Does school kill creativity 学校是否扼杀创造力英语作文演讲稿
中小学教育扼杀学生的创造力SchoolsStifleCreativity
Schools Stifle CreativityAbstractCreativity is essential in every aspect of daily work and study. Schools should encourage and teach students to use their creative thinking, which should have been one of the purposes of public education. However, creativity is stifled and, not surprisingly, schools that comply with rigid education system are to blame.Key words: education, creativity, intelligence, academics, school systems, standardized test, divergent thinkingPicasso once said that all children are born artists. We all approve of the idea that children have their capabilities or innovation, but somehow they lose them with gradual growth. I believe people get educated out of creativity.Creativity expert Sir Ken Robinson said, “We do not grow into creativity, but we grow out of it.”It mainly roots in the educational situation. He champions a radical rethink of our school systems, to cultivate creativityand acknowledge multiple types of intelligence. In his speech about education and creativity, with ample anecdotes and witty asides, Robinson points out the many ways our schools fail to recognize --much less cultivate -- the talents of many brilliant people. Much of the content of his speech was reflective of the way education has been structured, which was considered as killing creativity.Mr. Robinson has made me realize that what schools teach is in breach of creativity. It is crazy to think that we are teaching kids for a future that we can not even begin to make predictions about. For some reason school systems are so dedicated to teaching facts, which leads to a fact that children searching text for facts. Sadly the majority of these facts can be found with a quick Google search. Obviously in some circumstance we can not find answers or we are not sure about what the facts are, but our schools also teach persuasively in their basic identical way. For instance, how do we educate our children to take their place in the economics of the 21st century, given that we can not anticipate what the economy will look like at the end of next week? How can we do that? Not only do schools do what they did in the past, but they alienate many kids by criticizing them stupid boys. So what is the whole purpose of public education throughout the world? Mr. Robinson said the purpose is to produce university professors. To a certain extent it isreasonable because generally people think children are not good enough if they can not get all A in their examinations. Once addicted to some special interest like hobbies concerning computer or music, they would be forced to give them up and stick to study all the time. Undoubtedly creativity is killed in the name of proper education.As the development of economy, now the world becomes economic globalization, which makes dominant systems of education being rooted in the values and demands of industrialism. It seems that every education system all over the world has the same hierarchy of subjects. The schools pay more attention to mathematics, sciences and languages, and the arts are always at the bottom. There is no denying the fact that learning mathematics and sciences are good for us to make our living in the future. However, students spend much time just on mechanical practice, which not only can not improve their intelligence but also lose their creativity gradually. Have you ever noticed that many social, economic, spiritual and environmental challenges we now face depend on the very capacities of creativity? Therefore, education system should be about developing human beings, and human development is not mechanical or linear. It should be organic and dynamic.In education, the emphasis on standardized testing such as the SAT inUSA and college entrance examination in China is typical exam-oriented education. Under an obsessive culture of standardized testing and tight financial pressures, many teachers j ust focus on the right answer to the question especially on the multiple choice question rather than encouraging students to think deeply and explore their interests in depth, which hampers further creative thinking in students. It leads to a disastrous waste of talent among students and their teachers. The emphasis on testing and passing exams which are guarantees of entering colleges often squeezes out the development of other vital skills, such as creative thinking, collaborating or communicative skill. Now more and more students going to college are just to get a higher degree in order to entitle to the job requirement but not to develop their interests in what they learn. In this case, creativity is stifled gradually. It also causes academic inflation which impairs the value of the college diploma. So, education needs to be progressive, but this cannot be done alone, it needs leadership support. Some measures m ust be taken by government to change this condition.In 1968, Nevada revised their Citizen Education Protection Law to protect the children's creativity from school education. Research shows that highly creative persons have broad interests, good sense of humor, quick response, confident and efficient. School, family and society arekey factors in cultivating these characters.Teachers a nd parents often say, stop dreaming and get to work. This should not be a valuable maxim any more. We absolutely need dreams. Without dreams, mankind would not be able to fly up to the sky. We can also teach the students to seek common points while reserving differences. This is another way to stimulate their creativities.Brain storming, here it means we can introduce divergent thinking method to the students. In this way, they put different kinds of information together, assemble randomly, sift and analyze to figure out the connection. In writing class, teacher can provide students with unrelated words to make stories.Thinking in images is a widely spread method to improve your creativity. Generally we see those painters and artists as the most creative people. Actually everyone can try to think and express in images. In this way, we can easily find the details and contradictions in recurring images. Drawing pictures, writing down models when you are thinking help a lot. For example, with interesting image association, reciting words will not be dull and boring.Schooling is not to provide the world with same students. If schoolsstifle creativity, then they will betray their mission. The earth is moving.The world is developing. Steve Paul Jobs once said, “We’re here to put”a dent in the universe. Otherwise why else even be here?BibliographyKen Robinson. “Schools kill creativity.” TED. June, 2006. <>Schools Kill Creativity. 2010. < >Ken Robinson. November 03, 2009 “How schools stifle creativity”. CNN Opinion. <>RSA. “Changing education paradigms.” <>Psychological Encyclopedia. Creativity. <>。
TED 学校扼杀了我们的创造力
TED演讲：学校扼杀了我们的创造力本视频网易公开课链接：/movie/2006/2/V/E/M7SP3QUET_M7SP3T0VE.htmlWhat are you have is a person of extraodinary dedication who found a talent.We've all agreed on the really extraordinary capacity that children have, their capacities for innovation. And my contention is, all kids have tremendous talents and we squander them, pretty ruthlessly. So I want to talk about education and creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.现在的教育提倡的是一个有风险精神的老师能发现一个天才学生。
我们一致认同，孩子拥有超凡的才能，或者说创新能力。
我认为：每个孩子身上都蕴含着巨大的才能，却被成人无情地磨灭了。
因此，我想谈谈教育和创造力。
我相信在当今这个时代，创造力在教育中的地位同读写能力一样重要，理应得到同等程度的重视。
I heard a great story recently, I love telling it, of a six-year-old girl who was in a drawing lesson. The teacher said usually this little girl hardly paid attention, but in this drawing lesson she did. The teacher was fascinated and she went over to her and said, “What are you drawing?” and the girl said, “I'm drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will in a minute.”前些日子我听到了一个很棒的故事，我喜欢逢人就讲。
学校扼杀了学生的创造力？Ken Robinson Ted英语演讲视频中英字幕,英语文本
演讲稿英语文本：Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving.There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about.One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it.The second is, that it's put us in a place where we have no idea what's going to happen, in terms of the future, no idea how this may play out.I have an interest in education -- actually, what I find is, everybody has an interest in education; don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education, you're not asked. And you'll never ask back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do," and you say you work in education, you can see the blood run from their face. They're like, "Oh my god," you know, "why me? My one night out all week." But if you ask people about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right?, like religion, and money, and other things.I have a big interest in education, and I think we all do, we have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp.If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue, despite all the expertise that's been on parade for the past four days, what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.And the third part of this is that we've all agreed nonetheless on the really extraordinary capacity that children have, their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she, just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents and we squander them, pretty ruthlessly.So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. [applause] Thank you.That was it, by the way, thank you very much. Soooo, 15 minutes left. Well, I was born.I heard a great story recently, I love telling it, of a little girl who was in a drawing lesson, she was6 and she was at the back, drawing, and the teacher said this little girl hardly paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing?" and the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute."When my son was 4 in England -- actually he was 4 everywhere, to be honest; if we're being strict about it, wherever he went, he was 4 that year -- he was in the nativity play. Do you remember the story? No, it was big, it was a big story. Mel Gibson did the sequel, you may have seen it, "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" He didn't have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrrh. This really happened -- we were sitting there and we think they just went out of sequence, we talked to the little boy afterward and we said, "You OK with that" and he said "Yeah, why, was that wrong?" -- they just switched, I think that was it. Anyway, the three boys came in, little 4-year-olds with tea towels on their heads, and they put these boxes down, and the first boy said, "I bring you gold." The second boy said, "I bring you myrhh." And the third boy said, "Frank sent this."What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong.Now, I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original. If you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong.And we run our companies like this, by the way, we stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make.And the result is, we are educating people out of their creative capacities.Picasso once said this, he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather we get educated out of it. So why is this?I lived in Stratford-on-Avon until about five years ago, in fact we moved from Stratford to Los Angeles, so you can imagine what a seamless transition this was. Actually we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Were you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being 7? I never thought of it. I mean, he was 7 at some point; he was in somebody's English class, wasn't he? How annoying would that be? "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody."Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn't want to come. I've got two kids, he's 21 now, my daughter's 16; he didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourthanniversary, because it's a long time when you're 16. Anyway, he was really upset on the plane, and he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly, because she was the main reason we were leaving the country.But something strikes you when you move to America and when you travel around the world: every education system on earth has the same hierarchy of subjects. Every one, doesn't matter where you go, you'd think it would be otherwise but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on earth.And in pretty much every system too, there's a hierarchy within the arts. Art and music are nomally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think maths is very important but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting?Truthfully what happens is, as children grow up we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.If you were to visit education as an alien and say what's it for, public education, I think you'd have to conclude, if you look at the output, who really succeeds by this, who does everything they should, who gets all the brownie points, who are the winners。
英语演讲_Do_schools_kill_creativity教育扼杀创造力吗
Do schools kill creativityGood morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.早上好. 还好吗?很好吧,对不对? 我已经飘飘然了! 我要飘走了.(笑声) 这次会议有三个主题这三个主题贯穿会议始终,并且和我要谈的内容有关其中之一就是人类创造力的伟大例证这些例证已经体现在之前的演讲当中以及在座各位的身上. 从这些例证中我们看到了创新的多样化和多领域. 第二点-- 这些创新也让我们意识到我们不知道未来会发生什么完全不知道未来会如何I have an interest in education -- actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education. (Laughter) You're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me? My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right? Like religion, and MONEY and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -- despite all the expertise that's been on parade for the past four days -- what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.我对教育感兴趣事实上,我发现每个人都对教育感兴趣难道不是吗? 我发现这很有趣如果你参加一个晚宴,你说你在教育部门工作坦白的讲，如果你在教育部门工作，事实上你不会经常参加晚宴, (笑声) 所以你不会被问及你是做哪行的。
Do schools kill creativity
Do schools kill creativity?I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. The teacher was fascinated. She went over to her, and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will, in a minute."From the story, we have found that children’s creativity is inherent(天生的)，rather than “taught”. Most children are born with very strong curiosity and imagination, but after a period of time in school, they will become more cautious and gradually lack innovative consciousness (创新意识).What killed their talents? Undoubtedly, school do!As we all know, schools have laid too much emphasis (强调) on the standard and discipline, which has reduced the personality differences between students and stifled(扼杀) their creativity. Schools become places where mistakes are not tolerated, which will inevitably(不可避免地）discourage students from making attempts with uncertain results. But no attempts ,no creativity.So, we have to rethink the fundamental principles on which we're educating our students. The traditional education kills creativity. There is still a long way to go before we change this phenomenon. The unique job is to help children to overcome challenges, not to bury their creativity. (255)。
Does school always kill creativity学校扼杀创造力么
向TED演讲高手,学开场技巧
向TED演讲高手,学开场技巧向TED演讲高手,学开场技巧1. 说个笑话，炒热气氛肯.罗宾森（Ken Robinson）在〈学校扼杀了创意吗？〉（How Schools Kill Creativity）中，他在开场3分钟内，就以一连串的笑话点出严肃的议题，炒热现场气氛。
范例：早安，你们好吗？这次大会实在很精彩，对吧？这一切都让我太震惊。
所以我现在要离开了。
（笑声）我今天要谈的与贯穿这次研讨会的3个主题相关。
首先，……；第二，……；第三，……。
我的观点是所有孩子都天赋异禀，只是都被我们残酷地浪费了。
所以我想谈谈教育与创意。
我的论点是在我们的教育里，创意与识字能力同等重要，我们应该给予两者平等的地位。
（掌声）谢谢。
就这样，我说完了。
非常谢谢大家。
（笑声）所以，还剩下15分钟。
2. 个人小故事，吸引注意理查.圣约翰（Richard St. John）在TED的6分钟快讲（TED Quick Talk）中，以〈谈成功的8个祕诀〉（8 Secrets of Success）为题，用「个人的小故事」做了开场。
范例：这原本是为高中生准备的两小时演讲，现在精简成3分钟。
一切都得从我搭机来参加TED那天说起。
那是7年前的事，在机上，我隔壁坐了一个高中生，她家很穷，不过她希望这辈子能有所成就，所以就问了我一个简单的问题：怎样才能成功？我感觉好糟糕，因为我说不出个好答案。
最后我下了飞机，到了TED会场。
突然想到，老天，这个地方满是成功的人！为什么不问问他们成功的祕诀，然后再告诉孩子们呢？经过7年500次访谈后，我将告诉大家真正的成功之道，并以成功的TED讲者（TED-ster）为例子。
3. 「惊人之语」与「问问题」杰米.奥利佛（Jamie Oliver）他的〈给予孩童食品教育〉（Educate Every Child about Food）曾获2010年TED大奖（TED Prize），他在演讲开场3分钟之内，融合了「惊人之语」和「问问题」的技巧，成功吸引观众的注意力。
my school rules的英语作文
My School Rules: A Blend of Discipline andFreedomSchool rules, often perceived as mere restrictions, actually play a pivotal role in shaping our character and instilling discipline. My school, with its unique blend of strict regulations and ample room for personal growth, provides an ideal environment for academic excellence and personal development.Firstly, the attendance policy is stringent. We are expected to be punctual and present in all classes, as regular attendance is crucial for academic success. This rule instills in us the importance of responsibility and commitment, teaching us to value our time and respect the efforts of others.Secondly, the dress code is another essential aspect of our school rules. We are required to dress modestly and appropriately, reflecting the dignity and respect for the institution. This not only fosters a sense of unity among students but also prepares us for the professional world, where dressing professionally is essential.However, discipline does not come at the cost ofstifling creativity or individuality. Our school encourages us to explore our interests and talents, providing various extracurricular activities and clubs. Whether it's sports, arts, or academics, we have the freedom to pursue our passions and develop our skills.Moreover, the academic freedom within the classroom is remarkable. Teachers encourage critical thinking and foster an environment where questions are welcome and discussions are vibrant. This not only enhances our understanding of subjects but also prepares us for the real world, where problem-solving and innovative thinking are key.Lastly, the code of conduct, which emphasizes respect, tolerance, and inclusivity, is an integral part of our school culture. We are taught to treat everyone with dignity, regardless of their backgrounds or beliefs. This helps us develop into compassionate and responsiblecitizens who value diversity and inclusion.In conclusion, my school rules strike a balance between discipline and freedom, fostering not only academic excellence but also personal growth and characterdevelopment. They instill in us the values of responsibility, commitment, unity, creativity, and freedom of thought, preparing us for a successful and fulfilling future.**我的学校规则：纪律与自由的融合**学校规则，通常被视为仅仅是限制，实际上在塑造我们的性格和培养纪律方面起着至关重要的作用。
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Does school kill creativity?
Good morning, ladies and gentlemen. It’s my honor to stand here to share my ideas.
To be honest, I have deep feelings about today’s problem: Does school kill creativity?
It's a little bit extreme to say that the school kills the creativity of the students, and creativity is one of the attributes of the brain in my opinion.
However, the low end of the education will greatly limit the development of students' creativity.
The biggest enemy of restricting the development of creativity is the standard answer!
But do not worry, the standard answer seems to stifle the creativity of students, in fact, there is no problem, there will be no answer. So it is not wise to say the problem? Otherwise, we have a lot of teachers in fact, the problem is that if they have a lot of divergent thinking of the subject, who will give those divergent answers to a fair score?
Fair，this is a very important question.
Macroscopically speaking, our education has two different purposes: one is to choose the best, but to educate people. The two seemingly inseparable, but there are some inherent contradictions and conflicts.
Education is the key to knowledge and wisdom tradition, namely teaching.
I hope that all students can enjoy a fair education and examination Resources, I also hope that those students with unusual creativity can get the creative education they deserve and the corresponding selection criteria.
Our education system is predicated on the idea of academic ability. And there's a reason. Around the world, there were no public systems of education, really, before the 19th
century. They all came into being to meet the needs of industrialism. So the hierarchy is
rooted on two ideas.
Firstly, that the most useful subjects for work are at the top. So you were probably
steered benignly away from things at school when you were a kid, things you liked, on
the grounds that you would never get a job doing that. Is that right? Don't do music,
you're not going to be a musician; don't do art, you won't be an artist. Benign advice --
now, profoundly mistaken. The whole world is engulfed in a revolution.
And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of
it, the whole system of public education around the world is a protracted process of
university entrance. And the consequence is that many highly-talented, brilliant,
creative people think they're not, because the thing they were good at school wasn't
valued, or was actually stigmatized. And I think we can't afford to go on that way.
But I only know where the problem is, but I don't know what the solution to the creative problem is.
Fortunately, however, they do not have the ability to stifle my creativity, I am not bound by the habit of other people's thinking has been maintained to the present, but also in the continuous development of. I hope that some readers in the solution, to play, to break the shackles of examination oriented education, because through these, you can fly freely.
Thank you.。