Educacion en una sociedad de creativity

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  • Publicado : 11 de marzo de 2012
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Education in a Creative-Oriented Society

The pursuit of knowledge is lodged between determination and fortuitous work, and is often forgotten about in The United States. Many do not realize it ensures the other two’s success. The United States has prided itself with its national educational system, conceived in the 19th century, and also paved the path for America’s future successthroughout the Industrial Age. However, the 21st century has ushered a new era, one that has revolutionized the way we interact in business, family, and life. While our educational system was highly successful for creating the industrial worker, the Information Age has created a demand for a new student, one who is adaptable and agile in an ever-changing society, as well as skilled in critical thinking andanalyzing information. America has lost the meaning of a True Education in an era so keenly focused on immediate results, and it must be restored before it is too large a mountain to overcome. In order to once again create a prolific educational system as we once possessed, creativity must be instilled into the minds of children through the use of a project-based curriculum, as well as theremoval of the AP classes, and classes that teach specifically to a test.
Beginning with personal mentors and now culminating in a systemic progression, education is the passing of knowledge from one generation to the other. What animals develop with natural instinct we cultivate with teaching. The power is attached along, with the trust to use such knowledge wisely. It is to bring a humanto full fruition, and allow them to be able to view the world with their own perspective, opposed to being ruled with ignorance and oblivious acts. A True Education enables a man to judge on their own what is what in our world, and alone discern whether it will secure or endanger their freedom. An educator’s goal should not be to direct them to the answer they believe true, but to sow the fields,allowing the student’s potential harvest. In his essay Education, Ralph Waldo Emerson states that by “tampering and thwarting and too much governing he may be hindered from his end and kept out of his own” (The Language of Composition 102). A True Education should follow in the footsteps of Emerson, with teachers maintaining a mentor relationship and encouraging the student to acquire knowledge,instead of the current, punitive relation. Given a proper education, a student can achieve a goal with divergent thinking and utilising all the sections of their knowledge, while at the same time not losing the whole in the parts. However, to create this atmosphere, schools must avoid the strict division of subjects, and one such solution is the adoption of project-based learning.
AtCarolina Day School, as well as the vast majority of high-schools across the nation, the standard curriculum is to split the lessons into “cores”: English, Math, History etc. An easy way to make education streamlined for teachers and students alike, a core curriculum isolates students from the world, presenting them in an idealized situation. With a global, creative society, interaction in the worldwill never be as courteous, and the division of classes inhibits a student to creatively piece together information and come to a new conclusion, mastering convergent and divergent thinking. Po and Ashley in the article “The Creativity Crisis” articulate that “all around us are matters of national and international importance that are crying out for creative solutions, from saving the Gulf ofMexico to bringing peace to Afghanistan to delivering health care”, and the only way to effectively incorporate and develop this ability is through projects (Bronson and Merryman, Learning through projects teaches the student to utilise both sides of their brain, having the right-side of the brain processing and analyzing the information while the left-side uses that knowledge to...
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