3-2) Do schools really Kill Creativity ?
(Mind mapping)
ICE BREAKERS
Observe the given figure and complete the activities that follow:
(a) Replace the 'main idea' by any other thought or title of your own.
(b) Add three supporting ideas to the main idea as their branches.
(c) Add two ideas to one of the branches that explains the meaning of
the branch.
Complete the given blank spaces / balloons with your ideas in the
figure that describes your basic preparation for the HSC Board
Examination. Also complete the activities that follow
Activity:
Complete a similar type of detailed graphical figure in your own style showing
the thoughts/ideas/concepts that keep on generating in your mind and then you
choose a particular style/design or a graphical representation to describe the same
idea/facts/situations-then this type of presentation can be called 'Mind Mapping.'
Use different shapes, arrows, lines, connectors, balloons, boxes, curved arrows,
callouts, scribbles, scrolls, explosions etc (वेगवेगळ्या प्रकारचे आकार,रेषा,वक्र). to describe your point of view.
For example :
Julian Astle is the Director of Education at the RSA.
Previously, he was the Director of Centre Forum, a Westminster-based think tank.
He has also worked as a Post-Conflict Advisor to the British Government
in Whitehall, and to the United Nations in Bosnia and Kosovo.
In the most watched TED talk of all times, educationalist Sir Ken Robinson
FRSA claims that “schools kill creativity”, arguing that “we don’t grow into
creativity, we grow out of it. Or rather we get educated out of it”. Yet to Robinson,
“creativity is as important as literacy and we should afford it the same status”.
“True creativity”, is based on knowledge which in turn is based on literacy”.
Our schools, where children develop the literacy skills on which all further learning
depends, are therefore not killing creativity, but cultivating it by providing the
“foundations young people need to be properly creative”.
As evidence of how schools kill creativity, Robinson cites the example of a
young girl called Gillian Lynne who, at the age of eight, was already viewed
as a problem student with a probable learning difficulty due to her inability to
sit still and concentrate. When her mother sought a medical explanation for
Gillian’s constant fidgeting and lack of focus, the doctor suggested they speak
privately. As the two adults got up to leave, the doctor turned on the radio. Left
alone in a music-filled room, young Gillian began to dance. Observing her through
the window, the doctor turned to her mother. “Gillian’s not sick”, he said, “she’s
a dancer”. Today, at the age of 92, Gillian can look back on a long career in
ballet dance and musical theatre which saw her become one of the world’s most
successful choreographers, with hits like Andrew Lloyd-Webber’s Cats and
Phantom of the Opera among her many achievements. Yet her school had all but
written her off, mistaking her extraordinary talent for some form of behavioural
problem or cognitive impairment.
"A huge amount of research on skill acquisition has found that the skills
developed by training and practice are very rarely generalised to other areas and
are, in fact, very closely related to the specific training."
It is certainly unhelpful, and probably wrong, therefore, to talk about ‘critical
thinking skills’. Critical thinking is an important part of most disciplines, and if
you ask disciplinary experts to describe what they mean by critical thinking, you
may well find considerable similarities in the responses of mathematicians and
historians. The temptation is then to think that they are describing the same thing,
but they are not.
The same is true for creativity. Creativity is not a single thing, but in fact
a whole collection of similar, but different, processes. Creativity in mathematics
is not the same as creativity in visual art. If a student decides to be creative in
mathematics by deciding that 2 + 2 = 3, that is not being creative, it is just
silly since the student is no longer doing mathematic. Creativity involves being
at the edge of a field but still being within it.
Similar arguments can be made for other ‘21st Century Skills’ such as
problem-solving, communication and learning how to learn. There is some
evidence that students who learn to work well with others in one setting may be
more effective doing so in other settings, so some transfer is definitely possible.
: However, the really important message from the research in this area is that if
you want students to be creative in mathematics you have to teach this in
mathematics classrooms. If you want students to think critically in history, you
have to teach this in history.
“Mastering disciplines, learning to communicate effectively, engaging civically
in discussion and argument – these have been, and should remain, at the forefront
of all education. The ancients talked about the importance of understanding what
is true (and what is not); what is beautiful (and what is not worth lingering
over); and what is good (in terms of being a worthy person, worker and citizen).
These educational goals should be perennial”.
The short answer is ‘no’, although they certainly can if they forget two
important lessons:
First, that if the maximum number of children are to be given the greatest
possible chance of realising their creative potential, schools need to provide rich
and broad curriculum that includes the so-called creative subjects that are the
visual and performing arts.
And second, that if they are serious about cultivating real creativity across
the curriculum, they need to remember that creativity describes a whole collection
of similar, but different processes. In other words, they need to understand the
central place of the disciplines in education, and take them as their starting point
in curriculum design.
- Julian Astle
BRAINSTORMING
(A2) Given below is a 'Mind Mapping' template. Use your ideas/thoughts/
concepts to illustrate/develop them. (Develop your ideas in the form of
main branch, sub-branches and tertiary branches respectively).
Also, write a paragraph on the mind map you have completed.
(A3) Develop a 'Mind Mapping' frame / design to show the development in
your personality seen within yourself in the last 5 years. You can take the
help of the following points in order to develop each of them into further
branches:
(Development in Physique, Self-learning Process, Communication Skills, Social
Awareness, Family Responsibility)
(A4) Develop a 'Mind Mapping' frame / design to show the 'Benefits of games
and sports' to the students. You can take the help of the following points
in order to develop each of them into further branches:
(Fitness and stamina, team spirit and sportsmanship, group behaviour, killer's
instinct, will to win)
(A5) Browse the internet to know the following:
1. Different Frames/Designs on Mind Mapping
2. Benefits of Mind Mapping
3. Uses of Mind Mapping in Note-Taking
4. Difference between Mind Mapping and Concept Mapping
(A2) Complete the following points with the help of the above text. (Give a
suitable title.)
1. Self-medication
(a) part of normal living- last 100 years
(b)
(c)
(d)
Medical prescribing
(diagnosis)
(a)
(b)
(c)
(d)
2. Technological advancement in medicine
(a) drug therapy
(b)
(c)
3. Clever advertising by pharmaceutical companies
(a) take advantage of
people’s need
(b) (c)
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