Continued from page 1
Aspects of specialisation (the mystification of knowledge into 'closed shops') and a centralised government system shift responsibility away from people. Many factors make it harder for an individual to act on their own behalf, on their own belief and to face uncertainty and possibly ridicule by doing something non-conformist. In education individual behaviour is still often construed as insulting and rebellious. Creativity, an Open University guide for teachers states:
"One of
problems with teaching for creativity in schools is that many of personality characteristics and kind of behaviour associated with them are unpleasing to teacher. Independent children who will not accept what teacher says, simply because they say it, can be disliked by teacher, particularly when such behaviour occurs on a heavy day or with a tired teacher".
The potential for divergent, self assertive thought and action is diminished in many sectors of society. People who 'rock boat' and question authority are too often seen as a threat to established patterns. This has led to a breakdown in sensitivity to needs, generation of ideas and production of creative solutions. Financial reward and security are conditioned to be primary motivations for work and life.
With coming of automation and factories seeking cheapest labour in third world countries, emphasis in a successful economy needs to be more biased towards production of ideas that create meaningful and sustainable employment. The education organisations we have are slow to realise this and much of training they provide is still geared towards values established during Industrial Revolution.
The didactic education system we have is still partly based on training small boys for priesthood, five-hundred years ago. The development of creative potential in individuals is an issue that system simply does not know how to handle. Presently we are between two worlds, leaving generations high and dry concerning meaningful work and generation of identity.
"Whilst assimilating that which he has inherited, and adapting himself to it, man [sic] must also preserve his essential individuality. Education must assist society which nurtures it by inspiring each generation to add to culture it has received by creating something new; there should be no passive acceptance of what has been handed down from past. Serious consideration must therefore be given to extent that non-conforming ideas can be considered as an asset for life in a conforming society". (T.Powell Jones. Creative Learning in Perspective)
