Monthly Archives: August 2014

Do Schools Kill Creativity – A Response to Ken Robinson


Robinson argues that schools are primarily concerned with conformity and that this has a negative impact on creativity. He suggests that by grouping students by age, delivering a standard curriculum, and testing them against standardized criteria, schools are essentially diminishing the individuality and creativity of students. In his Do Schools Kill Creativity TED Talk, Robinson states that:

“…all kids have tremendous talents. And we squander them, pretty ruthlessly.” He goes on to suggest that “creativity is now as important as literacy, and we should treat it with the same status”. (Robinson 2006).

Robinson seems to be implying that schools currently place little value on creativity. He is also creating a distinction between literacy and creativity, suggesting that somehow schools value one but not the other. But literacy and creativity go hand-in-hand. A highly literate person can become hugely creative in the production of written works. It is not the case that schools favor literacy over creativity. Schools encourage both. Furthermore, in other areas of creativity, schools excel. During their life in school, students are exposed to an immense array of creative endeavors from music to visual art; from fiction to game design. It is simply false that schools place little value on creativity. Robinson, himself, is a product of what he might call “traditional schooling”, and he is clearly creative. Arguably the most creative people on the planet are the products of traditional schooling. Given the fact that there is so much creativity in society, it seems to be misleading to make the bold claim that “schools educate the creativity out of kids”. Continue reading



Filed under Criticism of theories

Language and the GERM

By Richard McCance

Most teachers around the world now are probably well aware of the threats from what Pasi Sahlberg has labeled “the GERM” (Finnish Lessons, 2012). However, while some of these threats are blatantly designed to shock the system and impose a new paradigm onto existing structures, others are more subtle and covert. High stakes accountability measures and the privatisation of public education are two obvious examples of the former. One of the more nuanced and often overlooked threats comes in the form of the language used to redefine or reshape the educational system towards particular goals or outcomes.
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Filed under Dispelling myths, General