creativity and enjoyment in education professor bart mcgettrick liverpool 24 april 2008
TRANSCRIPT
Creativity and EnjoymentCreativity and Enjoyment in Education in Education
Professor Bart Professor Bart McGettrickMcGettrick
LIVERPOOLLIVERPOOL
24 April 2008
In contemporary society the main function of education is –
The flourishing of humanityincluding
attainment and achievement
and
personal and social well-being.
There is a professional ethical imperative in all that we do in education
At the heart of education is the development of humanity.
If we are to see humanity flourish the language we use has to move from the technical to the humane
The attitudes and values also have to reflect that great gifts to humanity… The Arts, The Sciences, Technology, .. All human development.
Education is concerned with exposing children to good, to truth, to beauty, to honesty, to love, to compassion, to integrity. These are the qualities which must inspire education….
It is only possible to know about these qualities of life when we have experience of them.
Experiencing music, the arts, the beauty of science, and the joy of learning are enriching parts of life.
How does education serve the needs of society?
Setting up places of formation of the whole person …
…a healing place in society
… a place for human flourishing
… a place for the flourishing of all humanity
… a place for the continuity of culture and tradition
... a place of enjoyment!
Amongst the most significant purposes of education are:
Forming people
Of love, care and compassion
With a deep sense of hope
Who appreciate beauty and wonder
Who will serve the world by their gifts
We educate young children to have the capability of serving their communities in the common good.
This includes a concern for creativity, so readily developed through the arts, physical education and “practical aspects” of subjects
The priorities that are expressed in
society include a concern for creativity,
and also for attainment and
achievement.
The challenge is that these are
contradictory, so long as attainment is
assessed by cognitive measures… e.g.
test items.
Creativity is recognised as being a priority by government.
The question really is whether this is capable of being developed adequately while other pressures of cognitive accountability are so severe?
Enjoyment is a martyr in the pursuit of effectiveness, performance and efficiency.
The fully educated person is not risk averse. Risk, to some degree at least, is required for creativity and for progress. A world without risk rapidly becomes a world of compliance and of dependence on the here and now. It contains with in the seeds of its own destruction, by forming the man-made manacles for ourselves.
A world of compliance is a world of mediocrity and conformity.
The intellect has become free through the later part of the twentieth century; and the emotions remain in chains.
Education needs both to flourish for the development of the whole person.
Courage, joy and humility are three characteristics of human flourishing.
Is there a hierarchy of pre-conditions for growth and flourishing?
Above all there is •Love •Justice and•Happiness
“Education thus presents itself as at once preparation for life and an irreplaceable part of life itself: Hence the good school is to be assessed not by any tale of examination successes, however impressive, but by the extent to which it has filled the years of youth with security, graciousness and ordered freedom, and has thus been the seed-bed for the flowering in due season of all that is of good report.”
Secondary Education : A Report of The Advisory Council on Education in Scotland, 1947
A Model for LearningA Model for Learning
Content – Principles, Knowledge, Concepts, Ideas, Skills
Dispositions to Learning – Learning to Love Learning
Relationships
Emotional and Spiritual Space
It is the active participation of both
learning and teaching which
characterises an effective education. The
educator is most effective as “a witness”
or “role model”, and this has a profound
impact on the learner.
In so many ways the creative educator is
also a creative learner.
This will mean putting dignity before
price, and humanity before economy.
Creativity is not susceptible to complete
description by measured outcomes and
identifiable targets.
Setting prescribed targets for learning always
results in sub-optimal attainment.
Qualities for Education
To remember all people have memories
To encourage and feed dreams
To express our care for those who learn
To rid society of the pain of the
fearful heart
To encourage risks and know there is safety in the place of learning.
Areas for Consideration
Teaching approaches … personalise
learning
The climate and ethos for learning
The relationships established by the
educator
What is to be learned and how this takes
place (“context”)
We should not continue to see creativity as a marginal concern of the elite or the eccentric.
We have to re-orientate our concerns in education towards a world of, care, love, compassion and so develop a society which genuinely values the creative impulse.
The greatest challenge for all educators is
how young people can benefit from the
richness of experience and feel the
quality of culture in the practical aspects
of daily life ….
The sounds of the town and the many
varied places of education, the artwork
on display, the movement and dance at
celebrations, etc.
Doubt must have a central part to play in education. It is doubt that nourishes the enquiring mind. It is doubt that avoids compliance.
It is doubt that encourages the conviction of one’s own thoughts. At its heart is creativity.