Of education and creativity

An Extraordinarily Complicated Issue

A small square room packed with 40 students, a dull atmosphere and students starting to fall asleep – these are what typical public schools in South Korea are facing. The majority, actually the ‘vast’ majority, of students isn’t interested in school subjects and classes, and I am rather confident on this matter since I myself attended such schools. Even students who strive in studies aren’t enjoying school life. They say that their only reason to study is to get good grades, entering prestigious schools and hopefully, having jobs that ensure wealth. It seems impossible to blame such motivation; however it isn’t what public schools should be pursuing either. Moreover, the hope that a college diploma from a famous university doesn’t seem to grant jobs, as Sir Ken Robinson says in his speech. I very much agree with his points but with some more questions.

“School kills creativity,” says Sir Robinson throughout this video clip. His main point is that the current public education system is hindering the progress of students growing their creativity. He says, “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 at school wasn’t valued, or was actually stigmatized.” This long yet insightful quote is an accurate analysis of the status quo, especially in South Korea. Sir Robinson has addressed problems in the United States, and compared to that South Korea is more known for its education so fiercely focused on standardized testing and college admission. Therefore, the trend of students’ creativity deteriorating is significant problem for this country.

However, Sir Robinson’s speech seems problematic for some points. He mentions that creativity is the process of having original ideas that have value. But at the same time, he says that the current education system is too obsessed to teaching theoretical lessons and forcing the students to learn certain answers. Then I would like to ask how students will be able to produce ‘valuable’ ideas without learning information essential to build up such ideas. For an example take engineering. If a brilliant student is trying to come up with a new biomedical device, how would it be possible if he didn’t learn about mechanics, biology and other related subjects. The examples from Sir Robinson were mostly about arts, which comparatively do not need prerequisite knowledge to become ‘creative,’ which shows his analysis was provincial.

     Also, it is quite unfortunate to find out that Ken Robinson doesn’t have the answer either. Great reformation to be conducted but people aren’t just ready for it and do not have substantial plans. As he says that intelligence is diverse, dynamic and distinct so it is very presumable that there have been profound researches regarding this. But on the other hand, he doesn’t address any educational studies related to systematical approaches to support his explanation of intelligence.

     Thankfully, from the other video clip, introducing the world-famous Finland education system, we can glimpse a light thread of hope – hope that education can be really successful. Finland education accurately fulfills most of Sir Robinson’s points of reforming education. Despite the obscurity whether Finland schools are also obsessed with certain subjects like mathematics, the teacher to pupil ratio is very low, allowing essential care so that students’ creativity can be developed.

     What governments should be doing is quite similar to following the Finland model but still making improving and changing to fit their distinct situations. One problem to be mentioned about the Finland model is that it requires a load of money. Three teachers in one classroom, diverse curriculum and teachers with masters’ degrees receiving adequate amount of wages isn’t applicable to countries who are struggling from lack of money. Even schools in South Korea, which ranks world’s top 14^th for the size of economy, have a hard time recruiting teachers both in quantity and quality. The feasibility of the Finland model is subject to doubt.

      Therefore, it is great misconception to believe education can be reformed in a short instance. Today’s form of public education is the consequence of constant development since the enlightenment. Yes, there were changes and modifications on policies but the problem is that they weren’t sufficient enough to make substantial influences. Now, it is high time for making steps forward – a expedition to solve the extraordinarily complicated issue of public education.