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Do Schools Kill Creativity

by Sir Ken Robinson


1. Why does Sir Ken believe everyone has a vested interest in education?

2. What do the stories about the girl who drew a picture of God and the boy who said
"Frank sent this" in the nativity play tell us about children's creativity?

3. What is the hierarchy of subjects that Sir Ken observed in schools around the world?

4. What is the hierarchy within the arts that Sir Ken has observed around the world?

5. What two ideas were the hierarchy of subjects based upon?

6. What three things do we know about intelligence, according to Sir Ken?

7. What do you think Sir Ken means when he says that we don't grow into creativity, we
grow out of it?
From 12:07 Listen again and fill in the blanks with ONE word

In the next 30 years, according to UNESCO, more people


1__________________ will be graduating through education than since the
beginning of history. More people, and it's the 2__________________ of all
the things we've talked about -- 3__________________ and its
transformation effect on work, and 4__________________ and the huge
explosion in population.

Suddenly, 5__________________ aren't worth anything. Isn't that true?


When I was a student, if you had a degree, you had a job. If you didn't have
a job, it's because you didn't want one. And I didn't want one,
6__________________. (Laughter) But now kids with degrees are often
7__________________ home to carry on playing video games, because you
need an MA where the 8__________________ job required a BA, and now
you need a PhD for the other. It's a process of academic
9__________________. And it indicates the whole structure of education is
10__________________ beneath our feet. We need to radically
11__________________ our view of intelligence.

We know three things about intelligence. One, it's 12__________________.


We think about the world in all the ways that we experience it. We think
visually, we think in sound, we think kinesthetically. We think in
13__________________ terms, we think in movement. Secondly, intelligence
is 14__________________. If you look at the interactions of a human brain,
as we heard yesterday from a number of presentations, intelligence is
wonderfully 15__________________. The brain isn't divided into
16__________________. In fact, creativity -- which I define as the process of
having original ideas that have value -- more often than not comes about
through the interaction of different 17__________________ ways of seeing
things.
ANSWERS

In the next 30 years, according to UNESCO, more people 1 worldwide will be


graduating through education than since the beginning of history. More people,
and it's the 2 combination of all the things we've talked about 3 technology
and its transformation effect on work, and 4 demography and the huge
explosion in population.

Suddenly, 5 degrees aren't worth anything. Isn't that true? When I was a
student, if you had a degree, you had a job. If you didn't have a job, it's
because you didn't want one. And I didn't want one, 6 frankly. (Laughter) But
now kids with degrees are often 7 heading home to carry on playing video
games, because you need an MA where the 8 previous job required a BA,
and now you need a PhD for the other. It's a process of academic 9 inflation.
And it indicates the whole structure of education is 10 shifting beneath our
feet. We need to radically 11 rethink our view of intelligence.

We know three things about intelligence. One, it's 12 diverse. We think about
the world in all the ways that we experience it. We think visually, we think in
sound, we think kinesthetically. We think in 13 abstract terms, we think in
movement. Secondly, intelligence is 14 dynamic. If you look at the interactions
of a human brain, as we heard yesterday from a number of presentations,
intelligence is wonderfully 15 interactive. The brain isn't divided into 16
compartments. In fact, creativity -- which I define as the process of having
original ideas that have value -- more often than not comes about through the
interaction of different 17 disciplinary ways of seeing things.

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