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. Insights on learning theories,
motivation, achievement, and developing creativity are all main factors in this
article. Studies were shown through an important factor called metacognition.
Metacognition is the research that’s more important information, on 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 different schools. Students that go to school should
be provided with opportunities to engage in the ideal acts to better their
leaning skills. From year to year students, who demonstrate the ability to cope
with real life situations, show the most improvement of academic creative
performance. Effective resources and studies have been shown towards important enhancements
from creativity.
The author Daniel
Fasko Jr, discussed the major 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. Teachers already
have so much to teach and get done, with a little amount of time. Students need
to be able 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 within
education.
This article will be used in my
work, to show vivid examples, methods of different learning styles, and
theories about students and schools creativity. This article gave more ideas
for my topic to evaluate schools, and students. Any student in school deserves,
and should be provided with opportunities to engage creative skills. The
learner, teacher, and curriculum help raise important ideas in school for
creativity. I agree with the author Daniel Fasko Jr, because he left me no
questions that need to be answered. He has covered everything in this article,
there could possibly be on about education and creativity. The learning and
creative process gives an insight to the relations, and development towards creative
students within any education system.
· “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 around the world. Twelve different
countries shared 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 students 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 promise 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 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 student’s academic success of creativity levels that are pushed such as,
creative work, 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 21stcentury. (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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