Abstract
The importance and characteristics of creativity, novel and useful contributions and products, are reviewed in respect of both formal and informal components of the education system broadly defined. The views on creativity and education by Sir Ken Robinson are outlined. The approach of the Reggio Emilia movement to creativity is summarised and its principals enumerated. The exploration of multiple intelligences by Howard Gardner noted. The fact that many people successful as adults did not excel at school is noted and examples given. The features of organisations recognised as encouraging high levels of creativity are examined. The features of free choice learning which takes place in museums and similar enterprises and their contribution to enhancement of learning and understanding is considered and the importance of understanding the nature of the learning experience emphasised in respect of school group visits to these places. The important contribution of public broadcasting to lifelong learning is strongly emphasised.
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Notes
- 1.
Many people, including Ken Robinson, writing about creativity refer to a story about decline of creativity as assessed by tests used by America's National Aeronautics and Space Administration, NASA, to measure thinking in engineers and scientists. I have been completely unable to find any verification of this including from NASA itself; a reference to a study by a George Land is often given but that does not contain the data or reference the source of the story as alleged!
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Griffin, D. (2014). Creativity to Free Choice Learning. In: Education Reform: The Unwinding of Intelligence and Creativity. Explorations of Educational Purpose, vol 28. Springer, Cham. https://doi.org/10.1007/978-3-319-01994-9_11
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