Creativity In Education Quotes

We've searched our database for all the quotes and captions related to Creativity In Education. Here they are! All 100 of them:

Rejection is an opportunity for your selection.
Bernard Branson
Thank goodness I was never sent to school; it would have rubbed off some of the originality.
Beatrix Potter
It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.
Jacob Bronowski (The Ascent of Man)
Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.
Richard Shaull (Pedagogy of the Oppressed)
Do you train for passing tests or do you train for creative inquiry?
Noam Chomsky
It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom. Without this it goes to wrack and ruin without fail.
Albert Einstein
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.
Jean Piaget
When learning is purposeful, creativity blossoms. When creativity blossoms, thinking emanates. When thinking emanates, knowledge is fully lit. When knowledge is lit, economy flourishes.
A.P.J. Abdul Kalam (Indomitable Spirit)
Human resources are like natural resources; they're often buried deep. You have to go looking for them, they're not just lying around on the surface. You have to create the circumstances where they show themselves.
Ken Robinson
Non-judgment quiets the internal dialogue, and this opens once again the doorway to creativity.
Deepak Chopra
We must be careful not to discourage our twelve-year-olds by making them waste the best years of their lives preparing for examinations.
Freeman Dyson (Infinite in All Directions)
What does education often do? It makes a straight-cut ditch of a free, meandering brook.
Henry David Thoreau
When students cheat on exams it's because our school system values grades more than students value learning.
Neil deGrasse Tyson
We have sold ourselves into a fast food model of education, and it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.
Ken Robinson
Creativity is as important now in education as literacy and we should treat it with the same status.
Ken Robinson
[Homeschooling]...recipe for genius: More of family and less of school, more of parents and less of peers, more creative freedom and less formal lessons.
Raymond S. Moore (School Can Wait)
[The public school system is] usually a twelve year sentence of mind control. Crushing creativity, smashing individualism, encouraging collectivism and compromise, destroying the exercise of intellectual inquiry, twisting it instead into meek subservience to authority.
Walter Karp
School is one thing. Education is another. The two don’t always overlap. Whether you’re in school or not, it’s always your job to get yourself an education.
Austin Kleon (Steal Like an Artist: 10 Things Nobody Told You About Being Creative)
Imagination is not bound by possibilities. The creative mind will always break the shackles—making the impossible, possible.
C. Toni Graham
Stare. It is the way to educate your eye, and more. Stare, pry, listen, eavesdrop. Die knowing something. You are not here long.
Walker Evans
Inspiration ignites the spark of magic. Creativity is magic.
C. Toni Graham
We stigmatize mistakes. And we're now running national educational systems where mistakes are the worst thing you can make -- and the result is that we are educating people out of their creative capacities.
Ken Robinson
We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.
Ken Robinson
From now on I hope always to stay alert, to educate myself as best I can. But lacking this, in Future I will relaxedly turn back to my secret mind to see what it has observed when I thought I was sitting this one out. We never sit anything out. We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out.
Ray Bradbury
Schools train you to be ignorant with style [...] they prepare you to be a usable victim for a military industrial complex that needs manpower. As long as you're just smart enough to do a job and just dumb enough to swallow what they feed you, you're going to be alright [...] So I believe that schools mechanically and very specifically try and breed out any hint of creative thought in the kids that are coming up.
Frank Zappa
The more we become able to become a child again, to keep ourselves childlike, the more we can understand that because we love the world and we are open to understanding, to comprehension, that when we kill the child in us, we are no longer.
Paulo Freire (We Make the Road by Walking: Conversations on Education and Social Change)
If all you had was academic ability, you wouldn't have been able to get out of bed this morning. In fact, there wouldn't have been a bad to get out of. No one could have made one. You could have written about possibility of one, but not have constructed it.
Ken Robinson (Out of Our Minds: Learning to Be Creative)
Every man has a specific skill, whether it is discovered or not, that more readily and naturally comes to him than it would to another, and his own should be sought and polished. He excels best in his niche - originality loses its authenticity in one's efforts to obtain originality.
Criss Jami (Salomé: In Every Inch In Every Mile)
But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end.
J.D. Salinger (The Catcher in the Rye)
There is one path in the world that none can walk but you. Where does it lead? Don’t ask, walk!
Friedrich Nietzsche (Schopenhauer as Educator)
5 Ways To Build Your Brand on Social Media: 1 Post content that add value 2 Spread positivity 3 Create steady stream of info 4 Make an impact 5 Be yourself
Germany Kent
Curiosity is very important I think, and I think too much of education, starting with childhood education, is either designed to kill curiosity or it works out that way anyway.
Myles Horton (We Make the Road by Walking: Conversations on Education and Social Change)
With a new awareness, both painful and humorous, I begin to understand why the saints were rarely married women. I am convinced it has nothing inherently to do, as I once supposed, with chastity or children. It has to do primarily with distractions. The bearing, rearing, feeding and educating of children; the running of a house with its thousand details; human relationships with their myriad pulls--woman's normal occupations in general run counter to creative life, or contemplative life, or saintly life. The problem is not merely one of Woman and Career, Woman and the Home, Woman and Independence. It is more basically: how to remain whole in the midst of the distractions of life; how to remain balanced, no matter what centrifugal forces tend to pull one off center; how to remain strong, no matter what shocks come in at the periphery and tend to crack the hub of the wheel.
Anne Morrow Lindbergh (Gift from the Sea)
Life is too short to be anything but happy. So kiss slowly. Love deeply. Forgive quickly. Take chances and never have regrets. Forget the past but remember what it taught you.
Abhysheq Shukla (KISS Life "Life is what you make it")
One Size Does Not Fit All Some of the most brilliant, creative people I know did not do well at school. Many of them didn’t really discover what they could do—and who they really were—until they’d left school and recovered from their education.
Ken Robinson (The Element - How finding your passion changes everything)
Live a life that leaves a memory, nobody can steal.
Abhysheq Shukla (KISS Life "Life is what you make it")
The task of education is not to teach subjects: it is to teach students.
Ken Robinson (Out of Our Minds: Learning to be Creative)
If little else, the brain is an educational toy. The problem with possessing such an engaging toy is that other people want to play with it, too. Sometime they'd rather play with yours than theirs. Or they object if you play with yours in a different manner from the way they play with theirs. The result is, a few games out of a toy department of possibilities are universally and endlessly repeated. If you don't play some people's game, they say that you have "lost your marbles," not recognizing that, while Chinese checkers is indeed a fine pastime, a person may also play dominoes, chess, strip poker, tiddlywinks, drop-the-soap or Russian roulette with his brain.
Tom Robbins (Even Cowgirls Get the Blues)
And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.
J.D. Salinger (The Catcher in the Rye)
The real enemy of independent thinking is not an external authority, but our own inertia. The ability to generate new ideas has more to do with breaking with old habits of thinking than with coming up with as many ideas as possible.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
Children, even when very young, have the capacity for inventive thought and decisive action. They have worthwhile ideas. They make perceptive connections. They’re individuals from the start: a unique bundle of interests, talents, and preferences. They have something to contribute. They want to be a part of things. It’s up to us to give them the opportunity to express their creativity, explore widely, and connect with their own meaningful work.
Lori McWilliam Pickert
The only unreachable dream is the one you don’t reach for.
Abhysheq Shukla (KISS Life "Life is what you make it")
When children aren’t given the space to struggle through things on their own, they don’t learn to problem-solve very well. They don’t learn to be confident in their own abilities, and it can affect their self-esteem.
Ken Robinson (Creative Schools: The Grassroots Revolution That's Transforming Education)
If you are depressed, you are living in the past. If you are anxious, you are living in the future. If you are at peace, you are living in the present.
Abhysheq Shukla (KISS Life "Life is what you make it")
The great appeal of drugs in the West is only because the West has succeeded in destroying the right hemisphere completely because of compulsory education.
Osho (Creativity (Osho Insights for a New Way of Living))
I'm not trying to tell you," he said "that only educated men are able to contribute something valuable to the world. It's not so. But I do say that educated and scholarly men, if they're brilliant and creative to begin with--which, unfortunately, is rarely the case--tend to leave infinitely more valuable records behind them than men do who are MEREly brilliant and creative.
J.D. Salinger (The Catcher in the Rye)
The richest people in the world build networks and invest in people; everyone else looks for work and invests in survival.
Abhysheq Shukla (KISS Life "Life is what you make it")
Tenderhearted people are silent sufferers they just learn the art to fly with broken wings.
Abhysheq Shukla (Feelings Undefined: The Charm of the Unsaid Vol. 1)
We must harness curiosity, creativity, and diverse perspectives, because today’s standard knowledge will never solve tomorrow’s surprises.
Roger Spitz (The Definitive Guide to Thriving on Disruption: Volume I - Reframing and Navigating Disruption)
Life's too short to wake up in the morning with regrets, So ... Love the people who treat you right and pray for the ones who don't. Life is 10% what you make it 90% how you take it.
Abhysheq Shukla (Feelings Undefined: The Charm of the Unsaid Vol. 1)
The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.
Walker Percy (Lost in the Cosmos: The Last Self-Help Book)
The options available to a creative person are ever limited by the choices offered by a philosopher.
Neil deGrasse Tyson (Space Chronicles: Facing the Ultimate Frontier)
Theres no competition in DESTINY. Run your own RACE and wish others WELL!!!
Abhysheq Shukla (KISS Life "Life is what you make it")
No body is a looser either he is a Winner or a Learner
Abhysheq Shukla (KISS Life "Life is what you make it")
Have and show motivation to do and learn. That's the key for a good career. Everything else is an extrapolation of that.
Abhysheq Shukla (KISS Life "Life is what you make it")
Learning in and about the arts is essential to intellectual development.
Ken Robinson (Creative Schools: The Grassroots Revolution That's Transforming Education)
In the Reggio Emilia preschools, however, each child is viewed as infinitely capable, creative, and intelligent. The job of the teacher is to support these qualities and to challenge children in appropriate ways so that they develop fully.
Louise Boyd Cadwell (Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education (Early Childhood Education Series))
Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding.
Loris Malaguzzi
I think that we approach the problem of romantic love all wrong when we start with the questions: why do so many relationships fail? I think that the interesting question is why do some succeed? Because if you consider how most of us were raised, how most of us were brought up, how few of us had decent role models in terms of our fathers or mothers, how inadequately we were prepared or educated for love as adults; it seems to me that the great miracle is that some people through their own independence, or their own perseverance, or their own creativity, make it.
Nathaniel Branden
I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.
Dave Burgess (Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator)
a system that sets people against each other fundamentally misunderstands the dynamics that drive achievement. Education thrives on partnership and collaboration—within schools, between schools, and with other groups and organizations.
Ken Robinson (Creative Schools: The Grassroots Revolution That's Transforming Education)
Is there a recipe for making beauty? The schools give recipes, but they do not beget works that make people exclaim: " How beautiful that is!
Paul Gauguin (The Writings of a Savage)
Educating children by age group assumes that the most important thing they have in common is their date of manufacture.
Ken Robinson (Creative Schools: The Grassroots Revolution That's Transforming Education)
IF you want to be a winner than follow one simple rule and feed it in your mind. Take each task and work as " Do it yourself project.
Abhysheq Shukla (KISS Life "Life is what you make it")
True Relations never break and relation which breaks were never true
Abhysheq Shukla (KISS Life "Life is what you make it")
Time change - Moments don't.
Abhysheq Shukla (KISS Life "Life is what you make it")
Smiling is not a choice It’s a Lifestyle Pass it on
Abhysheq Shukla (KISS Life "Life is what you make it")
There's a story behind every "I don't believe in love" "Period
Abhysheq Shukla (Feelings Undefined: The Charm of the Unsaid Vol. 1)
Memories of the past are what drive us, whether to a life of beauty or a life of insanity is up to us.
Abhysheq Shukla (Feelings Undefined: The Charm of the Unsaid Vol. 1)
But all these systems of ‘education’ lack provisions for freedom of experiment, for training and for expression of creative abilities by those who are to be taught. In this respect also all our pedagogues are behind the times.
James C. Scott (Seeing Like a State: How Certain Schemes to Improve the Human Condition Have Failed)
In reality, freedom is aristocratic, not democratic. With sorrow we must recognize the fact that freedom is dear only to those men who think creatively. It is not very necessary to those who do not value thinking. In the so-called democracies, based on the principle of popular sovereignty, a considerable proportion of the people are those who have not yet become conscious of themselves as free beings, bearing within themselves the dignity of freedom. Education to freedom is something still ahead of us, and this will not be achieved in a hurry.
Nikolai A. Berdyaev
Can you imagine if someone told Einstein, Okay, wrap up this relativity thing, we’re moving on to European history? Or said to Michelangelo, Time’s up for the ceiling, now go paint the walls. Yet versions of this snuffing out of creativity and boundary-stretching thought happen all the time in conventional schools.
Salman Khan (The One World Schoolhouse: Education Reimagined)
When Einstein had thought through a problem, he always found it necessary to formulate this subject in as many different ways as possible and to present it so that it would be comprehensible to people accustomed to different modes of thought and with different educational preparations.
Howard Gardner (Creating Minds: An Anatomy of Creativity as Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi)
You might be scared to start. That’s natural. There’s this very real thing that runs rampant in educated people. It’s called “impostor syndrome.” The clinical definition is a “psychological phenomenon in which people are unable to internalize their accomplishments.” It means that you feel like a phony, like you’re just winging it, that you really don’t have any idea what you’re doing.
Austin Kleon (Steal Like an Artist: 10 Things Nobody Told You About Being Creative)
Many questions come to mind. How influenced by contemporary religions were many of the scholars who wrote the texts available today? How many scholars have simply assumed that males have always played the dominant role in leadership and creative invention and projected this assumption into their analysis of ancient cultures? Why do so many people educated in this century think of classical Greece as the first major culture when written language was in use and great cities built at least twenty-five centuries before that time? And perhaps most important, why is it continually inferred that the age of the "pagan" religions, the time of the worship of female deities (if mentioned at all), was dark and chaotic, mysterious and evil, without the light of order and reason that supposedly accompanied the later male religions, when it has been archaeologically confirmed that the earliest law, government, medicine, agriculture, architecture, metallurgy, wheeled vehicles, ceramics, textiles and written language were initially developed in societies that worshiped the Goddess? We may find ourselves wondering about the reasons for the lack of easily available information on societies who, for thousands of years, worshiped the ancient Creatress of the Universe.
Merlin Stone (When God Was a Woman)
Journey through the Power of the Rainbow represents a condensed compendium of literary efforts from a life dedicated to transforming the themes of injustice, grief, and despair that we all encounter during some unavoidable point of our existence into a sustainable life-affirming poetics of passionate creativity, empowered spiritual vision, and inspired commitment.
Aberjhani (Journey through the Power of the Rainbow: Quotations from a Life Made Out of Poetry)
Because there are so many kids, they run schools like factories, or dare I say, jails. You're put into lines and rows and moved when a bell rings. None of this is conducive to deep thinking or creativity. You start to go deep into a subject, and a bell rings to pull you out of it.
Ann Napolitano (Dear Edward)
One problem with the systems of assessment that use letters and grades is that they are usually light on description and heavy on comparison. Students are sometimes given grades without really knowing what they mean, and teachers sometimes give grades without being completely sure why. A second problem is that a single letter or number cannot convey the complexities of the process that it is meant to summarize. And some outcomes cannot be adequately expressed in this way at all. As the noted educator Elliot Eisner once put it, “Not everything important is measurable and not everything measurable is important.
Ken Robinson (Creative Schools: Revolutionizing Education from the Ground Up)
For years to come the debris of a convulsed world will beset our steps. It will require a purpose stronger than any man and worthy of all men to calm and inspirit us. A sane society whose riches are happy children, men and women, beautiful with peace and creative activity, is not going to be ordained for us. We must make it ourselves.
Helen Keller (The Open Door)
You have a picture of life within you, a faith, a challenge, and you were ready for deeds and sufferings and sacrifices, and then you became aware by degrees that the world asked no deeds and no sacrifices of you whatever, and that life is no poem of heroism with heroic parts to play and so on, but a comfortable room where people are quite content with eating and drinking, coffee and knitting, cards and wireless. And whoever wants more and has got it in him--the heroic and the beautiful, and the reverence for the great poets or for the saints--is a fool and a Don Quixote. Good. And it has been just the same for me, my friend. I was a gifted girl. I was meant to live up to a high standard, to expect much of myself and do great things. I could have played a great part. I could have been the wife of a king, the beloved of a revolutionary, the sister of a genius, the mother of a martyr. And life has allowed me just this, to be a courtesan of fairly good taste, and even that has been hard enough. That is how things have gone with me. For a while I was inconsolable and for a long time I put the blame on myself. Life, thought I, must in the end be in the right, and if life scorned my beautiful dreams, so I argued, it was my dreams that were stupid and wrong headed. But that did not help me at all. And as I had good eyes and ears and was a little inquisitive too, I took a good look at this so-called life and at my neighbors and acquaintances, fifty or so of them and their destinies, and then I saw you. And I knew that my dreams had been right a thousand times over, just as yours had been. It was life and reality that were wrong. It was as little right that a woman like me should have no other choice than to grow old in poverty and in a senseless way at a typewriter in the pay of a money-maker, or to marry such a man for his money's sake, or to become some kind of drudge, as for a man like you to be forced in his loneliness and despair to have recourse to a razor. Perhaps the trouble with me was more material and moral and with you more spiritual--but it was the same road. Do you think I can't understand your horror of the fox trot, your dislike of bars and dancing floors, your loathing of jazz and the rest of it? I understand it only too well, and your dislike of politics as well, your despondence over the chatter and irresponsible antics of the parties and the press, your despair over the war, the one that has been and the one that is to be, over all that people nowadays think, read and build, over the music they play, the celebrations they hold, the education they carry on. You are right, Steppenwolf, right a thousand times over, and yet you must go to the wall. You are much too exacting and hungry for this simple, easygoing and easily contented world of today. You have a dimension too many. Whoever wants to live and enjoy his life today must not be like you and me. Whoever wants music instead of noise, joy instead of pleasure, soul instead of gold, creative work instead of business, passion instead of foolery, finds no home in this trivial world of ours--
Hermann Hesse (Steppenwolf)
With school turning out more runners, jumpers, racers, tinkerers, grabbers, snatchers, fliers, and swimmers instead of examiners, critics, knowers, and imaginative creators, the word 'intellectual,' of course, became the swear word it deserved to be. You always dread the unfamiliar. Surely you remember the boy in your own school class who was exceptionally ‘bright,’ did most of the reciting and answering while the others sat like so many leaden idols, hating him. And wasn’t it this bright boy you selected and tortured after hours? Of course it was. We must all be alike. Not everyone born free and equal, as the Constitution says, but everyone made equal. Each man the image of every other; then all are happy, for there are no mountains to make them cower, to judge themselves again. So! A book is a loaded gun in the house next door. Burn it. Take the shot from the weapon. Breach man's mind. Who knows who might be the target of the well-read man? Me?
Ray Bradbury (Fahrenheit 451)
We are not consumers. For most of humanity’s existence, we were makers, not consumers: we made our clothes, shelter, and education, we hunted and gathered our food. We are not addicts. “I propose that most addictions come from our surrendering our real powers, that is, our powers of creativity.” We are not passive couch potatoes either. “It is not the essence of humans to be passive. We are players. We are actors on many stages…. We are curious, we are yearning to wonder, we are longing to be amazed… to be excited, to be enthusiastic, to be expressive. In short to be alive.” We are also not cogs in a machine. To be so would be to give up our personal freedoms so as to not upset The Machine, whatever that machine is. Creativity keeps us creating the life we wish to live and advancing humanity’s purpose as well.
Matthew Fox (Creativity)
The end of an age is always a time of turmoil, war, economic catastrophe, cynicism, lawlessness and distress. But it is also an era of heightened challenge and creativity, of issues, and their world-wide scope, never has an era faced a more demanding and exciting crisis. This then, above all else, is the great and glorious era to live in, a time of of opportunity, one requiring fresh and vigorous thinking, indeed, a glorious time to be alive.
Rousas John Rushdoony (Intellectual Schizophrenia: Culture, Crisis and Education)
…I’d let those entering (grad) students in on my secret—higher education is all about perseverance. It has nothing to do with smarts or creativity or anything else. It’s about cultivating the willingness and stamina for hoop jumping. Jump through the hoops, I’d say. Do it well. Do it relentlessly. And in a few years you can join the elite of the American education system secure in the knowledge that you too can endure with the best of them.
Melanie Wells (When the Day of Evil Comes (Day of Evil, #1))
If life is a movie most people would consider themselves the star of their own feature. Guys might imagine they're living some action adventure epic. Chicks maybe are in a rose-colored fantasy romance. And homosexuals are living la vida loca in a fabulous musical. Still others may take the indie approach and think of themselves as an anti-hero in a coming of age flick. Or a retro badass in an exploitation B movie. Or the cable man in a very steamy adult picture. Some people's lives are experimental student art films that don't make any sense. Some are screwball comedies. Others resemble a documentary, all serious and educational. A few lives achieve blockbuster status and are hailed as a tribute to the human spirit. Some gain a small following and enjoy cult status. And some never got off the ground due to insufficient funding. I don't know what my life is but I do know that I'm constantly squabbling with the director over creative control, throwing prima donna tantrums and pouting in my personal trailor when things don't go my way. Much of our lives is spent on marketing. Make-up, exercise, dieting, clothes, hair, money, charm, attitude, the strut, the pose, the Blue Steel look. We're like walking billboards advertising ourselves. A sneak peek of upcoming attractions. Meanwhile our actual production is in disarray--we're over budget, doing poorly at private test screenings and focus groups, creatively stagnant, morale low. So we're endlessly tinkering, touching up, editing, rewriting, tailoring ourselves to best suit a mass audience. There's like this studio executive in our heads telling us to cut certain things out, make it "lighter," give it a happy ending, and put some explosions in there too. Kids love explosions. And the uncompromising artist within protests: "But that's not life!" Thus the inner conflict of our movie life: To be a palatable crowd-pleaser catering to the mainstream... or something true to life no matter what they say?
Tatsuya Ishida
The tight little segregated life, always spent with people your own age, economic group, educational background, and culture tends to bring an ingrown, static sort of condition. Fresh ideas, reality of communication and shared experiences will be sparks to light up fires of creativity, especially if the people spending time together are a true cross-section of ages, nationalities, kindred, and tongues" (p. 202).
Edith Schaeffer (The Hidden Art of Homemaking)
Why have so many schools reduced the time and emphasis they place on art, music, and physical education? The answer is beyond simple: those areas aren’t measured on the all-important tests. You know where those areas are measured… in life! Art, music, and a healthy lifestyle help us develop a richer, deeper, and more balanced perspective. Never before have we needed more of an emphasis on the development of creativity, but schools have gone the exact opposite direction in an effort to make the best test-taking automatons possible. Our economy no longer rewards people for blindly following rules and becoming a cog in the machine. We need risk-takers, outside-the-box thinkers, and entrepreneurs; our school systems do the next generation a great disservice by discouraging these very skills and attitudes. Instead of helping and encouraging them to find and develop their unique strengths, they're told to shut up, put the cell phones away, memorize these facts and fill in the bubbles.
Dave Burgess (Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator)
Most of today’s educational systems are built upon the same learning hierarchy: math and science at the top, humanities in the middle, art on the bottom. The reason for this is because these systems were developed in the nineteenth century, in the midst of the industrial revolution, when this hierarchy provided the best foundation for success. This is no longer the case. In a rapidly changing technological culture and an ever-growing information-based economy, creative ideas are the ultimate resource. Yet our current educational system does little to nourish this resource.
Peter H. Diamandis (Abundance: The Future is Better Than You Think)
The only good thing about having dyslexia is that dyslexics are usually very creative people, or so I’ve been told. We think in unusual ways. But it’s a very bad stigma to have, not being able to read like normal people can. To this day I wish I’d had a proper education. I think books are great, I do. To be able to lose yourself in a book is f**king phenomenal. Everyone should be able to do it. But I’ve been able to get through an entire book only a few times in my life. Every blue moon this thing in my head will release, and I’ll try to read as many books as I can, because when it closes up it goes straight back to the way it was, and I end up just sitting there, staring at Chinese.
Ozzy Osbourne (I Am Ozzy)
Neither season after season of extreme weather events nor the risk of extinction for a million animal species around the world could push environmental destruction to the top of our country’s list of concerns. And how sad, he said, to see so many among the most creative and best-educated classes, those from whom we might have hoped for inventive solutions, instead embracing personal therapies and pseudo-religious practices that promoted detachment, a focus on the moment, acceptance of one’s surroundings as they were, equanimity in the face of worldly cares. (This world is but a shadow, it is a carcass, it is nothing, this world is not real, do not mistake this hallucination for the real world.) Self-care, relieving one’s own everyday anxieties, avoiding stress: these had become some of our society’s highest goals, he said—higher, apparently, than the salvation of society itself. The mindfulness rage was just another distraction, he said. Of course we should be stressed, he said. We should be utterly consumed with dread. Mindful meditation might help a person face drowning with equanimity, but it would do absolutely nothing to right the Titanic, he said. It wasn’t individual efforts to achieve inner peace, it wasn’t a compassionate attitude toward others that might have led to timely preventative action, but rather a collective, fanatical, over-the-top obsession with impending doom.
Sigrid Nunez (What Are You Going Through)
The only road to freedom is self-education in art. Art is not a luxury for any advanced civilization; it is a necessity, without which creative intelligence will wither and die. Even in economically troubled times, support for the arts should be a national imperative. Dance, for example, requires funding not only to secure safe, roomy rehearsal space but to preserve the indispensible continuity of the teacher-student link. American culture has become unbalanced by its obsession with the blood sport of politics, a voracious vortex consuming everything in its path. History shows that, for both individuals and nations, political power is transient. America's true legacy is its ideal of liberty, which has inspired insurgencies around the world. Politicians and partisans of both the Right and the Left must recognize that art too is a voice of liberty, requiring nurture without intrusion. Art unites the spiritual and material realms. In an age of alluring, magical machines, the society that forgets art risks losing its soul.
Camille Paglia
The more we live as 'free individuals' . . . the more we are effectively non-free, caught within the existing frame of possibilities--we have to be impelled or disturbed into freedom. . . . This paradox thoroughly pervades the form of subjectivity that characterizes 'permissive' liberal society. Since permissiveness and free choice are elevated into a supreme value, social control and domination can no longer appear as infringing on subjects' freedom: they have to appear as (and be sustained by) individuals experiencing themselves as free. There is a multitude of forms of this appearing of un-freedom in the guise of its opposite: in being deprived of universal healthcare, we are told that we are being given a new freedom of choice (to choose our healthcare provider); when we can no longer rely on long-term employment and are compelled to search for a new precarious job every couple of years, we are told that we are being given the opportunity to reinvent ourselves and discover our creative potential; when we have to pay for the education of our children, we are told that we are now able to become 'entrepreneurs of the self," acting like a capitalist freely choosing how to invest the resources he possesses (or has borrowed). In education, health, travel . . . we are constantly bombarded by imposed 'free choices'; forced to make decisions for which we are mostly not qualified (or do not possess enough information), we increasingly experience our freedom as a burden that causes unbearable anxiety. Unable to break out of this vicious cycle alone, as isolated individuals--since the more we act freely the more we become enslaved by the system--we need to be 'awakened' from this 'dogmatic slumber' of fake freedom.
Slavoj Žižek
You can’t manage what you can’t measure” is a maxim that is taught and believed by many in both the business and education sectors. But in fact, the phrase is ridiculous—something said by people who are unaware of how much is hidden. A large portion of what we manage can’t be measured, and not realizing this has unintended consequences. The problem comes when people think that data paints a full picture, leading them to ignore what they can’t see. Here’s my approach: Measure what you can, evaluate what you measure, and appreciate that you cannot measure the vast majority of what you do. And at least every once in a while, make time to take a step back and think about what you are doing.
Ed Catmull (Creativity, Inc.: an inspiring look at how creativity can - and should - be harnessed for business success by the founder of Pixar)
The next phase of the Digital Revolution will bring even more new methods of marrying technology with the creative industries, such as media, fashion, music, entertainment, education, literature, and the arts. Much of the first round of innovation involved pouring old wine—books, newspapers, opinion pieces, journals, songs, television shows, movies—into new digital bottles. But new platforms, services, and social networks are increasingly enabling fresh opportunities for individual imagination and collaborative creativity. Role-playing games and interactive plays are merging with collaborative forms of storytelling and augmented realities. This interplay between technology and the arts will eventually result in completely new forms of expression and formats of media. This innovation will come from people who are able to link beauty to engineering, humanity to technology, and poetry to processors. In other words, it will come from the spiritual heirs of Ada Lovelace, creators who can flourish where the arts intersect with the sciences and who have a rebellious sense of wonder that opens them to the beauty of both.
Walter Isaacson (The Innovators: How a Group of Hackers, Geniuses, and Geeks Created the Digital Revolution)
For the fortunate amongst us, the fourth danger is comfort; the temptation to follow the easy and familiar path of personal ambition and financial success so grandly spread before those who have the privilege of an education. But that is not the road history has marked out for us. There is a Chinese curse which says "May he live in interesting times." Like it or not, we live in interesting times. They are times of danger and uncertainty; but they are also the most creative of any time in the history of mankind. And everyone here will ultimately be judged - will ultimately judge himself - on the effort he has contributed to building a new world society and the extent to which his ideals and goals have shaped that effort." Robert F. Kennedy Speeches Day of Affirmation Address, University of Capetown, Capetown, South Africa, June 6, 1966
Robert F. Kennedy
If there’s one place, then, where we can intervene in a way that will pay dividends for society down the road, it’s in the classroom. Yet that’s barely happening. All the big debates in education are about format. About delivery. About didactics. Education is consistently presented as a means of adaptation – as a lubricant to help you glide more effortlessly through life. On the education conference circuit, an endless parade of trend watchers prophesy about the future and essential twenty-first-century skills, the buzzwords being “creative,” “adaptable,” and “flexible.” The focus, invariably, is on competencies, not values. On didactics, not ideals. On “problem-solving ability,” but not which problems need solving. Invariably, it all revolves around the question: Which knowledge and skills do today’s students need to get hired in tomorrow’s job market – the market of 2030? Which is precisely the wrong question. In 2030, there will likely be a high demand for savvy accountants untroubled by a conscience. If current trends hold, countries like Luxembourg, the Netherlands, and Switzerland will become even bigger tax havens, enabling multinationals to dodge taxes even more effectively, leaving developing countries with an even shorter end of the stick. If the aim of education is to roll with these kinds of trends rather than upend them, then egotism is set to be the quintessential twenty-first-century skill. Not
Rutger Bregman (Utopia for Realists: And How We Can Get There)
The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.
Henning Hansmann (Education for special needs: Principles and practice in Camphill Schools)
Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.
Noam Chomsky
A modern fad which has gained widespread acceptance amongst the semi-educated who wish to appear secular is the practice of meditation. They proclaim with an air of smug superiority, ‘Main mandir-vandir nahin jaata, meditate karta hoon (I don’t go to temples or other such places, I meditate).’ The exercise involves sitting lotus-pose (padma asana), regulating one’s breathing and making your mind go blank to prevent it from ‘jumping about like monkeys’ from one (thought) branch to another. This intense concentration awakens the kundalini serpent coiled at the base of the spine. It travels upwards through chakras (circles) till it reaches its destination in the cranium. Then the kundalini is fully jaagrit (roused) and the person is assured to have reached his goal. What does meditation achieve? The usual answer is ‘peace of mind’. If you probe further, ‘and what does peace of mind achieve?’, you will get no answer because there is none. Peace of mind is a sterile concept which achieves nothing. The exercise may be justified as therapy for those with disturbed minds or those suffering from hypertension, but there is no evidence to prove that it enhances creativity. On the contrary it can be established by statistical data that all the great works of art, literature, science and music were works of highly agitated minds, at times minds on the verge of collapse. Allama Iqbal’s short prayer is pertinent: Khuda tujhey kisee toofaan say aashna kar dey Keh terey beher kee maujon mein iztiraab naheen (May God bring a storm in your life, There is no agitation in the waves of your life’s ocean.)
Khushwant Singh (The End Of India)
Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?
Adam M. Grant (Originals: How Non-Conformists Move the World)