Fasko, Daniel. “Education and Creativity.” Creativity Research Journal 13
(2000-2001): 317-327. Print.
http://deved.org/library/sites/default/files/library/education_and_creativity.pdf
In this article Education and Creativity, it represents
many factors to the meaning of creativity, and how it used to stimulate an
individual’s motivation in school. Studies were shown through an important
factor called metacognition. Metacognition is the research from how creativity
is increased from a student. The article represents theories that have
influenced the understanding to ten different relations of academic
achievement. Individuals develop creativity from twenty five different styles
and techniques throughout schools. Students that go to school should be
provided with opportunities to engage in the ideal acts of learning. From year
to year students, who demonstrate the ability to cope with real life
situations, show the most improvement of academic creative performance.
The author discussed issues of thinking skills, and styles
of different theories for creative thinking. The attitudes of teacher’s
concerns can make a difference towards a students learning experience with
creativity. Many programs offered in school can stimulate creativity and
creative thinking for students. The main question that arises is, whether there
should be a need for courses with creativity from teaching education programs.
Students need to develop an original idea that corresponds with creative
analysis process. The author covered everything in this article from learning
theories, motivation, developing creative thinking, and the evaluations of
creativity and Education.
I will use this article in my work to show vivid examples,
and theories from creativity within students and schools. This article gave me
more ideas to evaluate what students in school deserve, and should be provided
with from opportunities to engage creative learning. The learner, teacher, and
curriculum help raise important ideas in school for creativity. I agree with
the author, because he left me no questions that need to be answered. The
learning and creative process gives an insight to the relations, and
development towards creativity for students.
·
“A creative act is an instance of learning…
[and that] a comprehensive learning theory must take into account both insight
and creative activity.”
·
“Experience with discovery learning
enhances creative performance by forcing the learner to manipulate the
environment and produce new ideas. “
·
“Creativity is the key to education in
its fullest sense and to the solution of mankind’s most serious problems.
Lancrin,
Stephan V. “Creativity in schools: What
countries do or could do.” Education
Today OCED. Web. 30 January 2013
http://oecdeducationtoday.blogspot.fr/2013/01/creativity-in-schools-what-countries-do.html?goback=%2Egmp_4343370%2Egde_4343370_member_209648074
This article is about the education challenges for
schools in other countries. Twelve different countries shared different
experience’s based on designed methods. The author talked about fostering
creative learning, and critical thinking. Students in these schools recently
started projects about creativity, which helps them focus more on their
studies. Teachers have decided to monitor their students’ progress with
critical, creative, and venture thinking. In national curriculum including
creativity, and other important skills for innovation, it can be a helpful
starting point, so it can be taken seriously in school. Creativity skills are
being considered as a useful idea so it can be used more serious for students
to enhance their learning styles in school.
The challenge and journey ahead is still very long,
encouraging many countries to take action in this process of creativity. In this article the author’s main arguments
was to explain, twelve different countries experience’s based on designed
methods for students. Having experience and sharing tools, research, and
lessons eventually will make more students, or teachers reach the Promised Land
of success. When students develop creativity it becomes a better understanding
of materials for students and teachers. A major step to increase and help other
countries is to raise the awareness of skills, thinking, and creativity to see
the importance of learning in school. The teachers in other countries pay close
attention to the students, to help enhance their collective creative minds.
Showing examples of enhancing creativity will make
arguments in my work stronger. Vivid developments of Singapore and Korea are
great examples to show the character building of creativity in schools between
different countries. Student’s curriculum is important in all schools even in
different countries. I agree with this author, and I will use this article
towards my research, to bring me to more information that’s useful about other
countries. Why haven’t other countries
stimulate the creativity within teachers and students? An increasing number of countries see
creativity that is not equipped in the workforce field need to fuel economic
growth around the world. But most countries take into consideration the growth
of students academic success with creativity levels pushed such as, art,
presentations, and thinking skills to go beyond the minds of students.
·
“Students also asses themselves and
their peers by answering questions such as I am able to brainstorm multiple
ways to research a solution, I am able to connect ideas in an interesting and
creative manner to create a unique idea.”
·
“In the United States we are slowly
embracing the 21 century skills that require students to be taught creativity
and innovation.
·
“Including creativity and other skills
for innovation in national curricula is a helpful starting point for them to be
taken seriously in school.”
Sawyer,
Keith R. “Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March
2013 http://www.huffingtonpost.com/dr-r-keith-sawyer/teaching
creativity_b_2258239.html
This article explains how creativity is more important
than ever before in history. Schools today have a problem with fostering
creativity, and doing a good job at it. Society will never reach its limit
without schools. Students are living from schools in the past, instead of
focusing on their future. That’s why the path of creativity for students needs
to be brightened. Schools need to focus on having creativity mixed with problem
solving. Creativity forms thought out years, that’s why it’s important for schools
to base their latest understanding on creativity and learning. The schools we have today don’t do a good
job, fostering creativity for students. Students need to learn a deep
understanding that underlies successful creativity.
The author had stated many arguments about creativity.
How will children learn to properly apply problem solving skills along with
creativity, when they are discouraged or unmotivated to keep on going? The
author stated, schools are designed based on the latest science, of learning
without any hard work. Schools will guide a better path of understanding creativity,
thinking and problem solving. Are schools really killing creativity, or is it
individual’s not using knowledge beyond existence? According to the author,
researchers have demonstrated that without any hard work, skill, and dedication
there will be no creativity.
I will use this article in my work to show how creativity
should be just as important as education literacy. The world needs a variety of
people’s creativity, because without it the world would be simple and plain.
New schools visions are focused on learning, the environments to maximize
student’s creativity. I agree with the author, because I was left with no
questions after reading this article. Students will learn structure of
knowledge, connecting, and linking old problems into new ways they haven’t seen
before. The author shows ideas that contain new information students will use
to improve their creativity skills.
·
“The path to the creative society of the
future goes straight through the classroom. But not the memorize and
regurgitate classrooms we have today—instead, classrooms that give student a
deeper understanding of the material.”
·
“Creativity researchers speak of a “ten
year rule”—because significant new ideas only come to a person after they
already invested ten years of work mastering the domain.”
·
“Creativity emerges when people generate
many different possible answers rather than rushing to the one right answer.”
Louv,
Richard. Last Child In The Woods Saving
Our Children From Nature- Deficit Disorder. North Carolina: Thomas Allen,
2005. Print.
This book is about linking the lacks of nature in the
lives of today’s generation. This books intention is to bring together cutting
edge research, showing that direct exposure to nature is essential for healthy
development such as; physical, emotional, creational, and spiritual. The
environment based education improves, scores, develops skills, critical thinking,
and most important decision making. The creativity throughout a person is
stimulated by childhood experiences from nature. Schools assign more and more
work to do, and less and less time for a person to access natural resources.
The parents, educators, and any other adults or institutions, can make the
culture itself. So many of our actions we make, and messages we send out can
depend on the person or child itself.
The author’s main argument is for every individual to
have contact with nature to make a child or adults developments healthier
throughout life. In society many communities are teaching people to avoid
experiences with direct nature, which is killing a person’s touch with life and
creativity. The relationship with nature can make a person’s thought go beyond
recognition. The nature is a healing part for a person; it can serve a blank
slate to draw reinterprets of fantasies beyond the mind. Nature inspires
creativity in a child by demanding visualization and the full use of senses.
Children no longer direct experience on how to interact creatively with the
seasonal transformations of the planet. People need to be able to be complex,
and work around school to still become creative in outside activities of
nature.
I will use this source in my work to show what nature can
do to stimulate creativity beyond a person’s reach. The author gives many
explanations and examples on how children and adults react to creativity based
on the environments that are around them. Every time I read this book, I always
have new ideas to write down because it’s so useful. I agree with this author,
and I understand the connections that are made through nature, and outside
activities we engage ourselves in. I am left with no questions from this book
because I continue to read for more new information from the author. Computers,
television and video games are killing creativity, and nature talents, which
increase difficulty going beyond existence.
·
“A child said what is the grass?
Fetching it to me with full hands; how could I answer the child? I do not know
what it is any more than he.” (283).
·
“A rich, open environment will
continuously present alternative choices for creative engagement. A rich, bland
environment will limit healthy growth and development of the individual or the
group.” (199).
·
“Children need Nature for the healthy
development of their senses, and therefore, for learning and creativity. (54).
Robinson,
Ken. “Education Today.” Do schools really
kill creativity? 13 (2005): 16+ Minnis Journals Pty. Ltd. Web. 24 March
2013.
http://www.minnisjournals.com.au/_images/articles/pdf/article-pdf-0488.pdf
This
article is about how education is not helping develop young people’s ability
for creative work and creative thinking. The author is set that creativity is
based on many ideas and abilities that are important for this generation. He doesn’t believe that creativity has to
come from just artistic terms, but it can also be an original idea that has a
lot of value. According to the author, Ken Robison states “He sees creativity
as a necessary set of skills, competence, and attitudes, which are all essential
to the future success of our children, companies, and communities in the 21st
century. (7). Children are growing up in a world of communication through
technology, which is access to find new information in a variety of ways.
The
authors main argument in this article would be the students with restless minds
and bodies, are far from being cultivated with energy and curiosity, instead
they are being ignored, with consequences that later on falls right behind. A
major problem would be that education is not individual teachers, or schools,
or principals, it is a systemic worldwide view of problems. People are locked into the 19th century
model of intelligence, when schools need to be looking forward for the future
of intelligence and creativity.
I
would use this source in my work to show proven facts to why schools should be
taking the fault for killing creativity. I will show acknowledgments, in which
doctors and researchers who believe in some people. This article raise
important ideas and very strong arguments that can support my main topic, Is
schools killing creativity. Also, I will
show the organizations in which humanities, math, science are still very
important in curriculum, but at the same time not enforcing talents, or
creative minds. As I was reading the author covered a lot, which left me with
no questions, instead just gave me brighter ideas towards my work. The
importance of new technologies and new economic reality is really irresponsible
and backward looking.
·
“I increasingly ask politicians to
defend why they are handling education in the 1950’s model when it blatantly
isn’t working. (9)
·
“Children who start school this year
will retire in about 2070. I don’t know anybody and I know many well-regarded
futurists. Who have the faintest idea what the world will look like in 2025,
let alone next year.” (9).
·
“The problem in education is not
individual teachers, or schools or principals, although it sometimes is: it is
a systemic- wide problem.” (8)
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