"hydrology" poems
I would argue that what is happening here isn’t the crushing of creativity but the addition of knowledge. As people get more knowledgeable they are better able to evaluate their ideas and sift out the ones that won’t work. Looking at the quantity of ideas for the use of a paperclip tells you nothing about creativity but the quality of the ideas might.
If we want pupils to be good at problem solving we need to give them a lot of knowledge with which to solve problems. There is no generic problem solving short cut we can use. The problem solving skills of “I need to put up a bookcase but have lost the instructions” is very different from the problem solving skills of “We need to resolve the conflict in the Middle East.” I we spent less time trying to find these short cuts we might have a lot fewer wonky bookcases and a little more chance of peace.
I can’t speak for all subjects and contexts but in secondary school geography we are constantly problem solving. It is what Geographers do but each problem needs a wide body of very specific knowledge. We look at how they would solve the problem of the UK’s energy mix, how they would improve housing in informal settlements and yes, even how to solve the problems in the Middle East (if someone without a knowledge of catchment hydrology tries to pontificate on the issue I wouldn’t give them the time of day).
The same applies to “creativity”. The ability to create is an important and wonderful thing. Music, art and drama should play a full and important part in the curriculum but they aren’t about teaching something as generic as “creativity”. They are about teaching the skills to allow you to be creative in that particular domain. Learning to express your creativity in art is unlikely to help you pick up the trombone and learning how to write is unlikely to make your interpretive dance any less awkward.
If you think that these things can be taught as stand alone generic skills (I assume you there is a 54% chance you are) then please do send me a lesson plan because I would love to see how it is done.
Conclusion
I think the term “21st century skills” is a nonsense. The generic skills that people will need in this century will be the same as they have needed in all of them because they are the things that make us human. I don’t think they can be taught in isolation. I don’t think we get better at “problem solving” by solving problems in different domains or better at “creativity” in one domain by practicing another.
Schools play a role in preparing children for the future and that role is to ensure they leave us as knowledgeable and well informed adults.
Aug 26, 2019
Aug 26, 2019 at 1:05 PM UTC
the trees
the trees
what ever happened
to the trees
once our scenery
had acres and acres
of trees
but over the years
we've purged
far too many trees
yet the trees are so vital
in the natural world's ecology
for their leaves perspiring assists
the rain cycle's hydrology
we've not replaced
the trees we've taken down
hence why we've now few of them
in our environment's crown
and our countryside
suffers prolonged dry spells
the trees were such
precious fillers of rives and wells
the trees
the trees
what ever happened
to the trees
once our scenery
had acres and acres
of trees
but over the years
we've purged
far too many trees
Oct 6, 2019
Oct 6, 2019 at 9:26 PM UTC