Creative Thinking Essay

4429 Words Jan 1st, 2014 18 Pages
Creativity In Schools: A Maltese Perspective
Paper presented during the First International Conference on Strategic Innovation and Future Creation, Malta, March 2009
Shirley Pulis Xerxen

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The knowledge and skills needed in the future may not even be known at the time a person attends school or university. As a result, these institutions cannot limit themselves to the transmission of set contents, techniques and values, since these will soon be useless or even detrimental to living a full life. (Cropley, 2006, p. 136)1

Introduction In this paper I attempt to provide some insight about the teaching of thinking and creativity in schools by drawing parallels between what is found on this subject in the literature, my experience as
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Creativity in education is concerned with the definition of creativity as a skill that is within every person’s reach, a skill that can be fostered and that is required in every activity that we engage in. For many involved in education, the promotion of creativity is of fundamental importance. With regards to creative learners, schools’ curricular choices can suppress creativity. A curriculum which is predetermined, compulsory and which is predominantly focused on the acquisition of knowledge and rote learning, poses challenges to the promotion of creativity. Creativity in education involves a balance between teaching knowledge and skills, and encouraging innovation.

One of the challenges we face today is unprecedented rapid change. Schools should therefore promote thinking that is flexible, the ability to adapt, and risk-taking in the face of an uncertain future. Unlike facts and knowledge, that can become obsolete with time, these skills, intricately linked to creativity, will most likely continue to be important throughout one’s lifetime. What I have often witnessed in schools is teachers’ lack of appreciation of, stemming from a lack of knowledge about such skills. It is no wonder that there are still several misconceptions about the role of creativity in education. Writing about teachers, Prentice (2000) states that there is a need to make explicit the range of skills, knowledge and understanding required to ground

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