Post by DiamondPace on Aug 9, 2011 13:11:22 GMT -5
In “The Creativity Crisis” by Po Bronson and Ashley Merryman it is brought to the readers’ attention, the increasing loss of creativity in the young generation. This crisis seems to be sparked by the growing popularity of television, video games, and the computer. Although many argue that some video games help children to problem solve, and some games are even being made to do just that, time in young childrens’ should be spent discovering the world and the way things work. From birth to age 6, the brain is rapidly developing, and these are the times when children should use their brain to its highest potential because it will undoubtedly shape their mind in the future. However, this is the parent’s job to ensure that this happens, which unfortunately does not happen many times.
Thus, teachers should help children improve their ability to think creatively. However, as Bronson and Merryman stated, “overwhelmed by curriculum standards, American teachers warn there is no room in the day for a creativity class. Kids are fortunate if they get an art class once or twice a week.” Teachers feel that IQ is more important than creativity levels, as they struggle to stuff the brains of children with as much information as possible. They rarely incorporate creativity in their learning styles. However, the article states, “scholars argue that current curriculum standards can still be met, if taught in a different way…real improvement does not happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.” With patience and the right methods, teachers can quickly get the newer generation back on track and start improving creativity scores in children back. The main problem is many teachers do not know of the benefits creativity has and scholars would need to reach out to schools around the world and help spread their ideas. In turn, many teachers may end up replaced in schools because of their lack of work ethic. It seems teachers have gotten away with getting rid of creativity and do whatever it takes to avoid questions and working with students on a personal level. Children have thus began to restrain their desire to learn further and do not ask questions like they used to. However, Po Bronson and Ashley Merryman have discovered the key problem to the lack of creativity: “They (kids) did not stop asking questions because they lost interest: it is the other way around. They lost interest because they stopped asking questions.”
If teachers and students would begin to work together to fix this crisis, creativity levels will rise and the future of the economy and quality of workers will also improve. Many jobs are not given to the smartest, but to the ones who can be original and develop new ideas. Problem solving children end up being the ones who make patents, new inventions, and find a cure to cancer, not the children who don’t ask questions and don’t strive to discover more.
Thus, teachers should help children improve their ability to think creatively. However, as Bronson and Merryman stated, “overwhelmed by curriculum standards, American teachers warn there is no room in the day for a creativity class. Kids are fortunate if they get an art class once or twice a week.” Teachers feel that IQ is more important than creativity levels, as they struggle to stuff the brains of children with as much information as possible. They rarely incorporate creativity in their learning styles. However, the article states, “scholars argue that current curriculum standards can still be met, if taught in a different way…real improvement does not happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.” With patience and the right methods, teachers can quickly get the newer generation back on track and start improving creativity scores in children back. The main problem is many teachers do not know of the benefits creativity has and scholars would need to reach out to schools around the world and help spread their ideas. In turn, many teachers may end up replaced in schools because of their lack of work ethic. It seems teachers have gotten away with getting rid of creativity and do whatever it takes to avoid questions and working with students on a personal level. Children have thus began to restrain their desire to learn further and do not ask questions like they used to. However, Po Bronson and Ashley Merryman have discovered the key problem to the lack of creativity: “They (kids) did not stop asking questions because they lost interest: it is the other way around. They lost interest because they stopped asking questions.”
If teachers and students would begin to work together to fix this crisis, creativity levels will rise and the future of the economy and quality of workers will also improve. Many jobs are not given to the smartest, but to the ones who can be original and develop new ideas. Problem solving children end up being the ones who make patents, new inventions, and find a cure to cancer, not the children who don’t ask questions and don’t strive to discover more.
