Also, we have to think 'schools' and 'educational
system' as different objects while we deal with this question. As an example,
schools always contribute to the social skills of the students but, a harsh and
over-loaded educational system could
cause a contrary effect.
Our campus has got only 1500 students averagely. As
a result, we don't have hundreds of branches of social activities as it was in
the other universities. Still, one can develop his/her social skills by
attending to the societies or by taking part in the various social events. Even
though I don't agree with the idea that schools kills social creativity, I
think an over-loaded system can. In addition, I want to share some of my
observations about this subject. Since EFL 126 is my first lesson out of my
department, I have realized some serious differences between social sciences and
engineering departments. In each lesson we take in our deparment, first we take
the theories & laws and then the whole remaining part is to calculate,
calculate and calculate... But in social sciences one can have dialogues apart
from taking directly the knowledge. Moreover, in social sciences one can and
discuss topics apart from directly accept them. I think these lack of dialogues
and discussions explains why most of the workaholics are engineers facing many
problems in their social life.
The second question that I want to argue is ''How
does the educational system affect student's occupational creativity?'' There
are two main group of lessons that a student could take. The first one is the
must courses forming the fundamental knowledge of the job. The second group
consists of electives which are dependent to the student's own determination.
No matter what his/her department is, one could do art works, or maybe could
learn another language. This is all up to his/her. Since these options are
available, I think the present educational system directly contribute to our
occupational creativity. Steve Jobs, the legend CEO of the Apple, has stated
that, if he had not attend to the calligraphy
course as an absconder, the new font design used in Mac's could never been composed.
you may be right on subject that ''the present educational system directly contribute to our occupational creativity''In my opinion we should focus on the issue, Ken Robinson stated on the video, which people have lost their creativity as they are getting older. This point may be proved with the results of some specific medical researches on this issue. so from this point of view is it still important that what the universities offer for the students who come to university without rigging any part of arts or whatever.
YanıtlaSilThank you for sharing your comment Meryem, I am really glad to see a friend reading my blog =). As Ken Robinson pointed out, people may lost their creativity as they are getting older. I think the fact that slowing down of human brain functions has already been proved in many surveys. But if we have to talk about creativity, I think the desire of the learner is much more important from his/her age. I have found some examples about this issue;
SilThe link you see below, is about Halis Beyhanoğlu who finished the university at the age of 90. He is so humorous that he says I am 85 with respect to my identity card =)
http://www.haberturk.com/yasam/haber/27035-90-yasinda-fakulte-bitirdi
My second news is about Sevinç Tuğ.She is 70 years old and she is a student at one of the İzmir universities. She is the most succesful student in her university thanks to the gpa arrangement.
http://www.haber7.com/haber/20100807/70-yasinda-universitede-okul-birincisi.php
My third one last example is Nola Ochs. She has graduated from university when she was 95 and she got her master when she was 98.
http://www.huffingtonpost.com/2010/05/12/nola-ochs-98-years-old-to_n_573670.html
I am not agree with Ken Robinson and I think the desire for someone to develop himself/herself, which shapes his/her creavitiy directly, is much more important than his/her age. For a student, conditions could be bad, but he/she improve conditions by using this desire she/he has, like some type of modification in nature. Briefly, my main idea is that neither age nor university is important, the most important think is the desire shaping creativity.
Really great to have a 'sciences' perspective on the 'humanities'. In Canada when I went to university, there was a tradition for a 'liberal arts' education. Over one-third of my courses were non-departmental electives. I was in the science stream (mathematics/chemistry/physics) but I studied philosophy, history, archaeology, social anthropology and American literature. I'm not sure if this helped me be creative, but at that time in my life it was important to be able to explore a wide range of issues, especially from a philosophical perspective. As you say, if we are just programmed to calculate, calculate, calculate...in life we end up working, working, working and don't know how to take time to 'smell the roses'.
YanıtlaSilI felt a common chord with Özlem's blog post about the loss of creativity as I worked my way up the formal education ladder. See http://obereketligil.blogspot.com/2012/04/education-kills-creativity.html Like Özlem, I feel that my most creative time of life was before I entered school and was formally taught how to be 'creative'. When you consider other examples, such a Einstein, one does start to wonder about the real purpose and value of formal education. My friend had four children, but he and his wife 'home schooled' them instead of sending them to the state school. To be honest, I have rarely met any other children the same age who are so well-rounded in their world knowledge and have such dynamic views and critical thinking skills. Dilsemi makes a similar comment about our current education still being rooted in the 19th century concept of 'academic reason' which developed as a by-product of the industrial revolution. http://dilsemi.blogspot.com/2012/04/education-up-against-creativity.html In many ways we have (or are) living through an age of revolution even more radical than the industrial revolution--yet our institutions are still founded on ideas that are over 200 years old. Granted, some of those ideas are timeless and we shouldn't throw the baby out with the bath water. However, when it comes to the central issue of creativity, we could do well to rethink a lot of the basic premises education is built on.
Steve Jobs is a good case in point. In fact, he (like Bill Gates) dropped out of university and never graduated. I like your point about that fact that he could 'create' from his varied educational experiences which included learning calligraphy. But, I wonder if we would have had APPLE had he continued in formal education and had gone the MA and PhD route. Your point about the two functions of education -- to produce 'good' citizens as well as 'good' workers is quite an essential issue. We can try to change education, but education only serves the broader interests of society. Therefore, we may first need to have a 'revolution of thought' in society before we can expect to see a change in education. What do you think?
Thank you for your reply Sir. I think this science stream (mathematics/chemistry/physics) certainly help you be creative. Let me give just one example. The fundamental of mechanic physics is the equation F=ma. (dynamic) It helps us to find the net force and its direction when we were doing motion with acceleration. If somebody learn this in physics, he\she could estimate what will happen while entering a bend by car. According to my definition creativity is the ability to do or think something in a broader sense. This person has learned physics and now, he/she thinks more possibilities while entering a bend by car. Thus, I am sure these lessons contributed to your creativity. I think there could be a perfectly designed equilibrium between working and smelling roses. If we smell the roses all the time, then smelling won’t be smelling anymore =)
YanıtlaSilI have read Özlem’s blog. I agree with her in some points. It can be said that education stage kills our social skills. But, in my opinion this is not an error of the system. This is one type of imperialism. Let’s assume there are two type of person. Type A is perfect in engineering calculations and determinations but he/she has nothing in her private life. And type B is an average engineer, also a good painter, very good dancer and an excellent communicator,full of social skills. When the time comes to take employment, most probably type A will be choosen. Therefore, how can we blaim schools or education system? They are just trying to make as person A which will be choosen. If we will blame something or someone, this should be the Lydians who invented money or Marco Polo who makes it spread throughout the world.
We have disscussed the relation between creativity and age with Meryem. These are my thoughts about it. I am doing plagiarism from my reply to her =)
''Thank you for sharing your comment Meryem, I am really glad to see a friend reading my blog =). As Ken Robinson pointed out, people may lost their creativity as they are getting older. I think the fact that slowing down of human brain functions has already been proved in many surveys. But if we have to talk about creativity, I think the desire of the learner is much more important from his/her age. I have found some examples about this issue;
The link you see below, is about Halis Beyhanoğlu who finished the university at the age of 90. He is so humorous that he says I am 85 with respect to my identity card =)
http://www.haberturk.com/yasam/haber/27035-90-yasinda-fakulte-bitirdi
My second news is about Sevinç Tuğ.She is 70 years old and she is a student at one of the İzmir universities. She is the most succesful student in her university thanks to the gpa arrangement.
http://www.haber7.com/haber/20100807/70-yasinda-universitede-okul-birincisi.php
My third one last example is Nola Ochs. She has graduated from university when she was 95 and she got her master when she was 98.
http://www.huffingtonpost.com/2010/05/12/nola-ochs-98-years-old-to_n_573670.html
I am not agree with Ken Robinson and I think the desire for someone to develop himself/herself, which shapes his/her creavitiy directly, is much more important than his/her age. For a student, conditions could be bad, but he/she improve conditions by using this desire she/he has, like some type of modification in nature. Briefly, my main idea is that neither age nor university is important, the most important think is the desire shaping creativity.''
I think the thing that makes Steve Jobs real Steve Jobs is not about his education. I think this was his desire for success which makes him study more even he has been fired from Apple.
YanıtlaSilI agree with you about 'revolution of thought' in society but not only about education. Whole world system has to be changed first. System depending on money has to be changed to end up economic imperialism. A new world order should be organized. In the documentary called ‘Zeitgeist’ there is an example of this utopian scheme. Whole the world leaders trying to stop imperalism has been murdered. And unfortunately brave ones comes to the world rarerly.
Interesting... I may be agree with your sentence ' Even though I don't agree with the idea that schools kills social creativity, I think an over-loaded system can. ' and may be our right engineering department starts directly to the lesson but we firstly discuss :)
YanıtlaSil