in carrying out what
may be their most crucial task, empowering children to engage meaningfully in
their own learning.’ An integrated curriculum nourishes Gardner’s multiple
intelligences. EducationalistJerome Bruner wrote, decades ago, that‘teaching is the canny art of intellectual temptation’. Students enter formal education curious
about the world around them and it is over to schools to ensure this innate
curiosity is keep alive. Learning is best developed and nurtured through
authentic tasks where individuals are able to acquire skills and knowledge
through effort over time with feedback and encouragement from people
knowledgeable in the appropriate disciplines. As Guy Claxton titled one of his books students have to see ‘The Point
of School’.
Most real-life most problems bear
little resemblance to the predictability of school learning (as it is presently arranged).
In real life problem are not presented
ready-made but must be shaped out of events and information; they are
messy, ill-defined, rich with possibilities capable of generating a diversity
of responses. If learners persevere and
learn the skills necessary to solve them, then classrooms will reflect the
idiosyncratic creativity of students across the curriculum.
Future education
cannot be about imposing standardisation, it must be transformed into a
personalised environment that takes students gifts and talents seriously –
gifts that will serve them well for the remainder of their active lives.
In such creative environments
learning is its own reward.
Is it an impossible dream?
4 comments:
A great blog( essay) Bruce - let's hope it is widely read! All we have had in the past decades has been tinkering or reactionary thinking - akin to rearranging the deck chairs on the Titanic to get a better view!. Time for that conversation!
As usual Bruce, yours are just the words I needed to hear today. Thank you for your continued integrity. You are an inspiration to me.
"The Man of La Mancha" has something to say to us:
To dream the impossible dream,
To fight the unbeatable foe,
To bear with unbearable sorrow,
To run where the brave dare not go
To right the unrightable wrong,
To love pure and chaste from afar,
To try when your arms are too weary,
To reach the unreachable star.
This is my quest, to follow that star,
No matter how hopeless, no matter how far.
To fight for the right, without question or pause.
To be willing to march into Hell, for a Heavenly cause.
And I know if I'll only be true, to this glorious quest,
That my heart will lie will lie peaceful and calm,
when I'm laid to my rest.
And the world will be better for this:
That one man, scorned and covered with scars,
Still strove, with his last ounce of courage,
To reach the unreachable star.
Thank you Jody and for the wise words from the 'Man of La Mancha' Jim. As the song goes in South Pacific ' if you don't have a dream how will a dream come true'.Think of Martin Luther King and Nelson Mandala.
I do know their are creative teachers out there just not so sure about principals!
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