Essay --

"I believe you don't grow into creativity, we grow out of it, or rather get educated out of it." Once a year one thousand remarkable people gather in Monterey, California to exchange something of incalculable value, their ideas: Sir Ken Robinson is one of those remarkable people. During his talk Robinson takes the opportunity to â€Å"pin his audience to the wall† while talking about his views and ideas on education. Robinson is a talented author as well, in his latest book he talks about natural talent. There is a point in the book when he says, â€Å"The element is the point at which natural talent meets personal passion. When people arrive at the element, they feel most themselves and most inspired and achieve at their highest levels.† And during his speech he makes it clear that our education system is stunting our children’s creativity, therefore preventing them from achieving their very best. Ken Robinson speaks out of a true passion for education and his t houghts on the ideas that, though born with a true sense of creativity, as we age our education makes no room for our creative side to truly blossom and grow into something special. There are two main themes in Sir Robinson’s speech, the first being that everybody is born with a natural desire and ability to be creative and that our schools are in fact minimalizing those abilities. The second is that we need to instead of suppressing those talents we need to cultivate and mature them. We need to re-examine the way we educate and find new ways to involve creativity in our schools education system. In the duration of his conversation with the audience Robinson lays out the idea that our education system is mostly geared towards our left-brain thinking, and therefore is squashing out... ...human imagination, and we need to be wise with the way we use this gift. He says that as a society we have to â€Å"adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity.† It is our job to find ways to help mature and grow the creative capacity of our children, instead of â€Å"strip-mining† their minds for a single resource. He leaves his audience with the idea that the only way to avoid doin this is to start looking at ourselves and our children’s creativity in new light and finding the value in it. Our students face an unknown future, and the only way to help prepare them for it, which is our job, is to teach to their whole selves, â€Å"educate to their whole being, so they can face this future†¦Ã¢â‚¬  He challenges us to find new ways to help them do something worth their talents for the life ahead of them.