Ken Robinson Quotes

If you're not prepared to be wrong, you'll never come up with anything original.

Creativity is as important as literacy

For most of us the problem isn’t that we aim too high and fail - it’s just the opposite - we aim too low and succeed.

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.

Curiosity is the engine of achievement.

Imagination is the source of every form of human achievement. And it's the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.

The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.

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.

Creativity is as important now in education as literacy and we should treat it with the same status.

Our task is to educate their (our students) whole being so they can face the future. We may not see the future, but they will and our job is to help them make something of it.

What you do for yourself dies with you when you leave this world, what you do for others lives on forever.

The Element is about discovering your self, and you can't do this if you're trapped in a compulsion to conform. You can't be yourself in a swarm.

Human communities depend upon a diversity of talent not a singular conception of ability

You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.

Copernicus, Galileo, and Kepler did not solve an old problem, they asked a new question, and in doing so they changed the whole basis on which the old questions had been framed.

young children are wonderfully confident in their own imaginations ... Most of us lose this confidence as we grow up

We are all born with extraordinary powers of imagination, intelligence, feeling, intuition, spirituality, and of physical and sensory awareness. (p.9)

Never underestimate the vital importance of finding early in life the work that for you is play. This turns possible underachievers into happy warriors.

To be creative you actually have to do something.

I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our concept of the richness in human capacity.

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.

When my son, James, was doing homework for school, he would have five or six windows open on his computer, Instant Messenger was flashing continuously, his cell phone was constantly ringing, and he was downloading music and watching the TV over his shoulder. I don’t know if he was doing any homework, but he was running an empire as far as I could see, so I didn’t really care.

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.

Sometimes getting away from school is the best thing can happen to a great mind.

The arts especially address the idea of aesthetic experience. An aesthetic experience is one in which your senses are operating at their peak; when you’re present in the current moment; when you’re resonating with the excitement of this thing that you’re experiencing; when you are fully alive.

Very many people go through their whole lives having no real sense of what their talents may be, or if they have any to speak of.

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.

Inspire creativity in students

The gardener does not make a plant grow. The job of a gardener is to create optimal conditions.

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.

The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.

One of the essential problems for education is that most countries subject their schools to the fast-food model of quality assurance when they should be adopting the Michelin model instead. The future for education is not in standardizing but in customizing; not in promoting groupthink and “deindividuation” but in cultivating the real depth and dynamism of human abilities of every sort.

What we become as our lives evolve depends on the quality of our experiences here and now.

The task of education is not to teach subjects: it is to teach students.

Human communities depend upon a diversity of talent not a singular conception of ability. and at the heart of the challenge is to reconstitute our sense of ability and intelligence

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

One of the strongest signs of being in the zone is a sense of freedom and of authenticity.

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.

One of the enemies of creativity and innovation, especially in relation to our own development, is common sense.

As the physicist John Wheeler said, “If you don’t kick things around with people, you are out of it. Nobody, I always say, can be anybody without somebody being around.

If you're not prepared to be wrong, you will never come up with anything original.

Creative teams are dynamic.

It’s not enough to be good at something to be in your element… We’re being brought up with this idea that life is linear. This is an idea that’s perpetuated when you come to write your CV — that you set out your life in a series of dates and achievements, in a linear way, as if your whole existence has progressed in an ordered, structured way, to bring you to this current interview.

Great creative teams are diverse. They are composed of very different sorts of people with different but complementary talents.

Learning in and about the arts is essential to intellectual development.

The most powerful method of improving education is to invest in the improvement of teaching and the status of great teachers.

Being in your element is not only about aptitude, it’s about passion: it is about loving what you do.

You create your own life by how you see the world and your place in it;

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.

There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not?

Our ideas can enslave or liberate us.

Educating children by age group assumes that the most important thing they have in common is their date of manufacture.

The dominant Western worldview is not based on seeing synergies and connections but on making distinctions and seeing differences.

I asked a professor of nanotechnology what they use to measure the unthinkable small distances of nanospace? He said it was the nanometre. This didn't help me very much. A nanometre is a billionth of a metre. I understood the idea but couldn't visualise what it meant. I said, "What is it roughly?" He thought for a moment and said, "A nanometre is roughly the distance that a man's beard grows in one second". I had never thought about what beards do in a second but they must do something. It takes them all day to grow about a milllimetre. They don't leap out of your face at eight o'clock in the morning. Beards are slow, languid things and our language reflects this. We do not say "as quick as a beard" or "as fast as a bristle". We now have a way of grasping of how slow they are - about a nanometre a second.

Languages are the bearers of the cultural genes. As we learn a language, accents, and ways of speaking, we also learn ways of thinking, feeling, and relating.

Because when enough people move, that is a movement. And if the movement has enough energy, that is a revolution. And in education, that’s exactly what we need.

When people are in their Element, they connect with something fundamental to their sense of identity, purpose, and well-being.

Many schools are organized as they are because they always have been, not because they must be.

If you are considering earning your living from your Element, it’s important to bear in mind that you not only have to love what you do; you should also enjoy the culture and the tribes that go with it.

As I see it, the aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens.

I don’t think that anything I’ve done in my life would have been possible without my mother.

Civilization is a race between education and catastrophe.

Every day, everywhere, our children spread their dreams under our feet. We should tread softly because we tread on their dreams

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.

Education is the system that’s supposed to develop our natural abilities and enable us to make our way in the world. Instead, it is stifling the individual talents and abilities of too many students and killing their motivation to learn. There’s a huge irony in the middle of all of this.

Personalization means teachers taking account of these differences in how they teach different students. It also means allowing for flexibility within the curriculum so that in addition to what all students need to learn in common, there are opportunities for them to pursue their individual interests and strengths as well.

Although mindfulness does not remove the ups and downs of life, it changes how experiences like losing a job, getting a divorce, struggling at home or at school, births, marriages, illnesses, death and dying influence you and how you influence the experience. . . . In other words, mindfulness changes your relationship to life.

People over the age of thirty were born before the digital revolution really started. We’ve learned to use digital technology—laptops, cameras, personal digital assistants, the Internet—as adults, and it has been something like learning a foreign language. Most of us are okay, and some are even expert. We do e-mails and PowerPoint, surf the Internet, and feel we’re at the cutting edge. But compared to most people under thirty and certainly under twenty, we are fumbling amateurs. People of that age were born after the digital revolution began. They learned to speak digital as a mother tongue.

What we think of ourselves and of the world makes us who we are and what we can be.

Too many feel that what they’re good at isn’t valued by schools. Too many think they’re not good at anything.

Wiseman has identified four principles that characterize lucky people. Lucky people tend to maximize chance opportunities.

The Element is the meeting point between natural aptitude and personal passion.

Sometimes, of course, your loved ones genuinely think you would be wasting your time and talents doing something of which they disapprove.

Ultimately, the two most important questions to ask yourself in the search for your passion are: what do you love, and what do you love about it?

If he’d believed at any point along this journey that he had to follow a straight path in his career, he never would have found his true calling.

Robert Sternberg is a professor of psychology at Tufts University and a past president of the American Psychological Association. He is a long-term critic of traditional approaches to intelligence testing and IQ. He argues that there are three types of intelligence: analytic intelligence, the ability to solve problems using academic skills and to complete conventional IQ tests; creative intelligence, the ability to deal with novel situations and to come up with original solutions; and practical intelligence, the ability to deal with problems and challenges in everyday life.

The second role of a mentor is encouragement. Mentors lead us to believe that we can achieve something that seemed improbable or impossible to us before we met them. They don’t allow us to succumb to self-doubt for too long, or the notion that our dreams are too large for us. They stand by to remind us of the skills we already possess and what we can achieve if we continue to work hard.

Whatever your aptitudes, the greatest source of achievement is passion. Aptitude matters, but passion often matters more… If you love doing something, you’ll be constantly drawn to get better at it.

Communication is not only about words and numbers. Some thoughts can’t be properly expressed in these ways at all. We also think in sounds and images, in movement and gesture, which gives rise to our capacities for music, visual arts, dance, and theater in all their variations.

As soon as we have the power to release our minds from the immediate here and now, in a sense we are free. We are free to revisit the past, free to reframe the present, and free to anticipate a whole range of possible futures. Imagination is the foundation of everything that is uniquely and distinctively human. It is the basis of language, the arts, the sciences, systems of philosophy, and the all the vast intricacies of human culture.

The word amateur derives from the Latin word amator, which means lover, devoted friend, or someone who is in avid pursuit of an objective. In the original sense, an amateur is someone who does something for the love of it.

A FEW YEARS AGO, I heard a wonderful story, which I’m very fond of telling. An elementary school teacher was giving a drawing class to a group of six-year-old children. At the back of the classroom sat a little girl who normally didn’t pay much attention in school. In the drawing class she did. For more than twenty minutes, the girl sat with her arms curled around her paper, totally absorbed in what she was doing. The teacher found this fascinating. Eventually, she asked the girl what she was drawing. Without looking up, the girl said, “I’m drawing a picture of God.” Surprised, the teacher said, “But nobody knows what God looks like.” The girl said, “They will in a minute.

Sir Ken Robinson’s 2008 talk on educational reform—entitled “Do Schools Kill Creativity?”—has now been viewed more than 4 million times. In it Robinson cites the fact that children’s scores on standard tests of creativity decline as they grow older and advance through the educational system. He concludes that children start out as curious, creative individuals but are made duller by factory-style schools that spend too much time teaching children academic facts and not enough helping them express themselves. Sir Ken clearly cares greatly about the well-being of children, and he is a superb storyteller, but his arguments about creativity, though beguilingly made, are almost entirely baseless.

Richard Felder is co-developer of the Index of Learning Styles. He suggests that there are eight different learning styles. Active learners absorb material best by applying it in some fashion or explaining it to others. Reflective learners prefer to consider the material before doing anything with it. Sensing learners like learning facts and tend to be good with details. Intuitive learners like to identify the relationships between things and are comfortable with abstract concepts. Visual learners remember best what they see, while verbal learners do better with written and spoken explanations. Sequential learners like to learn by following a process from one logical step to the next, while global learners tend to make cognitive leaps, continuously taking in information until they “get it.

As Joseph Campbell says, if you move in the direction of your passions, opportunities tend to appear that you couldn’t have imagined and that weren’t otherwise there.

Perhaps the most important attitude for cultivating good fortune is a strong sense of perseverance. Many of the people in this book faced considerable constraints in finding the Element and managed to do it through sheer, dogged determination. None more so than Brad Zdanivsky.

Dr. Henry Lodge, coauthor of Younger Next Year, makes the point sharply. “It turns out,” he says, “that 70% of American aging is not real aging. It’s just decay. It’s rot from the stuff that we do.

When you’re in your Element, your sense of time changes. If you’re doing something that you love, an hour can feel like five minutes; if you are doing something that you do not, five minutes can feel like an hour.

Ironically, Alfred Binet, one of the creators of the IQ test, intended the test to serve precisely the opposite function. In fact, he originally designed it (on commission from the French government) exclusively to identify children with special needs so they could get appropriate forms of schooling. He never intended it to identify degrees of intelligence or “mental worth.” In fact, Binet noted that the scale he created “does not permit the measure of intelligence, because intellectual qualities are not superposable, and therefore cannot be measured as linear surfaces are measured.” Nor did he ever intend it to suggest that a person could not become more intelligent over time. “Some recent thinkers,” he said, “[have affirmed] that an individual’s intelligence is a fixed quantity, a quantity that cannot be increased. We must protest and react against this brutal pessimism; we must try to demonstrate that it is founded on nothing.

It’s often said that we have to save the planet. I’m not so sure. The Earth has been around for almost five billion years, and it has another five billion years to run before it crashes into the sun. As far as we know, modern human beings like us emerged less than two hundred thousand years ago. If you imagine the whole history of the Earth as one year, we showed up at less than one minute to midnight on December 31. The danger is not to the planet, but to the conditions of our own survival on it. The Earth may well conclude that it tried humanity and is not impressed. Bacteria are much less trouble, which may be why they’ve survived for billions of years.

Many people go through their whole lives having no real sense of what their talents may be, or if they have any to speak of. 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.

In my experience, most people have a narrow view of intelligence, tending to think of it mainly in terms of academic ability. This is why so many people who are smart in other ways end up thinking that they’re not smart at all. There are myths surrounding creativity as well.

One of the essential problems for education is that most countries subject their schools to the fast‐food model of quality assurance when they should be adopting the Michelin model instead. The future for education is not in standardizing but in customizing; not in promoting groupthink and “deindividuation” but in cultivating the real depth and dynamism of human abilities of every sort. For the future, education must be Elemental.

Outside of school, though, we were often defined by our disabilities. We were “handicapped”—a bit like a species. Often when people have a disability, it’s the disability that other people see rather than all the other abilities that coexist with their particular difficulty. It’s why we talk about people being “disabled” rather than “having a disability.” One of the reasons that people are branded by their disability is that the dominant conception of ability is so narrow. But the limitations of this conception affect everyone in education, not just those with “special needs.” These days, anyone whose real strengths lie outside the restricted field of academic work can find being at school a dispiriting experience and emerge from it wondering if they have any significant aptitudes at all.

that play is trivial. Play is a waste of time. Play is unnecessary. Play is childish. Unfortunately, many of these negative messages come from the very place where imaginative play should be most encouraged, not stifled. The word school is derived from the Greek word schole, meaning “leisure.” Yet our modern school system, born in the Industrial Revolution, has removed the leisure—and much of the pleasure—out of learning. Sir Ken Robinson, who has made the study of creativity in schools his life’s work, has observed that instead of fueling creativity through play, schools can actually kill it: “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.… Imagination is the source of every form of human achievement. And it’s the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.”2 In this he is correct.

A person’s native tongue influences the way he or she perceives music. The same succession of notes may sound different depending on the language the listener learned growing up.”12 As evidence, speakers of tonal languages including Mandarin are more likely than Westerners to have perfect pitch. In one study, 92 percent of Mandarin speakers who began the music lessons at or before the age of five had perfect pitch compared to 8 percent of English speakers with comparable music training.

The students who feel alienated by current systems of standardization and testing may walk out the door, and it’s left to them and others to pay the price in unemployment benefits and other social programs. These problems are not accidental by-products of standardized education; they are a structural feature of these systems. They were designed to process people according to particular conceptions of talent and economic need and were bound to produce winners and losers in just those terms. And they do. Many of these “externalities” could be avoided if education genuinely gave all students the same opportunities to explore their real capabilities and create their best lives.

We all love stories, even if they’re not true. As we grow up, one of the ways we learn about the world is through the stories we hear. Some are about particular events and personalities within our personal circles of family and friends. Some are part of the larger cultures we belong to—the myths, fables, and fairy tales about our own ways of life that have captivated people for generations. In stories that are told often, the line between fact and myth can become so blurred that we easily mistake one for the other. This is true of a story that many people believe about education, even though it’s not real and never really was. It goes like this: Young children go to elementary school mainly to learn the basic skills of reading, writing, and mathematics. These skills are essential so they can do well academically in high school. If they go on to higher education and graduate with a good degree, they’ll find a well-paid job and the country will prosper too.

Wiseman has identified four principles that characterize lucky people. Lucky people tend to maximize chance opportunities. They are especially adept at creating, noticing, and acting upon these opportunities when they arise. Second, they tend to be very effective at listening to their intuition, and do work (such as meditation) that is designed to boost their intuitive abilities. The third principle is that lucky people tend to expect to be lucky, creating a series of self‐fulfilling prophecies because they go into the world anticipating a positive outcome. Last, lucky people have an attitude that allows them to turn bad luck to good. They don’t allow ill fortune to overwhelm them, and they move quickly to take control of the situation when it isn’t going well for them.

[Lemaire] has been working on the thirteenth-root challenge for a number of years. Previously, his best time had been a sluggish 77 seconds. Afterward, he told the press, "The first digit is very easy, the last digit is very easy, but the inside numbers are extremely difficult. I use an artificial intelligence system on my own brain instead of on a computer. I believe most people can do it,but I also have a high-speed mind. My brain works sometimes very, very fast.... I use a process to improve my skills to behave like a computer. It's like running a program in my head to control my brain." "Sometimes," he said, "when I do multiplication my brain works so fast that I need to take medication. I think somebody without a very fast brain can also do this kind of multiplication but this may be easier for me because my brain is faster." He practices math regularly. So that he can think faster, he exercises, doesn't drink caffeine or alcohol, and avoids foods that are high in sugar or fat. His experience of math is so intense that he also has to take regular time off to rest his brain. Otherwise, he thinks there is a danger that too much math could be bad for his health and his heart.