A social problem
The call for more creativity is loud.
Greater creativity and wellbeing are being called for by our social, environmental, industrial and political sectors. They are faced with ‘wicked problems’ and seek our collaborators, project workers and problem solvers.
Our children want greater creativity and wellness too … they know they are faced with problems and yearn to be our collaborators, project workers and problem solvers and our educational sector asks our schools to integrate these needs.
The problem is that, despite the call, creativity is not encultured in Australian education.
Furthermore, research shows our academic process actively disables creativity.
Knowing this, should we consciously ask, is it true? Do we really allow our schools to kill creativity? Are we choosing, consciously or otherwise, to disable our kids’ creativity?
If our answer is “yes”, can we intentionally ask, why are we doing that? What purpose will it serve? And most importantly, what can we do about it?
After all, we have a duty of care.
In the U.S.A., creative education is viewed as a children’s rights issue.
We don’t talk about that in Australia.
What we talk about is the children who struggle in education. 25% drop out. Frustrated, bored, intelligent, questioning, rebellious, distracted, disengaged, tenacious, they slip through the cracks.