Ken Robinson - Creative Schools: The Grassroots Revolution That’s Transforming Education
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- Book:Creative Schools: The Grassroots Revolution That’s Transforming Education
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Creative Schools: The Grassroots Revolution That’s Transforming Education: summary, description and annotation
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Ken Robinson is one of the worlds most influential voices in education, and his 2006 TED Talk on the subject is the most viewed in the organizations history. Now, the internationally recognized leader on creativity and human potential focuses on one of the most critical issues of our time: how to transform the nations troubled educational system. At a time when standardized testing businesses are raking in huge profits, when many schools are struggling, and students and educators everywhere are suffering under the strain, Robinson points the way forward. He argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on todays unprecedented technological and professional resources to engage all students, develop their love of learning, and enable them to face the real challenges of the twenty-first century. Filled with anecdotes, observations and recommendations from professionals on the front line of transformative education, case histories, and groundbreaking researchand written with Robinsons trademark wit and engaging styleCreative Schools will inspire teachers, parents, and policy makers alike to rethink the real nature and purpose of education.
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Praise for Creative Schools
Make me care. Robinson and Aronica turn these three words into a mantra for the future of education. We dont do education to students, we do it with them. I hope every teacher and every parent reads this.
Seth Godin, author, Stop Stealing Dreams
Ken Robinson is the worlds most potent advocate of global education transformation; his clarity, passion, and insight have inspired millions, including me. This book is not only a catalyst, or call to action; it is a manifesto; a practical exploration and celebration of what is possible.
Richard Gerver, author of Creating Tomorrows Schools Today
Inspiring and readable, a comprehensive and compelling statement of why creativity matters for everyone, what it looks like in action, what kinds of curriculum and assessment systems are needed to support it, and how to get there.
Andy Hargreaves, author, Professional Capital; Thomas More Brennan Chair at Boston Colleges Lynch School of Education
This is the book we have been waiting for from Sir Ken Robinsonlaying out what is fundamentally wrong with our education systems, and correspondingly showing what and how it should and could be different. He makes creativity, and much more, come alive. Dont start reading this book unless you have three hours before you, as you will have difficulty putting it down. Then think about what you might do and reread the book with others to start making the changes. Creative schools indeed! The timing is perfect.
Michael Fullan, OC, professor emeritus, OISE/University of Toronto; author, The Principal
Sir Ken Robinson does it again with this compelling book. His explanations and examples are spot on. As Creative Schools shows, theres no denying the change is occurring.
Elliot Washor, cofounder, Big Picture Learning; author, Leaving to Learn
ALSO BY KEN ROBINSON
Finding Your Element
The Element
Out of Our Minds
VIKING
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penguin.com
A Penguin Random House Company
First published by Viking Penguin, a member of Penguin Group (USA) LLC, 2015
Copyright 2015 by Ken Robinson
Penguin supports copyright. Copyright fuels creativity, encourages diverse voices, promotes free speech, and creates a vibrant culture. Thank you for buying an authorized edition of this book and for complying with copyright laws by not reproducing, scanning, or distributing any part of it in any form without permission. You are supporting writers and allowing Penguin to continue to publish books for every reader.
ISBN 978-0-698-14284-8
While the author has made every effort to provide accurate telephone numbers, Internet addresses, and other contact information at the time of publication, neither the publisher nor the author assumes any responsibility for errors or for changes that occur after publication. Further, publisher does not have any control over and does not assume any responsibility for author or third-party Web sites or their content.
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To Bretton Hall College, Wakefield (19492001), and all who sailed in her.
Ive spent my life working in education. Along the way, Ive been inspired by many extraordinary teachers, scholars, and practitioners in all sorts of fields. There are, as they say, far too many to thank individually. The scale of my debt should become obvious as you read these pages, and especially to all of those in schools and elsewhere whose work we reference and describe. Nonetheless, I do need to thank some specific people who had a direct hand in producing this book.
First, I want to thank Lou Aronica, my cowriter and collaborator. He conducted and drafted many of the interviews and case studies that we feature here and, from start to finish, has been an expert and wise partner in the whole process. Im immensely grateful. Thank you, Lou.
John Robinson did much of the background research and fact-checking. He contributed enormously in many other ways to the overall process of enquiry and to making this for me an enjoyable, as well as an important, project.
Our literary agent, Peter Miller, was as professional as ever in ensuring the best route to publication. Kathryn Court and Tara Singh Carlson at Penguin have been expert partners in bringing the book into the world in its present form.
Jodi Rose was, as she always is, a maestro in making sure that all the moving parts of a complex schedule were properly prioritized and in always helping me see when things I thought really mattered really didnt.
My daughter, Kate Robinson, was a constant source of constructive support, sharing, as she does, a passion for these issues. My son, James, pressed me, as he always does, to be clearer and sharper in saying what I mean and meaning what I say.
Above all, Im grateful, in more ways than I can say, to Terry, my partner in work and life, who sustains me always with her conviction that what we do matters. Her unerring sense of the right path to take and the right values to uphold challenges me every day. A constant guide and mentor, its hard to imagine what I would achieve without her.
Civilization is a race between education and catastrophe.
H. G. Wells
A RE YOU CONCERNED about education? I am. One of my deepest concerns is that while education systems around the world are being reformed, many of these reforms are being driven by political and commercial interests that misunderstand how real people learn and how great schools actually work. As a result, they are damaging the prospects of countless young people. Sooner or later, for better or for worse, they will affect you or someone you know. Its important to understand what these reforms are about. If you agree that theyre going in the wrong direction, I hope you will become part of the movement to a more holistic approach that nurtures the diverse talents of all our children.
In this book, I want to set out how the standards culture is harming students and schools and to present a different way of thinking about education. I want to show too that whoever and wherever you are, you do have the power to make the system change. Changes are happening. All around the world, there are many great schools, wonderful teachers, and inspiring leaders who are working creatively to provide students with the kinds of personalized, compassionate, and community-oriented education they need. There are entire school districts and even national systems that are moving in the same direction. People at all levels of these systems are pressing for the changes Im arguing for here.
In 2006, I gave a talk at the TED conference in California called Do Schools Kill Creativity? The essence of that talk was that were all born with immense natural talents, but by the time weve been through education far too many of us have lost touch with them. As I put it then, many highly talented, brilliant people think theyre not because the thing they were good at in school wasnt valued or was actually stigmatized. The consequences are disastrous for individuals and for the health of our communities.
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