Never underestimate the vital importance of finding early in life the work that for you is play.
Humans are born curious, creative, and intuitive.
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.
One way of opening ourselves up to new opportunities is to make conscious efforts to look differently at our ordinary situations. Doing so allows a person to see the world as one rife with possibility and to take advantage of some of those possibilities if they seem worth pursuing.
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.
Governments decide they know best and they're going to tell you what to do. The trouble is that education doesn't go on in the committee rooms of our legislative buildings. It happens in classrooms and schools, and the people who do it are the teachers and the students. And if you remove their discretion, it stops working.
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.
I believe this passionately: that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it.
You can be creative in anything - in math, science, engineering, philosophy - as much as you can in music or in painting or in dance.
There are three (3) principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.
The arts, sciences, humanities, physical education, languages and maths all have equal and central contributions to make to a student's education.
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.
Human intelligence is richer and more dynamic than we have been led to believe by formal academic education.
One of the enemies of creativity and innovation, especially in relation to our own development, is common sense.
We think about the world in all ways we experience it ; we think visually, we think in sign, we think kinesthetically, we think in abstract term, we think in movement. Creativity is the process of having original ideas that have value.
Many highly talented, brilliant, creative people think they’re not — because the thing they were good at at school wasn’t valued, or was actually stigmatized.
You don’t think of Shakespeare being a child, do you? Shakespeare being seven? He was seven at some point. He was in somebody’s English class, wasn’t he? How annoying would that be?
One of the strongest signs of being in the zone is a sense of freedom and of authenticity. When we are doing something that we love and are naturally good at, we are much more likely to feel centered in our true sense of self - to be who we feel we truly are. When we are in our Element, we feel we are doing what we are meant to be doing and being who we're meant to be.
If a man speaks his mind in a forest, and no woman hears him, is he still wrong?
It’s education that’s meant to take us into this future that we can’t grasp.
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 are educating people out of their creative capacities.
Creativity is very much like literacy. We take it for granted that nearly everybody can learn to read and write. If a person can't read or write, you don't assume that this person is incapable of it, just that he or she hasn't learned how to do it. The same is true of creativity.
School systems should base their curriculum not on the idea of separate subjects, but on the much more fertile idea of disciplines... which makes possible a fluid and dynamic curriculum that is interdisciplinary.
Somewhere in, I think, the back of the mind of some [education] policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. It won't, and it never did.
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