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المدارس المبدعة : تحولات جذرية في التعليم
في كتاب المدارس المبدعة ، يوسع كين روبنسون محتوى ما قاله في كلمته الشهيرة المعروفة بكلمة ( TED ) كيف تقتل المدارس الإبداع ، ويقدم حلولا فذة وعملية لقضية حيوية لأمتنا ، وهي كيف نحدث تحولا في نظامنا التعليمي المضطرب
في الوقت الذي تحقق فيه مشروعات الاختبارات المقننة أرباحا ضخمة ، وتكافح مدارس كثيرة وطلاب ومعلمون ويعانون من هذا الضغط ، يشير روبنسون إلى طريق المستقبل ، وهو يطالب بإنهاء نظامنا التعليمي الصناعي العتيق ، ويدعو إلى أسلوب مفصل حسب الطلب ، يعتمد على مواردنا التكنولوجية والحرفية غير المسبوقة ، حتى يجتذب كل الطلاب ، وينمي حبهم للتعلم ، ويمكنهم من مواجهة تحديات القرن الحادي والعشرين الحقيقية
يمتلىء الكتاب بالطرائف والملاحظات والحالات التاريخية والأبحاث المبدعة وتوصيات من متخصصين في كل أنحاء البلاد يقفون على جبهة معركة تحول التعليم - إن المدارس المبدعة بما فيه من تلميح وأسلوب جذاب ، سيلهم المعلمين وأولياء الأمور وصناع السياسة حتى يعيدوا النظر في طبيعة التعليم وغرضه
في الوقت الذي تحقق فيه مشروعات الاختبارات المقننة أرباحا ضخمة ، وتكافح مدارس كثيرة وطلاب ومعلمون ويعانون من هذا الضغط ، يشير روبنسون إلى طريق المستقبل ، وهو يطالب بإنهاء نظامنا التعليمي الصناعي العتيق ، ويدعو إلى أسلوب مفصل حسب الطلب ، يعتمد على مواردنا التكنولوجية والحرفية غير المسبوقة ، حتى يجتذب كل الطلاب ، وينمي حبهم للتعلم ، ويمكنهم من مواجهة تحديات القرن الحادي والعشرين الحقيقية
يمتلىء الكتاب بالطرائف والملاحظات والحالات التاريخية والأبحاث المبدعة وتوصيات من متخصصين في كل أنحاء البلاد يقفون على جبهة معركة تحول التعليم - إن المدارس المبدعة بما فيه من تلميح وأسلوب جذاب ، سيلهم المعلمين وأولياء الأمور وصناع السياسة حتى يعيدوا النظر في طبيعة التعليم وغرضه
282 pages, Paperback
First published April 21, 2015
893 people are currently reading
8193 people want to read
About the author
Ken Robinson
23 books1,683 followersLibrarian Note: There is more than one author by this name in the Goodreads database.
Sir Ken Robinson is an internationally recognized leader in the development of innovation and human resources. He has worked with national governments in Europe and Asia, with international agencies, Fortune 500 companies, national and state education systems, non-profit corporations and some of the world’s leading cultural organizations. They include the Royal Shakespeare Company, Sir Paul McCartney’s Liverpool Institute for Performing Arts, the Royal Ballet, the Hong Kong Academy for Performing Arts, the European Commission, UNESCO, the Council of Europe, the J Paul Getty Trust and the Education Commission of the States. From 1989 - 2001, he was Professor of Arts Education at the University of Warwick.
Sir Ken Robinson is an internationally recognized leader in the development of innovation and human resources. He has worked with national governments in Europe and Asia, with international agencies, Fortune 500 companies, national and state education systems, non-profit corporations and some of the world’s leading cultural organizations. They include the Royal Shakespeare Company, Sir Paul McCartney’s Liverpool Institute for Performing Arts, the Royal Ballet, the Hong Kong Academy for Performing Arts, the European Commission, UNESCO, the Council of Europe, the J Paul Getty Trust and the Education Commission of the States. From 1989 - 2001, he was Professor of Arts Education at the University of Warwick.
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Displaying 1 - 30 of 420 reviews
July 18, 2015
A book of anecdotes and ideas, not research and prescription.
The vagaries and generalities make the book come across as fluff - far less substantial than Schmoker's Focus for example. Nonetheless, it is not without value.
I find myself still thinking about Robinson's "Eight Core Competencies" - habits and skills that a proper education should instill in all students
1) Curiosity
2) Creativity
3) Criticism
4) Communication
5) Collaboration
6) Compassion
7) Composure
8) Citizenship
And I appreciate the significance he attaches to a carefully chosen curriculum and pedagogy. On page 131, he writes that the curriculum should drive the schedule. On page 204, he indicates that curriculum and pedagogy are the expression of the school culture. On page 231, he writes that the "basic prerequisite for effective education is to cultivate students' enthusiasm for learning. This means providing...a diverse curriculum."
I'm also stealing his idea that education should be about creating people who know what to do when they don't know what to do.
The vagaries and generalities make the book come across as fluff - far less substantial than Schmoker's Focus for example. Nonetheless, it is not without value.
I find myself still thinking about Robinson's "Eight Core Competencies" - habits and skills that a proper education should instill in all students
1) Curiosity
2) Creativity
3) Criticism
4) Communication
5) Collaboration
6) Compassion
7) Composure
8) Citizenship
And I appreciate the significance he attaches to a carefully chosen curriculum and pedagogy. On page 131, he writes that the curriculum should drive the schedule. On page 204, he indicates that curriculum and pedagogy are the expression of the school culture. On page 231, he writes that the "basic prerequisite for effective education is to cultivate students' enthusiasm for learning. This means providing...a diverse curriculum."
I'm also stealing his idea that education should be about creating people who know what to do when they don't know what to do.
February 3, 2016
I found this book frustrating, although that may be because my expectations for it were misaligned from the start.
I have watched Robinson’s TED talk and was excited by some of his ideas; ideas that push the envelope on current educational thinking and explore the potential that schools could have if we re-evaluated embedded policies and established norms. Why do we batch pupils by age-group? Why do we churn pupils through an academic-focused curriculum that’s ill-suited to many of them? These are really interesting questions – Robinson has seen a flaw with the prevalence of standardisation and is commending a new system of education based around personalisation.
Unfortunately, this is what I knew before reading the book and this is roughly the extent of my understanding afterwards as well. The book is full of anecdotes and abstract ideas which left me crying out for research and an implementation plan. Robinson quite rightly wants to see education transformed but I’m not sure he knows how he wants to do it. Yes, he wants a personalised system, yes, he wants a well-rounded curriculum. But if you ask most educators or policy makers in the world I don’t think they would disagree with these ideals. The real question is, how do we get there in reality. How do we change the national curriculum or do we even need a national curriculum? Should we extend the school day to make space for a broader curriculum or make more subjects optional or is there another way to broaden education.
I admire Robinsons intent and I agree with him on many things but in this book I grew weary of hearing about personalisation and creativity without any real action plan.
I have watched Robinson’s TED talk and was excited by some of his ideas; ideas that push the envelope on current educational thinking and explore the potential that schools could have if we re-evaluated embedded policies and established norms. Why do we batch pupils by age-group? Why do we churn pupils through an academic-focused curriculum that’s ill-suited to many of them? These are really interesting questions – Robinson has seen a flaw with the prevalence of standardisation and is commending a new system of education based around personalisation.
Unfortunately, this is what I knew before reading the book and this is roughly the extent of my understanding afterwards as well. The book is full of anecdotes and abstract ideas which left me crying out for research and an implementation plan. Robinson quite rightly wants to see education transformed but I’m not sure he knows how he wants to do it. Yes, he wants a personalised system, yes, he wants a well-rounded curriculum. But if you ask most educators or policy makers in the world I don’t think they would disagree with these ideals. The real question is, how do we get there in reality. How do we change the national curriculum or do we even need a national curriculum? Should we extend the school day to make space for a broader curriculum or make more subjects optional or is there another way to broaden education.
I admire Robinsons intent and I agree with him on many things but in this book I grew weary of hearing about personalisation and creativity without any real action plan.
August 4, 2016
Después de haber visto su famosa charla TED, tenía mis dudas de lo que el autor plantearía en este libro. Si bien es cierto que mucho de lo que propone el autor, no es novedoso, y él mismo lo hace ver, eso no significa que no haya funcionado antes, sino que no fue elemental para quienes dirigen las sistemas educativos y por ello, se han hecho a un lado.
Vivimos en un mundo capitalista que lo que busca es una población atenida a sus necesidades como empresarios, que los perfiles de egreso vayan encaminados a tener mano de obra eficiente, preparada para acatar órdenes y ya. Aunque aquí mismo el autor deja ver que no todos los empresarios buscan eso en sus trabajadores y que la misma educación, que ha permitido que se deje de lado a la creatividad, está impidiendo que se presente lo que muchas empresas buscan: la innovación. Gente arriesgada, que se atreva a crear, a salir de lo cotidiano y a presentar ideas frescas y valiosas.
Pero, ¿de quién depende que se fomenten esas competencias en los alumnos? La burocratización a la que se ha sometido a la educación, el constante papeleo, las metas que deben cumplir los docentes con los planes y programas, las competencias que debe lograr los alumnos, la barrera del lenguaje en muchas zonas de nuestro país (por citar México), la falta de infraestructura, conectividad e incluso, el hecho de que muchos de nuestros niños llegan a las escuelas con la panza vacía o mal alimentada y que han caminado mucho para llegar al centro escolar, etc., crea un clima en que el que no parece propicio llegar acabo innovaciones.
Ahora bien, y aunque parezca que me salgo del tema, hace tiempo leí un libro llamado Los inventores (reseña), que narra la vida de unos chicos indocumentados en Estados Unidos que contra todo pronóstico, ganador un concurso de robótica a nivel nacional, compitiendo con chicos del MIT. ¿Y saben por qué amo tanto ese libro? Por que a pesar de lo triste que puede ser la vida de esos chicos al inicio y lo poco que se avanza al final, la historia de cómo llegar a ganarle a estudiantes del MIT tiene poco que ver con el dinero invertido en su robot y mucho que ver con dos cosas: la creatividad de los inventores y el empeño de sus docentes.
Es lógico que se necesita un profesor no sólo capacitado en su asignatura, sino motivado. Con ganas de descubrir qué les atrae a sus alumnos y dirigirlos hacia ello, dotarlos de las herramientas necesarias para que ellos mismos puedan generar su propio conocimiento.
¿Una tarea difícil?
Sí, pero no imposible. Y eso es lo que nos demuestra Ken Robinson con este libro, con anécdotas, datos, experiencias exitosas de otros profesores y directores de centros educativos. De una manera muy amena, Robinson nos lleva de la mano por un recorrido histórico de la escuela y nos da las herramientas e inspiración necesaria para que tanto profesores, como diversos agentes educativos, veamos que sí es posible hacer una escuela diferente, una escuela centrada en el alumno y sus necesidades.
Y como dijera Irena Majchrzak: " La emoción, eso es exactamente lo que busco, a lo que recurro como mi principal aliado en el proceso de enseñanza-aprendizaje".
September 19, 2015
A pretty extensive catalog of examples of schools and institutions (mainly in the U.S. and the U.K., but also in other countries) who are pushing away from an education model too obsessed with grades and competition at all levels (between students, classrooms, schools, districts, states, countries), and who are trying to focus on the student real needs: self-confidence, curiosity, respect, creativity, sociability...
The author provides an interesting collection of broad ideas and frameworks which could be summarised like this:
Interdisciplinary subjects:
- Planetary conscience
- Financial, economic, commercial and entrepreneurial culture
- Civic culture
- Health/wellness culture
- Environmental culture
Competences for learning
- Creativity and innovation
- Critical thinking and problem solving
- Communication and collaboration
Competences for life and work
- Flexibility and adaptability
- Initiative and autonomy
- Social and transcultural competences
- Productivity and responsibility
- Leadership skills
He makes a special emphasis in the teacher/educator role as someone who should facilitate learning by trying to provide each student with the customised experience and environment he or she needs, based on their interests and capacities. Specifically, the teacher should:
- Motivate study
- Help students find their true interests
- Facilitate study (provide the means and resources)
- Have and communicate expectations
- Capacitate students to have confidence in themselves
The book is mainly targeted to teachers and other education professionals but it has obvious implications and utility for government and family. The foot notes and bibliography are very extensive and interesting, providing many references to academic papers, books and multimedia resources.
The author provides an interesting collection of broad ideas and frameworks which could be summarised like this:
Interdisciplinary subjects:
- Planetary conscience
- Financial, economic, commercial and entrepreneurial culture
- Civic culture
- Health/wellness culture
- Environmental culture
Competences for learning
- Creativity and innovation
- Critical thinking and problem solving
- Communication and collaboration
Competences for life and work
- Flexibility and adaptability
- Initiative and autonomy
- Social and transcultural competences
- Productivity and responsibility
- Leadership skills
He makes a special emphasis in the teacher/educator role as someone who should facilitate learning by trying to provide each student with the customised experience and environment he or she needs, based on their interests and capacities. Specifically, the teacher should:
- Motivate study
- Help students find their true interests
- Facilitate study (provide the means and resources)
- Have and communicate expectations
- Capacitate students to have confidence in themselves
The book is mainly targeted to teachers and other education professionals but it has obvious implications and utility for government and family. The foot notes and bibliography are very extensive and interesting, providing many references to academic papers, books and multimedia resources.
August 19, 2016
Quizás mis expectativas con respecto a este libro eran totalmente erróneas, pero lo cierto es que lo he encontrado muy decepcionante.
Ken Robinson cree que la creatividad es una parte fundamental de la educación y en eso estoy de acuerdo.
Pero el enfoque del libro pasa por la creación de escuelas creativas que no se ajusten al marco educativo tradicional, y el autor nos satura de ejemplos de centros docentes novedosos que siguen paradigmas únicos de forma excepcionalmente exitosa.
La verdad es que huele un poco a chamusquina, algunos dan para guión de telefilme de fin de semana: barrio pobre, malos estudiantes, director motivador y buen rollista que les cambia la vida. ¿Acaso no hay dificultades? ¿No hay casos de fracaso al poner en práctica estas ideas? ¿No hay oposición de algunos sectores sociales? Demasiado utópico para ser creíble.
Repite hasta la saciedad que el cambio requiere la participación de familias, sociedad, docentes... pero nunca termina de dejar claro cuál es su lugar en dicho cambio.
Y quizás eso era lo que más me interesaba a mí, ideas para que nosostros, los individuos de a pie que no podemos crear un colegio desde los cimientos sino participar desde nuestra posición (como padres, como profesores) fomentemos la creatividad en un sistema de estudios bastante encorsetado y limitante.
Pero en este libro no lo he encontrado.
Ken Robinson cree que la creatividad es una parte fundamental de la educación y en eso estoy de acuerdo.
Pero el enfoque del libro pasa por la creación de escuelas creativas que no se ajusten al marco educativo tradicional, y el autor nos satura de ejemplos de centros docentes novedosos que siguen paradigmas únicos de forma excepcionalmente exitosa.
La verdad es que huele un poco a chamusquina, algunos dan para guión de telefilme de fin de semana: barrio pobre, malos estudiantes, director motivador y buen rollista que les cambia la vida. ¿Acaso no hay dificultades? ¿No hay casos de fracaso al poner en práctica estas ideas? ¿No hay oposición de algunos sectores sociales? Demasiado utópico para ser creíble.
Repite hasta la saciedad que el cambio requiere la participación de familias, sociedad, docentes... pero nunca termina de dejar claro cuál es su lugar en dicho cambio.
Y quizás eso era lo que más me interesaba a mí, ideas para que nosostros, los individuos de a pie que no podemos crear un colegio desde los cimientos sino participar desde nuestra posición (como padres, como profesores) fomentemos la creatividad en un sistema de estudios bastante encorsetado y limitante.
Pero en este libro no lo he encontrado.
March 15, 2022
Creative Schools โดย Ken Robinson กับ Lou Aronica ของสำนักพิมพ์ Bookscape นี่เป็นหนังสือที่ให้บรรยากาศแบบ TED talk เข้มข้นชิบเป๋งเลย มันหยิบยกเอาเรื่องราวที่น่าสนใจมาก ๆ มาจัดแสดงไว้ในแบบโคตรจะ”ว้าว” แต่พอเราต้องการจะขุดค้นทำความเข้าใจให้ลึกซึ้ง มันกลับไม่ได้จัดเตรียมรายละเอียดของส่วนต่าง ๆ ไว้อย่างแข็งแรงขนาดนั้น แถมเหมือนจะพยายามจำแนก และจัดหมวดหมู่ในหัวข้อต่าง ๆ โดยนึกถึงพยัญชนะตัวแรกของคำเป็นสำคัญในแบบที่นักพูด TED มืออาชีพนิยมอีกต่างหาก
แม้จะรู้สึกแบบนั้น แต่เล่มนี้ก็เป็นหนังสือที่พลิกมุมคิดเรื่องการศึกษาของเราแบบกลับด้านเลยทีเดียว ก่อนหน้านี้เราแทบไม่เคยตั้งคำถามถึงการศึกษาในรูปแบบอื่นนอกจากแบบที่มีหน่วยกิต , แบ่งเป็นรายวิชา , เรียนเป็นคาบ , และมีสอบกลางภาค-ปลายภาค เลยด้วยซ้ำ แต่หลังผ่านเล่มนี้ เราเหมือนตื่นขึ้นจากภวังค์ ตระหนักได้ว่าทุกสิ่งที่เราเคยผ่านพบมาจากการศึกษาในระบบ กลับไม่ใช่หัวใจที่จะขาดเสียไม่ได้ของการศึกษาอีกต่อไป
Robinson ชวนเราให้นึกทบทวนดูอีกสักทีว่าอะไรบ้างคือสิ่งที่จำเป็นต้องมีจริง ๆ หากสังคมต้องการที่จะจัดการศึกษาให้แก่พลเมือง ต่อด้วยชวนผู้อ่านขบคิดว่า แล้วไอ้”ระบบ”ที่ให้การศึกษาด้วยหลักการแบบการผลิตสินค้านี่ เราจะสามารถแทนที่มันด้วยหลักคิดแบบอื่นได้รึเปล่านะ? หลาย ๆ เคสที่เขานำมาประกอบในเล่มก็”น่าทึ่ง”จริงอะไรจริง น่าเสียดายที่โครงการเจ๋ง ๆ ที่ผู้เขียนยกมามันดันไม่ได้มาพร้อมรายละเอียดของโครงการที่ลงลึกและรอบด้านเพียงพอจนเราสามารถยึดจับแก่นของมันไปคิดต่อได้อย่างมั่นคงนัก
เล่มน��้เล่นเอาเราต้องถามตัวเองอยู่นานมากว่า ตกลงแล้วเราชอบมันรึเปล่านะ? แต่พอเลิกคิดแล้วกลับไปใช้ชีวิตต่อในสังคมที่โคตรเละเทะของสยามยุคปัจจุบันได้พักเดียวเท่านั้นแหละ ได้คำตอบชัดเลย ไม่ว่าเราจะรู้สึกกับ”โรงเรียนบันดาลใจ”แบบไหน แต่เล่มนี้ก็เป็นหนังสือที่เราอยากเห็นมัน”แมส”มากที่สุดเล่มนึงแน่ ๆ เราว่าเพื่อน ๆ หลายคนคงมีความรู้สึกเหมือนกันว่า”ระบบการศึกษา”ตอนนี้มันมีปัญหาจริง ๆ บางคนอาจถึงขั้นคันไม้
คันมืออยากทำอะไรสักอย่างเพื่อปฏิรูปมัน แต่ไม่รู้ว่าจะเริ่มตรงไหน ณ จุดนี้ Creative schools ช่วยพวกเราได้ มันเป็นหนังสือที่ช่วยเสริมสมรรถนะให้เราจนมีความสามารถพอที่จะวิพากษ์ระบบที่เป็นอยู่ในปัจจุบันได้ ยังยกตัวอย่างให้เราเห็นคร่าว ๆ ถึงสิ่งที่ระบบควรจะเป็นด้วย มิหนำซ้ำยังพอเกริ่น ๆ ถึงหลักการที่จะช่วยเราเปลี่ยนระบบในปัจจุบันให้กลายเป็นระบบที่เราตั้งเป้าไว้อีกต่างหาก
แม้จะรู้สึกแบบนั้น แต่เล่มนี้ก็เป็นหนังสือที่พลิกมุมคิดเรื่องการศึกษาของเราแบบกลับด้านเลยทีเดียว ก่อนหน้านี้เราแทบไม่เคยตั้งคำถามถึงการศึกษาในรูปแบบอื่นนอกจากแบบที่มีหน่วยกิต , แบ่งเป็นรายวิชา , เรียนเป็นคาบ , และมีสอบกลางภาค-ปลายภาค เลยด้วยซ้ำ แต่หลังผ่านเล่มนี้ เราเหมือนตื่นขึ้นจากภวังค์ ตระหนักได้ว่าทุกสิ่งที่เราเคยผ่านพบมาจากการศึกษาในระบบ กลับไม่ใช่หัวใจที่จะขาดเสียไม่ได้ของการศึกษาอีกต่อไป
Robinson ชวนเราให้นึกทบทวนดูอีกสักทีว่าอะไรบ้างคือสิ่งที่จำเป็นต้องมีจริง ๆ หากสังคมต้องการที่จะจัดการศึกษาให้แก่พลเมือง ต่อด้วยชวนผู้อ่านขบคิดว่า แล้วไอ้”ระบบ”ที่ให้การศึกษาด้วยหลักการแบบการผลิตสินค้านี่ เราจะสามารถแทนที่มันด้วยหลักคิดแบบอื่นได้รึเปล่านะ? หลาย ๆ เคสที่เขานำมาประกอบในเล่มก็”น่าทึ่ง”จริงอะไรจริง น่าเสียดายที่โครงการเจ๋ง ๆ ที่ผู้เขียนยกมามันดันไม่ได้มาพร้อมรายละเอียดของโครงการที่ลงลึกและรอบด้านเพียงพอจนเราสามารถยึดจับแก่นของมันไปคิดต่อได้อย่างมั่นคงนัก
เล่มน��้เล่นเอาเราต้องถามตัวเองอยู่นานมากว่า ตกลงแล้วเราชอบมันรึเปล่านะ? แต่พอเลิกคิดแล้วกลับไปใช้ชีวิตต่อในสังคมที่โคตรเละเทะของสยามยุคปัจจุบันได้พักเดียวเท่านั้นแหละ ได้คำตอบชัดเลย ไม่ว่าเราจะรู้สึกกับ”โรงเรียนบันดาลใจ”แบบไหน แต่เล่มนี้ก็เป็นหนังสือที่เราอยากเห็นมัน”แมส”มากที่สุดเล่มนึงแน่ ๆ เราว่าเพื่อน ๆ หลายคนคงมีความรู้สึกเหมือนกันว่า”ระบบการศึกษา”ตอนนี้มันมีปัญหาจริง ๆ บางคนอาจถึงขั้นคันไม้
คันมืออยากทำอะไรสักอย่างเพื่อปฏิรูปมัน แต่ไม่รู้ว่าจะเริ่มตรงไหน ณ จุดนี้ Creative schools ช่วยพวกเราได้ มันเป็นหนังสือที่ช่วยเสริมสมรรถนะให้เราจนมีความสามารถพอที่จะวิพากษ์ระบบที่เป็นอยู่ในปัจจุบันได้ ยังยกตัวอย่างให้เราเห็นคร่าว ๆ ถึงสิ่งที่ระบบควรจะเป็นด้วย มิหนำซ้ำยังพอเกริ่น ๆ ถึงหลักการที่จะช่วยเราเปลี่ยนระบบในปัจจุบันให้กลายเป็นระบบที่เราตั้งเป้าไว้อีกต่างหาก
January 2, 2016
The book is rather academic, than practical. It has a few frameworks on the better (creative schools) and what governments, parents and organisations could do to make the learning experience better, however it lacked practical examples of these frameworks. Apart of that, the book is also hard to read and I caught my mind wandering around while reading.
January 11, 2019
This book is amazing. It's one of my top 5 edu-books. Sir Ken tells the story of schools in America from the beginning of mass schooling to the present. He shares lots of ways to make schooling more meaningful for students and better ROI for society. Sir Ken shares many examples from around the world to make his case.
March 24, 2015
I received an arc copy of Creative Schools. I found it very readable and well written. He combines teaching concepts with illustrations that demonstrate his points. It was optimistic compared Jonathon Kozol's Savage Inequalities. recommend this book.
January 21, 2016
While there is some good information in this book, I found that I could have read the dust jacket and gotten the idea. I kept coming back to it, hoping that I was missing something, but finally finished it grudgingly and wish I could just have the time back.
June 23, 2020
К прочтению каждому педагогу.
Круто!
Круто!
September 8, 2017
Увлекательно и удивительно злободневно
November 5, 2023
I cannot think of many people that would disagree with the ideals found in this book. Or else do you think that a numeral grade system and federal standardized testing is a fair way to test every kids capabilities? If you don't, this book will anger and deceive you about the current practices found in most schools worldwide. With examples about dozens of learning centers, the author proves how with a change of heart and a willingness to improve children's lives, school can become a place kids yearn to be part of. This book inspires and motivates the reader to do something about the conventional school system, though despite this, by the end of the book the arguments became too repetitive and with a lack of profundity. When referring to a school program, it is important to specify on what this is exactly focusing on so that others can apply it to their own communities.
December 31, 2023
همه بچه ها عاشق یادگیری هستند و این علاقه در ذات آنها وجود دارد. پس چرا بسیاری از کودکان از مدرسه متنفر هستند؟ آیا نباید تغییری در مدارس ایجاد کرد؟
علت تنفر بچه ها از بسیاری از چیزهایی که در مدرسه وجود دارد، سیستم آموزشی سنتی است که از ابتدا در مدارس وجود داشته. در این کتاب متوجه خواهید شد که هرگز قرار نبود مدارس مکانی برای یادگیری خلاقانه و شاد باشد.
خوشبختانه جایگزینی برای این رویکرد سنتی وجود دارد: مدارس خلاق.
این اصطلاح مدارسی را توصیف نمیکند که دو ساعت کلاس هنر را به چهار ساعت افزایش دهد؛ بلکه به معنای نگاهکردن به «یادگیری» از منظری کاملاً متفاوت، با اجتناب از برنامهریزیهای سختگیرانه، دستورالعملها و ارزیابیهای مکرر است. درواقع مکانی برای ایجاد محیط یادگیری مناسب برای هر دانشآموز است.
درباره نویسنده:
کن رابینسون، یکی از نویسندگان این کتاب سخنران بین المللی و مشاور آموزشی است. او سابقه تدریس علوم مربوط به تعلیم و تربیت، در دانشگاه وارویک و همچنین مشاوره به دولت بریتانیا در حوزه آموزش هنر در مدارس را دارد.
سخنرانی او در TED (سال 2006) با عنوان مدارس «چگونه خلاقیت را میکشند»، پربینندهترین سخنرانی آن سال بود.
لو آرونیکا، دیگر نویسنده این کتاب جز ویراستاران و ناشران آمریکاست که تاکنون چندین رمان و آثار غیرداستانی نوشته است.
علت تنفر بچه ها از بسیاری از چیزهایی که در مدرسه وجود دارد، سیستم آموزشی سنتی است که از ابتدا در مدارس وجود داشته. در این کتاب متوجه خواهید شد که هرگز قرار نبود مدارس مکانی برای یادگیری خلاقانه و شاد باشد.
خوشبختانه جایگزینی برای این رویکرد سنتی وجود دارد: مدارس خلاق.
این اصطلاح مدارسی را توصیف نمیکند که دو ساعت کلاس هنر را به چهار ساعت افزایش دهد؛ بلکه به معنای نگاهکردن به «یادگیری» از منظری کاملاً متفاوت، با اجتناب از برنامهریزیهای سختگیرانه، دستورالعملها و ارزیابیهای مکرر است. درواقع مکانی برای ایجاد محیط یادگیری مناسب برای هر دانشآموز است.
درباره نویسنده:
کن رابینسون، یکی از نویسندگان این کتاب سخنران بین المللی و مشاور آموزشی است. او سابقه تدریس علوم مربوط به تعلیم و تربیت، در دانشگاه وارویک و همچنین مشاوره به دولت بریتانیا در حوزه آموزش هنر در مدارس را دارد.
سخنرانی او در TED (سال 2006) با عنوان مدارس «چگونه خلاقیت را میکشند»، پربینندهترین سخنرانی آن سال بود.
لو آرونیکا، دیگر نویسنده این کتاب جز ویراستاران و ناشران آمریکاست که تاکنون چندین رمان و آثار غیرداستانی نوشته است.
June 24, 2022
Resulta difícil no sentir empatía con las reivindicaciones de Sir Ken Robinson. Empieza así:
Además, ahí están todos los casos y experiencias de éxito reales que describe -esencialmente en los Estados Unidos-, en las que escuelas e institutos marginales introducen proyectos creativos y pasan de ser los últimos de la ciudad a los primeros. De alumnos absentistas a alumnos que voluntariamente asisten al instituto incluso por las noches; niños de Nueva Delhi que sin saber inglés ni haber visto nunca un ordenador, en cuestión de unas horas con un portátil pasan a grabar música y navegar por la red como profesionales (sic); padres que de no participar nunca se convierten en agentes activos e implicadísimos en sus escuelas locales, etc. Casi sólo falta pintar el arco iris, darnos un abrazo colectivo y afirmar que todo es bonito y perfecto o, si no lo es, aplicando la vacuna de la creatividad lograremos que lo sea.
Lo cierto es que el ensayo del bueno de Robinson arroja no pocos interrogantes. Entre otros: ¿al igual que ejemplos de éxitos, no existen ejemplos de fracasos? ¿Por qué todos los casos expuestos son de centros complicadísimos y conflictivos? ¿Puede que, cuando son así, casi cualquier receta distinta -a veces, simplemente hacer algo- ya obtuviera resultados positivos en los mismos? ¿Y hasta qué punto se pueden extrapolar estas experiencias americanas a otros países? ¿No está -por ejemplo, en España- en muchos casos ya suficientemente implantada la evaluación continua y variada, como aconseja el autor que debe ser, y los resultados son igualmente nefastos? ¿Por qué ese énfasis en defender una educación crítica y, simultáneamente, aceptar consejos de gurús empresariales metidos a opinadores educativos? ¿No os produce, como a mí, cierta desconfianza cuando éstos os dicen que para un adolescente de la ESO lo importante es adaptarse, la creatividad y saber relacionarse porque, total, "ya está todo en Google"? ¿Es realmente viable, como propone Robinson, estructurar el plan de estudios en base a los intereses del alumnado? ¿Qué pasaría con aquello que sí les gusta asistir a clase, escuchar, leer...? Y si no es viable hacerlo todo con proyectos, ¿cómo se puede motivar al alumnado? Etcétera.
Demasiadas preguntas y muy pocas respuestas en este libro.
A lo largo del libro iré desarrollando lo que yo considero los cuatro objetivos fundamentales de la educación: personal, cultural, social y económico. A mi modo de ver, la finalidad de la educación es capacitar a los alumnos para que comprendan el mundo que les rodea y conozcan sus talentos naturales con objeto de que puedan realizarse como individuos y convertirse en ciudadanos activos y compasivos.
Además, ahí están todos los casos y experiencias de éxito reales que describe -esencialmente en los Estados Unidos-, en las que escuelas e institutos marginales introducen proyectos creativos y pasan de ser los últimos de la ciudad a los primeros. De alumnos absentistas a alumnos que voluntariamente asisten al instituto incluso por las noches; niños de Nueva Delhi que sin saber inglés ni haber visto nunca un ordenador, en cuestión de unas horas con un portátil pasan a grabar música y navegar por la red como profesionales (sic); padres que de no participar nunca se convierten en agentes activos e implicadísimos en sus escuelas locales, etc. Casi sólo falta pintar el arco iris, darnos un abrazo colectivo y afirmar que todo es bonito y perfecto o, si no lo es, aplicando la vacuna de la creatividad lograremos que lo sea.
Lo cierto es que el ensayo del bueno de Robinson arroja no pocos interrogantes. Entre otros: ¿al igual que ejemplos de éxitos, no existen ejemplos de fracasos? ¿Por qué todos los casos expuestos son de centros complicadísimos y conflictivos? ¿Puede que, cuando son así, casi cualquier receta distinta -a veces, simplemente hacer algo- ya obtuviera resultados positivos en los mismos? ¿Y hasta qué punto se pueden extrapolar estas experiencias americanas a otros países? ¿No está -por ejemplo, en España- en muchos casos ya suficientemente implantada la evaluación continua y variada, como aconseja el autor que debe ser, y los resultados son igualmente nefastos? ¿Por qué ese énfasis en defender una educación crítica y, simultáneamente, aceptar consejos de gurús empresariales metidos a opinadores educativos? ¿No os produce, como a mí, cierta desconfianza cuando éstos os dicen que para un adolescente de la ESO lo importante es adaptarse, la creatividad y saber relacionarse porque, total, "ya está todo en Google"? ¿Es realmente viable, como propone Robinson, estructurar el plan de estudios en base a los intereses del alumnado? ¿Qué pasaría con aquello que sí les gusta asistir a clase, escuchar, leer...? Y si no es viable hacerlo todo con proyectos, ¿cómo se puede motivar al alumnado? Etcétera.
Demasiadas preguntas y muy pocas respuestas en este libro.
October 26, 2023
“The aims of education are to enable students to understand the world around them and THE TALENTS WITHIN THEM so that they can become fulfilled individuals and active, compassionate citizens”
Tbh a lot of this book seemed idealistic and not grounded in reality, but there were a lot of great moments and points that made me feel optimistic and hopeful.
Eg. “Education doesn’t happen in the committee rooms of the legislatures or in the rhetoric of politicians. It’s what goes on between teachers and learners in actual schools. If you’re a teacher, for your students YOU ARE THE SYSTEM”
Tbh a lot of this book seemed idealistic and not grounded in reality, but there were a lot of great moments and points that made me feel optimistic and hopeful.
Eg. “Education doesn’t happen in the committee rooms of the legislatures or in the rhetoric of politicians. It’s what goes on between teachers and learners in actual schools. If you’re a teacher, for your students YOU ARE THE SYSTEM”
June 27, 2020
Eh... same old.
May 28, 2017
Aunque sí comulgo con algunas de las ideas que Ken Robinson suele exponer, no termino de quedar convencido tras leer sus libros (este es el segundo, tras Out of Our Minds: Learning to Be Creative).
Para empezar, debo reconocer que siento desde hace tiempo cierto resquemor hacia los "gurús" de la educación. Siempre y cuando, eso sí, se trate de personas que están alejadas del día a día del aula convencional... lo que casualmente ocurre en la mayoría de casos. Me resulta muy difícil creerles porque lo que leo suele estar alejado de la realidad que vivo; de hecho habitualmente es fácil distinguir a quien frecuenta clases de primaria/secundaria de quien solo lo hace de forma ocasional o directamente no las pisa, solo con leer lo que dicen.
Con Robinson me pasa eso, trae multitud de éxitos educativos, todos ellos estupendos sí, pero por un lado quedan algo vacíos al ser contados tan de refilón y por alguien externo, y por el otro lado resultan... no sé, sospechosos. Me explico: solo habla de éxitos, nunca de fracasos (¿acaso no existen? Mmmm), y además se trata de éxitos rotundos, no nos trae las dificultades superadas, no hay opiniones contrarias, nunca aparecen complicaciones inesperadas, no hay casi éxitos parciales... un libro demasiado edulcorado, me temo. La creatividad es perfecta y solo hay que tener voluntad de aplicarla dejando de lado los exámenes normalizados. Lees el libro y parece que una vez dado ese paso, los buenos resultados vienen sobre ruedas.
Si bien concretiza más de lo que lo hacía en Out of Our Minds: Learning to Be Creative (que era el principal pecado de este), el libro sigue pecando de general, Robinson parece más centrado en convencernos de la importancia de motivar la creatividad de los alumnos que en explicarnos cómo hacerlo. Pero, sobre todo, parece más un propagandista cuando nos dice "mira cuánta gente lo ha conseguido, solo faltas tú", y hecho en falta que se explaye más en el camino seguido en esos casos. Prefiero menos ejemplos, pero explicados más a fondo.
Por otra banda, hay algo que sigue dando vueltas por mi cabeza y no me acaba de convencer. Robinson repite hasta la saciedad que todos somos diferentes, que todos tenemos diferentes gustos y habilidades, que cada uno encuentra sus virtudes en un área diferente. Sin embargo, eso mismo no lo aplica a la creatividad y al potencial individual, que coloca en el mismo nivel para todos. Y me parece un poco contradictorio, pues creo que si todos tenemos diferentes habilidades, entonces habrá quien sea creativo y habrá quien no, pero destaque en otras tareas, y él niega esto.
Pero como ya decía en las primeras frases, no en todo estoy en desacuerdo con lo expuesto por el autor. Como él, creo que el extendido movimiento de normalización moderno, con sus exámenes estandarizados, no es el camino que debe seguir la educación. También creo que no se debe equiparar éxito académico con estudios universitarios... aunque luego él mismo cae en repetir una y otra vez el dato de acceso y graduación a dichos estudios superiores como ejemplo del éxito alcanzado en los ejemplos que da.
Otro punto en el que concuerdo es en que no todos los responsables de la política educativa están interesados en la educación, y en que el devenir de la educación de un país mejorará si se da voz a todos los estamentos interesados y que de él participan, cosa que desgraciadamente en España no sucede.
Y, por supuesto, siempre estoy dispuesto a demonizar los tan cacareados informes PISA, tan parciales hacia ciertas destrezas, que tan pocas cosas miden y que de un tiempo a esta parte parecen el principal instrumento arrojadizo para políticos en materia de educación. Pues solo nos faltaba esto, que usen como medida de las políticas educativas de un país entero un informe a todas luces incompleto y elaborado por una organización de carácter económico como es la OCDE. "Las tablas del PISA están hechas a la medida de la demagogia política", pocas frases de este libro encierran tanta verdad como esta.
Por último, me gustaría incidir que durante la lectura del libro se debe tener claro que la experiencia de Ken Robinson se reduce casi por completo a dos países, Reino Unido y Estados Unidos, y que siendo el lector de otro lugar (en mi caso, España), hay que ser capaz de contextualizar adecuadamente lo que se cuenta.
Y para terminar, me quedo con una frase suya que me parece muy acertada, "la manera en que se evalúa la asignatura condiciona la forma de enseñarla".
Para empezar, debo reconocer que siento desde hace tiempo cierto resquemor hacia los "gurús" de la educación. Siempre y cuando, eso sí, se trate de personas que están alejadas del día a día del aula convencional... lo que casualmente ocurre en la mayoría de casos. Me resulta muy difícil creerles porque lo que leo suele estar alejado de la realidad que vivo; de hecho habitualmente es fácil distinguir a quien frecuenta clases de primaria/secundaria de quien solo lo hace de forma ocasional o directamente no las pisa, solo con leer lo que dicen.
Con Robinson me pasa eso, trae multitud de éxitos educativos, todos ellos estupendos sí, pero por un lado quedan algo vacíos al ser contados tan de refilón y por alguien externo, y por el otro lado resultan... no sé, sospechosos. Me explico: solo habla de éxitos, nunca de fracasos (¿acaso no existen? Mmmm), y además se trata de éxitos rotundos, no nos trae las dificultades superadas, no hay opiniones contrarias, nunca aparecen complicaciones inesperadas, no hay casi éxitos parciales... un libro demasiado edulcorado, me temo. La creatividad es perfecta y solo hay que tener voluntad de aplicarla dejando de lado los exámenes normalizados. Lees el libro y parece que una vez dado ese paso, los buenos resultados vienen sobre ruedas.
Si bien concretiza más de lo que lo hacía en Out of Our Minds: Learning to Be Creative (que era el principal pecado de este), el libro sigue pecando de general, Robinson parece más centrado en convencernos de la importancia de motivar la creatividad de los alumnos que en explicarnos cómo hacerlo. Pero, sobre todo, parece más un propagandista cuando nos dice "mira cuánta gente lo ha conseguido, solo faltas tú", y hecho en falta que se explaye más en el camino seguido en esos casos. Prefiero menos ejemplos, pero explicados más a fondo.
Por otra banda, hay algo que sigue dando vueltas por mi cabeza y no me acaba de convencer. Robinson repite hasta la saciedad que todos somos diferentes, que todos tenemos diferentes gustos y habilidades, que cada uno encuentra sus virtudes en un área diferente. Sin embargo, eso mismo no lo aplica a la creatividad y al potencial individual, que coloca en el mismo nivel para todos. Y me parece un poco contradictorio, pues creo que si todos tenemos diferentes habilidades, entonces habrá quien sea creativo y habrá quien no, pero destaque en otras tareas, y él niega esto.
Pero como ya decía en las primeras frases, no en todo estoy en desacuerdo con lo expuesto por el autor. Como él, creo que el extendido movimiento de normalización moderno, con sus exámenes estandarizados, no es el camino que debe seguir la educación. También creo que no se debe equiparar éxito académico con estudios universitarios... aunque luego él mismo cae en repetir una y otra vez el dato de acceso y graduación a dichos estudios superiores como ejemplo del éxito alcanzado en los ejemplos que da.
Otro punto en el que concuerdo es en que no todos los responsables de la política educativa están interesados en la educación, y en que el devenir de la educación de un país mejorará si se da voz a todos los estamentos interesados y que de él participan, cosa que desgraciadamente en España no sucede.
Y, por supuesto, siempre estoy dispuesto a demonizar los tan cacareados informes PISA, tan parciales hacia ciertas destrezas, que tan pocas cosas miden y que de un tiempo a esta parte parecen el principal instrumento arrojadizo para políticos en materia de educación. Pues solo nos faltaba esto, que usen como medida de las políticas educativas de un país entero un informe a todas luces incompleto y elaborado por una organización de carácter económico como es la OCDE. "Las tablas del PISA están hechas a la medida de la demagogia política", pocas frases de este libro encierran tanta verdad como esta.
Por último, me gustaría incidir que durante la lectura del libro se debe tener claro que la experiencia de Ken Robinson se reduce casi por completo a dos países, Reino Unido y Estados Unidos, y que siendo el lector de otro lugar (en mi caso, España), hay que ser capaz de contextualizar adecuadamente lo que se cuenta.
Y para terminar, me quedo con una frase suya que me parece muy acertada, "la manera en que se evalúa la asignatura condiciona la forma de enseñarla".
July 20, 2023
کتاب رو از نشر ترجمان با ترجمهی میرابوطالبی خوندم.
Creative schools
بجز یه سری ایراد تایپی که از ترجمان بعیده، از خوندن کتاب لذت بردم.
و خب اینکه ایدهی همیشگی من مبنی بر «تغییر از پایین»توی این کتاب تایید شده بود در این التذاذ بی تاثیر نبود :دی
اگر این کتاب که من خوندم همونه که اینجا با عنوان مدارس خلاق اومده چرا ربط اون کادر سفید( آموزش حضوری، آموزش آنلاین) رو به کتاب نمیفهمم :/
Creative schools
بجز یه سری ایراد تایپی که از ترجمان بعیده، از خوندن کتاب لذت بردم.
و خب اینکه ایدهی همیشگی من مبنی بر «تغییر از پایین»توی این کتاب تایید شده بود در این التذاذ بی تاثیر نبود :دی
اگر این کتاب که من خوندم همونه که اینجا با عنوان مدارس خلاق اومده چرا ربط اون کادر سفید( آموزش حضوری، آموزش آنلاین) رو به کتاب نمیفهمم :/
December 4, 2018
The first time I heard of Ken Robinson was through his Ted Talk "Do schools kill creativity?" (https://www.ted.com/talks/ken_robinso...). I thought it was a brilliant talk and had been meaning to read more of his work since then.
As written in the title, this book outlines Robinson's vision for an education reform. Note that many schools now have incorporated Robinson's concept of teaching/learning or have completely revamped their curriculum accordingly. What Robinson promotes is not just a theory anymore. It's applicable and practical, with astounding results. In this book, Robinson provides critics, vision, and theory of change to the current education system worldwide. This book is filled with Robinson's own experiences as well as works of other educators. Though a non-fiction, it is very engaging and irresistible.
I listened to this book in its audiobook format. Yet, I found the content of this book so interesting and important that I actually took notes as I went along. So here is the concise version of Robinson's ideas (or at least the parts that I found most intriguing).
Robinson starts off by differentiating education from training. According to Robinson, education has economical, cultural, social, and personal values, whereas trainging is simply equipping people with a specific set of skills or knowledge.
He then compares the current education style to industrial farming. In his opinion, education should foster the same four operational pillars as sustainable, organic farming does: health, ecology, fairness, and care.
- Health: promotes the wellbeing of the whole student intellectually, physically, spiritually, and socially.
- Ecology: recognizes the importance of students and the education community as a whole
- Fairness: cultivates the individual talents and potential of all students, whatever the circumstances or background they come from. Respect the responsibility of those who work with the students as well.
- Care: provides the optimum condition of learning based on compassion, experience, and practical wisdoms.
Sounds ambitious and lofty? Robinson follows that with what he believes teachers' roles should be: to engage, enable, expect, and empower. He says, teachers should:
- Encourage learning through reasoning rather than memorization.
- Foster conversation and collaboration.
- Inspire students to learn and help them to become better learners.
- Teach expectations of themselves (students).
- Create conditions for learning, one that students want to learn in.
- Adapt teaching technique that suits the moment/environment.
- Be mentors that help students raise self-confidence, find sense of direction, and empower themselves
By this point, though I believed what Robinson was saying to be true, I thought his expectations of the public education to be too high, and that he expected too much of the teachers. However, Robinson was able to change my mind later by addressing changes that needed to be made at the community/district/policy-making levels for his idea to work for all students.
Robinson also defines the purpose of education as following:
Education should enable students to be economically responsible and independent. It should teach students to appreciate their own culture and respect cultures other than their own. Socially, education should enable student to be active and compassion citizens. Students should engage not only with the world around them but in the world within themselves as well. Robinson believes that education is an individual affair that fosters personal interests and dispositions as well as a global interest. Conventional education mostly focuses on external education without helping students engage with themselves. This results in boredom, disengagement, stress, anxiety, dropping out, etc. Finally, Robinson says that education should prepare students for life after school by building up mental, emotional, social, and strategical resources so that students can enjoy and cope with challenges and uncertainties.
Robinson then addresses what students should know and be able to do as a result of their education. Think of it as the competency profile that students should have upon their graduation:
- Curiosity: the ability to ask how the world works
- Creativity: the ability to generate new idea and put them into practice
- Criticism: the ability to analyze information and ideas and to form reasonable arguments and judgements
- Communication: the ability to express thoughts and feelings clearly and confidently in a range of media and forms. Also the ability to understand and appreciate other poetic forms of expression.
- Collaboration: the ability to work constructively with others
- Compassion: the ability to emphasize other others and to act accordingly
- Composure: the ability to connect with inner life of feelings and develop a sense of personal harmony and balance
- Citizenship: the ability to engage and participate in the process that sustains it
With that in mind, Robinson then discusses how school curriculum can be designed in order to achieve the above very vast and "ambitious" (in my opinion) goals. Robinson does not believe in real academic subjects, only academic ways of looking at things. In his opinion, students should be taught disciplines, which consist of a mixture of theory and practice, rather than academic subjects. There are six disciplines in total: arts, humanities, language arts, mathematics, physical education, and science. Each discipline deserves the same amount of time and resources as each addresses major areas of intelligence, cultural knowledge, and personal development. Robinson pushed on the idea of personalized and project-based learning. He believes that when students learn through what interest them the most, the progress is unbound.
Finally, Robinson addresses the idea of evaluation. He says that standardization is not the problem. The problem is what we choose to standardize. Robinson favours assessments that take note of progress and are student based. He thinks good assessments should have the following characteristics:
- Motivation: spurs students on to do even better
- Constructive feedback: allows students to see how they have done with respect to other students so they can make their own judgement on their progress
- Standards: clear, understandable, and relevant expectations
Funny enough, Robinson notes that push backs against new ways of evaluation (progress-based) are most often from students who do well with standardized testing because now they are required to shows true progress rather than simply getting high marks. Of the entire book, I think this is the most important take-way point for me that will help with my own personal growth moving forward and allow me to be a productive part of my child's education.
Robinson is very hopeful with the public education system. I, on the other hand, do not share his optimism. What I know is that because of people like him, who believe in building a better education system for the future generation, I reap the benefit of their ingenuity. Now I can take his points in this book and implement (or supplement) them in my own home. I give this book 5 stars, and I am very interested in reading other books written by Ken Robinson as well.
As written in the title, this book outlines Robinson's vision for an education reform. Note that many schools now have incorporated Robinson's concept of teaching/learning or have completely revamped their curriculum accordingly. What Robinson promotes is not just a theory anymore. It's applicable and practical, with astounding results. In this book, Robinson provides critics, vision, and theory of change to the current education system worldwide. This book is filled with Robinson's own experiences as well as works of other educators. Though a non-fiction, it is very engaging and irresistible.
I listened to this book in its audiobook format. Yet, I found the content of this book so interesting and important that I actually took notes as I went along. So here is the concise version of Robinson's ideas (or at least the parts that I found most intriguing).
Robinson starts off by differentiating education from training. According to Robinson, education has economical, cultural, social, and personal values, whereas trainging is simply equipping people with a specific set of skills or knowledge.
He then compares the current education style to industrial farming. In his opinion, education should foster the same four operational pillars as sustainable, organic farming does: health, ecology, fairness, and care.
- Health: promotes the wellbeing of the whole student intellectually, physically, spiritually, and socially.
- Ecology: recognizes the importance of students and the education community as a whole
- Fairness: cultivates the individual talents and potential of all students, whatever the circumstances or background they come from. Respect the responsibility of those who work with the students as well.
- Care: provides the optimum condition of learning based on compassion, experience, and practical wisdoms.
Sounds ambitious and lofty? Robinson follows that with what he believes teachers' roles should be: to engage, enable, expect, and empower. He says, teachers should:
- Encourage learning through reasoning rather than memorization.
- Foster conversation and collaboration.
- Inspire students to learn and help them to become better learners.
- Teach expectations of themselves (students).
- Create conditions for learning, one that students want to learn in.
- Adapt teaching technique that suits the moment/environment.
- Be mentors that help students raise self-confidence, find sense of direction, and empower themselves
By this point, though I believed what Robinson was saying to be true, I thought his expectations of the public education to be too high, and that he expected too much of the teachers. However, Robinson was able to change my mind later by addressing changes that needed to be made at the community/district/policy-making levels for his idea to work for all students.
Robinson also defines the purpose of education as following:
Education should enable students to be economically responsible and independent. It should teach students to appreciate their own culture and respect cultures other than their own. Socially, education should enable student to be active and compassion citizens. Students should engage not only with the world around them but in the world within themselves as well. Robinson believes that education is an individual affair that fosters personal interests and dispositions as well as a global interest. Conventional education mostly focuses on external education without helping students engage with themselves. This results in boredom, disengagement, stress, anxiety, dropping out, etc. Finally, Robinson says that education should prepare students for life after school by building up mental, emotional, social, and strategical resources so that students can enjoy and cope with challenges and uncertainties.
Robinson then addresses what students should know and be able to do as a result of their education. Think of it as the competency profile that students should have upon their graduation:
- Curiosity: the ability to ask how the world works
- Creativity: the ability to generate new idea and put them into practice
- Criticism: the ability to analyze information and ideas and to form reasonable arguments and judgements
- Communication: the ability to express thoughts and feelings clearly and confidently in a range of media and forms. Also the ability to understand and appreciate other poetic forms of expression.
- Collaboration: the ability to work constructively with others
- Compassion: the ability to emphasize other others and to act accordingly
- Composure: the ability to connect with inner life of feelings and develop a sense of personal harmony and balance
- Citizenship: the ability to engage and participate in the process that sustains it
With that in mind, Robinson then discusses how school curriculum can be designed in order to achieve the above very vast and "ambitious" (in my opinion) goals. Robinson does not believe in real academic subjects, only academic ways of looking at things. In his opinion, students should be taught disciplines, which consist of a mixture of theory and practice, rather than academic subjects. There are six disciplines in total: arts, humanities, language arts, mathematics, physical education, and science. Each discipline deserves the same amount of time and resources as each addresses major areas of intelligence, cultural knowledge, and personal development. Robinson pushed on the idea of personalized and project-based learning. He believes that when students learn through what interest them the most, the progress is unbound.
Finally, Robinson addresses the idea of evaluation. He says that standardization is not the problem. The problem is what we choose to standardize. Robinson favours assessments that take note of progress and are student based. He thinks good assessments should have the following characteristics:
- Motivation: spurs students on to do even better
- Constructive feedback: allows students to see how they have done with respect to other students so they can make their own judgement on their progress
- Standards: clear, understandable, and relevant expectations
Funny enough, Robinson notes that push backs against new ways of evaluation (progress-based) are most often from students who do well with standardized testing because now they are required to shows true progress rather than simply getting high marks. Of the entire book, I think this is the most important take-way point for me that will help with my own personal growth moving forward and allow me to be a productive part of my child's education.
Robinson is very hopeful with the public education system. I, on the other hand, do not share his optimism. What I know is that because of people like him, who believe in building a better education system for the future generation, I reap the benefit of their ingenuity. Now I can take his points in this book and implement (or supplement) them in my own home. I give this book 5 stars, and I am very interested in reading other books written by Ken Robinson as well.
February 7, 2022
A shift from conventional schools to creative schools is what Sir Ken Robinson advocates for in this book. He points out our present troubled educational system reached its status quo as a result of using the standardized testing model – a model derived from industrialization that seeks to ensure quality compliance in mass production. He says that this standardization, a mechanical approach, is suitable for production, and NOT SUITABLE for education.
Similar to the mass production setting in which by-products and non-compliant wastes are unavoidable, the standardized testing has also left behind massive human resources untapped leaving many students unsuitable/wastes in the process. It’s because the conventional education is trying to evaluate all students through standardized testing system. He suggests the educational testing should not be mechanical, instead it should be organic.
What Robinson means by organic approach is that since education is to do with individuals (students), our teaching approaches need also to be individualized/personalized so the education system can foster each student’s in-born curiosity and skills through a diverse curriculum.
He suggests that a diverse curriculum is possible with creative schools in which the teaching could facilitate learning - learning among ALL students, no student left alone. And as learning occurs in the classroom, the educational policymaking should also stem from the classrooms, not from the administrative bodies who aren’t the direct partners of schools. The idea seems nice, but how to implement is the part the book lacks.
Not pure research in nature, the book presents excellent ideas, anecdotes, and observations that the educational leaders and researchers alike could use for their strategy or further research.
Similar to the mass production setting in which by-products and non-compliant wastes are unavoidable, the standardized testing has also left behind massive human resources untapped leaving many students unsuitable/wastes in the process. It’s because the conventional education is trying to evaluate all students through standardized testing system. He suggests the educational testing should not be mechanical, instead it should be organic.
What Robinson means by organic approach is that since education is to do with individuals (students), our teaching approaches need also to be individualized/personalized so the education system can foster each student’s in-born curiosity and skills through a diverse curriculum.
He suggests that a diverse curriculum is possible with creative schools in which the teaching could facilitate learning - learning among ALL students, no student left alone. And as learning occurs in the classroom, the educational policymaking should also stem from the classrooms, not from the administrative bodies who aren’t the direct partners of schools. The idea seems nice, but how to implement is the part the book lacks.
Not pure research in nature, the book presents excellent ideas, anecdotes, and observations that the educational leaders and researchers alike could use for their strategy or further research.
December 21, 2017
Kendini “ömür boyu öğrenen” olarak gören bir öğretmen olarak,okuma listem hiç azalmıyor.Aksine çoğalıyor.Bu kitabı bitirdikten sonra da öyle oldu.Bir sürü eğitimle ilgili okunacak kitap çıktı 🙈 Bu kitaba gelince;çok fazla üstünde düşünerek,geri dönüşler yaparak,cümlelerin altını çizip minik Notlar ala ala okuyunca bitmek bilmedi.Böyle olunca elimde sürünüyormuş gibi hissettirdi.Oysa sindire sindire okumaya çalıştım.Öğretmenlik ömür boyu öğrenci olmak demek çünkü her geçen gün dünya değişiyor ve bu değişime ayak uydurması gereken en büyük topluluk öğretmenler.Umarım,güzel yurdumun eğitimi üzerinde oynanan saçma sapan oyunlara bir an evvel dur denilir ve teknolojiyi tüketen değil,üreten nesillerin sayısının arttığı günler bir an evvel gelir.Kitabı,dünya üzerinde farklı ülkelerde uygulanan projeleri olumlu ve olumsuz açılardan değerlendirmesi itibariyle sevdim ama bazıları anlatılırken nasıl uygulandığı kısmı havada kalmış.Bir de fazla pratik değil de;akademik tarzda cümlelerin yoğunluğu bazı yerlerde sıkısıydı.Tekrar cümleler ve çeviride anlamını yitiren yerler de vardı.Benim için iyi ki okudum dediğim bir kitap oldu.
March 16, 2016
Ken Robinson is determined to help education, and I think Creative Schools: The Grassroots Revolution That's Transforming Education is his best effort yet. Robinson seeks out schools and teachers and methodologies that produce fabulous results and shares these schools and teachers and methodologies with us. You can't help but be motivated to join Robinson's revolution after reading this book, I think.
February 2, 2017
I very much respect and support Ken Robinson's views on Education and the problems we face with it. This book allows the author to share out examples of the good work that he has observed across the US and wider world.
January 15, 2023
Very little actual information or guidance. Full of vague advice and descriptions of teachers who work evenings and weekends. This attitude is part of the problem, not the solution.
July 2, 2016
370.973 ROB
eAudio.
After his TED talk, "Do Schools Kill Creativity".
Author is a U.K English speaker and international advisor on education in the arts to government, non-profits, education and arts bodies.
Summary: This book is mainly focused on early childhood to the end of high school of education. The drives of raising achievement are motivation and expectation of students. All successful education examples come from low income families, there is few or no examples of education reform for middle-classes families, are these high-achiever students doing fine at school?
Current education system:
1. teaching by age group, fixed teaching periods, sharp subject divisions, linear assessment patters), design is based on industrial character of public eduction to meet the labor need of the Industrial period. more detail on chap 2.
2. Two pillars of the mass education . p 76 organizational culture and intellectual culture.
organizational culture is rooted in industrialism.
intellectual culture is rooted Plato's Academy. 3 principles in academic work: Propositional knowledge; focus on theoretical analysis; focus on desk studies.
Propositional knowledge is called knowing that, fields of study vs. procedural knowledge called knowing how, fields of practice.
3. Formal education has 3 elements: curriculum, teaching, assessment.
4. p133 think current curriculum in terms of structure, content, mode, ethos (or hidden curriculum).
structure: organized around discrete subjects, hierarchy, compulsory or optional or formally assessed. At the top are math, languages, science. next humanities - history, geography, social studies and religion. At the bottom -- arts, music, physical education, lowliest are drama, dance.
content: material has to be learned. focus on academic learning, so it is theory and analysis rather than on practical or vocational skills.
mode:: desk or project based, individual or collaborative.
ethos:: general atmosphere and characters of schooling: silent messages about priorities and values that the curriculum conveys. often called hidden curriculum. The dominant ethos of the is a kind of steeplechase. ...as a result, students think school is boring, an experience to be endured rather than enjoyed.
School should cultivate p135-140 curiosity, creativity, criticism, communication, collaboration, compassion, composure, citizenship. Citizenship education is not about promoting conformity and status quo. it is about championing the need for equal rights, the value of dissent, and the need to balance personal freedom with the rights of others to live in peace.
p141-156 In a sense, there is really no such things as an academic subject. There are only academic ways of looking at things.... Schools have evolved to place great emphasis on this mode of study, but it is not the subjects as such that are inherently academic but how they are looked at. I prefer ideas of disciplines instead of subjects: a mix of theory and practice. School should address: art, humanities, language arts,mathematics, physical education, science.
Notes in this book
1. pxvii learning vs. education vs. training, vs. school
learning: is the process acquiring new knowledge and skill.s
education: organized programs of learning, without it, people would not be able to do things.
training:a type of education that's focused on learning specific skills.
schools: any community of people that comes together to learn, include homeschooling, un-schooling.
2. pxxii, in order to change, one need have 3 forms of understanding: a critique of the way things are; a vision of how they should be; a theory of change. 4 basic purposes of education: personal; culture; social; economic. The aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens.
3. p11 3 strategies for reformer to use: standardization, competition, corporation.
formal education is made of 3 main elements: curriculum, teaching, assessment. Recently increase of national curriculum.
4. p19 The adaptability to change and creativity in generating new ideas that current reformers do not value so much.
5. p52-53 As human being we live in two worlds. The world around you which is objectivity and facts, the world within you, which is subjective and value. these 2 worlds interact each other, affect how we see and act. -- very good, could read again and again.
6. p74 In ordinary circumstance, most children at 2 or 3 years old speak with remarkable fluency.
7. p171 Assessment is the process of making judgments about students' progress and attainment. has 2 components: a description and a comparison. Description: someone can run a mile in 4 miles and can speak French. Comparison: she is best athlete in the district or speaks French like a native. The assessments compare individual performances with others and rate them against particular criteria. Assessments has several roles: Diagnostic (to help teachers understand students' aptitudes and levels of developments; Formative (to gather information on students' work and activities and to support their progress.); Summative (making judgments on overall performance at the end of a program of work). -- my words: that is why assessment is so bad, it pit students against other students, artificially create unnecessary mental pressure on themselves. Real learning should always be a progress about improving oneself. One reason I do not want kids go to school, peer pressure of comparison, huge negative effect on kids in learning.
8. p200 Instead of freshman year, establish 3 developmental phases. transition (establishing yourself as part of the academic university community); growth and exploration ("breaking frame" and discovering your deepest passions and interests); synthesis and demonstration (pulling together what you have learned in your major and non-major courses putting that to work in a practical way)
9. p248 For all the rhetoric of promoting individual fulfillment and the public good, there is well-documented history in education of social control, conformity, and mass compliance. In some respects, mass education is, and always was, a process of social engineering. ..education is an "essentially contested concept'. It is, and sometimes we disagree not only about means but also about the ends of education. No amount of debate on strategy will result in consensus if the purpose we have in mind are opposed.
Some data and examples
1. in 50s or 60s, 1 in 20 go to colleges, now 1 in 3 go to colleges.
2. in U.K "secondary Modern School" is for service, blue-colar work students, "Grammar schools" for business and professions students.
3. Arts in Schools projects in U.K.
4. Alternative assessment: Learning record. p173, originated from London used in inner-city with immigrant students learning English as Primary Language Record based on Lev Vygotsky's theory.
5. Fresh Grade https://www.freshgrade.com/ digital Portfolio.
7. Fairtest
8. p133 Rome till middle Ages, education was based on the 7 liberal art or science.
grammar: the formal structures of language.
rhetoric: composition, presentation of argument
dialectic: formal logic
arithmetic
geometry
music
astronomy
11. p147 The Wolf Report by Alison Wolf: a review of vocational education.
12. NASSP Breaking Ranks Framework
13. Progressive education vs. traditional education.
School Examples:
1. Ken Danford North Star, also Liberated Learners based on North Star Model.
2. Slow Education (Slow movement) p92, p150 Matthew Moss High School in Rochale
3 . p148 Big Picture Learning by Elliot Washor Leaving to Learn: How Out-Of-School Learning Increases Student Engagement and Reduces Dropout Rates by Elliot Washor
4. p129 High Tech High , San Diego, California.
5. p152 Democracy School, Brooklyn Free School, IDEC (International Democratic Education Conference) by Yaacov Hecht No Homework and Recess All Day: How to Have Freedom and Democracy in Education by Jerry Mintz
The Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education by Grace Llewellyn
The Arts in Schools: Principles, Practice and Provision by Ken Robinson
The Element: How Finding Your Passion Changes Everything by Ken Robinson
Out of Our Minds: Learning to Be Creative by Ken Robinson
In Praise of Slowness: Challenging the Cult of Speed by Carl Honoré
Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life by Peter Gray
Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56 by Rafe Esquith
Professional Capital: Transforming Teaching in Every School by Andy P. Hargreaves
Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation by Tim Brown (design thinking)
The Year of Learning Dangerously: Adventures in Homeschooling by Quinn Cummings
eAudio.
After his TED talk, "Do Schools Kill Creativity".
Author is a U.K English speaker and international advisor on education in the arts to government, non-profits, education and arts bodies.
Summary: This book is mainly focused on early childhood to the end of high school of education. The drives of raising achievement are motivation and expectation of students. All successful education examples come from low income families, there is few or no examples of education reform for middle-classes families, are these high-achiever students doing fine at school?
Current education system:
1. teaching by age group, fixed teaching periods, sharp subject divisions, linear assessment patters), design is based on industrial character of public eduction to meet the labor need of the Industrial period. more detail on chap 2.
2. Two pillars of the mass education . p 76 organizational culture and intellectual culture.
organizational culture is rooted in industrialism.
intellectual culture is rooted Plato's Academy. 3 principles in academic work: Propositional knowledge; focus on theoretical analysis; focus on desk studies.
Propositional knowledge is called knowing that, fields of study vs. procedural knowledge called knowing how, fields of practice.
3. Formal education has 3 elements: curriculum, teaching, assessment.
4. p133 think current curriculum in terms of structure, content, mode, ethos (or hidden curriculum).
structure: organized around discrete subjects, hierarchy, compulsory or optional or formally assessed. At the top are math, languages, science. next humanities - history, geography, social studies and religion. At the bottom -- arts, music, physical education, lowliest are drama, dance.
content: material has to be learned. focus on academic learning, so it is theory and analysis rather than on practical or vocational skills.
mode:: desk or project based, individual or collaborative.
ethos:: general atmosphere and characters of schooling: silent messages about priorities and values that the curriculum conveys. often called hidden curriculum. The dominant ethos of the is a kind of steeplechase. ...as a result, students think school is boring, an experience to be endured rather than enjoyed.
School should cultivate p135-140 curiosity, creativity, criticism, communication, collaboration, compassion, composure, citizenship. Citizenship education is not about promoting conformity and status quo. it is about championing the need for equal rights, the value of dissent, and the need to balance personal freedom with the rights of others to live in peace.
p141-156 In a sense, there is really no such things as an academic subject. There are only academic ways of looking at things.... Schools have evolved to place great emphasis on this mode of study, but it is not the subjects as such that are inherently academic but how they are looked at. I prefer ideas of disciplines instead of subjects: a mix of theory and practice. School should address: art, humanities, language arts,mathematics, physical education, science.
Notes in this book
1. pxvii learning vs. education vs. training, vs. school
learning: is the process acquiring new knowledge and skill.s
education: organized programs of learning, without it, people would not be able to do things.
training:a type of education that's focused on learning specific skills.
schools: any community of people that comes together to learn, include homeschooling, un-schooling.
2. pxxii, in order to change, one need have 3 forms of understanding: a critique of the way things are; a vision of how they should be; a theory of change. 4 basic purposes of education: personal; culture; social; economic. The aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens.
3. p11 3 strategies for reformer to use: standardization, competition, corporation.
formal education is made of 3 main elements: curriculum, teaching, assessment. Recently increase of national curriculum.
4. p19 The adaptability to change and creativity in generating new ideas that current reformers do not value so much.
5. p52-53 As human being we live in two worlds. The world around you which is objectivity and facts, the world within you, which is subjective and value. these 2 worlds interact each other, affect how we see and act. -- very good, could read again and again.
6. p74 In ordinary circumstance, most children at 2 or 3 years old speak with remarkable fluency.
7. p171 Assessment is the process of making judgments about students' progress and attainment. has 2 components: a description and a comparison. Description: someone can run a mile in 4 miles and can speak French. Comparison: she is best athlete in the district or speaks French like a native. The assessments compare individual performances with others and rate them against particular criteria. Assessments has several roles: Diagnostic (to help teachers understand students' aptitudes and levels of developments; Formative (to gather information on students' work and activities and to support their progress.); Summative (making judgments on overall performance at the end of a program of work). -- my words: that is why assessment is so bad, it pit students against other students, artificially create unnecessary mental pressure on themselves. Real learning should always be a progress about improving oneself. One reason I do not want kids go to school, peer pressure of comparison, huge negative effect on kids in learning.
8. p200 Instead of freshman year, establish 3 developmental phases. transition (establishing yourself as part of the academic university community); growth and exploration ("breaking frame" and discovering your deepest passions and interests); synthesis and demonstration (pulling together what you have learned in your major and non-major courses putting that to work in a practical way)
9. p248 For all the rhetoric of promoting individual fulfillment and the public good, there is well-documented history in education of social control, conformity, and mass compliance. In some respects, mass education is, and always was, a process of social engineering. ..education is an "essentially contested concept'. It is, and sometimes we disagree not only about means but also about the ends of education. No amount of debate on strategy will result in consensus if the purpose we have in mind are opposed.
Some data and examples
1. in 50s or 60s, 1 in 20 go to colleges, now 1 in 3 go to colleges.
2. in U.K "secondary Modern School" is for service, blue-colar work students, "Grammar schools" for business and professions students.
3. Arts in Schools projects in U.K.
4. Alternative assessment: Learning record. p173, originated from London used in inner-city with immigrant students learning English as Primary Language Record based on Lev Vygotsky's theory.
5. Fresh Grade https://www.freshgrade.com/ digital Portfolio.
7. Fairtest
8. p133 Rome till middle Ages, education was based on the 7 liberal art or science.
grammar: the formal structures of language.
rhetoric: composition, presentation of argument
dialectic: formal logic
arithmetic
geometry
music
astronomy
11. p147 The Wolf Report by Alison Wolf: a review of vocational education.
12. NASSP Breaking Ranks Framework
13. Progressive education vs. traditional education.
School Examples:
1. Ken Danford North Star, also Liberated Learners based on North Star Model.
2. Slow Education (Slow movement) p92, p150 Matthew Moss High School in Rochale
3 . p148 Big Picture Learning by Elliot Washor Leaving to Learn: How Out-Of-School Learning Increases Student Engagement and Reduces Dropout Rates by Elliot Washor
4. p129 High Tech High , San Diego, California.
5. p152 Democracy School, Brooklyn Free School, IDEC (International Democratic Education Conference) by Yaacov Hecht No Homework and Recess All Day: How to Have Freedom and Democracy in Education by Jerry Mintz
The Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education by Grace Llewellyn
The Arts in Schools: Principles, Practice and Provision by Ken Robinson
The Element: How Finding Your Passion Changes Everything by Ken Robinson
Out of Our Minds: Learning to Be Creative by Ken Robinson
In Praise of Slowness: Challenging the Cult of Speed by Carl Honoré
Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life by Peter Gray
Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56 by Rafe Esquith
Professional Capital: Transforming Teaching in Every School by Andy P. Hargreaves
Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation by Tim Brown (design thinking)
The Year of Learning Dangerously: Adventures in Homeschooling by Quinn Cummings
June 20, 2020
2020.06.18–2020.06.20
Contents
Robinson R & Aronica L (2015) (08:13) Creative Schools - The Grassroots Revolution That's Transforming Education
Dedication
Acknowledgments
Epigraph
Introduction: One Minute to Midnight
01. Back to Basics
• The Standards Movement
• Taking Control
• Raising Standards
• • Standardization
• • Competition
• • Corporatization
• How’s It Going?
• Externalities
• • The School-to-Prison Pipeline
• • Disengagement
• • Anxiety and Pressure
• Back to Basics
02. Changing Metaphors
• Alternative Education
• Industrial Education
• Industrial Purposes
• Industrial Structures
• Industrial Principles
• Human Problems
• Paying the Real Price
• Mechanisms and Organisms
• • Economic
• • Cultural
• • Social
• • Personal
03. Changing Schools
• Rules with Room
• A Tale of Two Systems
• Living with Complexity
• A Tale of Two Projects
• • The Root of the Matter
04. Natural Born Learners
• The Ecstasy and Agony of Learning
• • Whose Problem Is This?
• • Free to Learn
• This Time, It’s Personal
• The Diversity of Intelligence
• • Enabling Students to Pursue Their Own Interests and Strengths
• • Adapting the Schedule to the Rates at Which Individual Students Learn
• • Assessment That Supports Personal Progress and Achievement
• • It’s Child’s Play
05. The Art of Teaching
• What Are Teachers For?
• The Power of Teaching
• • Engage
• • Enable
• • Expect
• • Empower
• The Flipped Classroom
• Creative Teaching
• Teaching in a Different Key
• Teaching as Entertainment
• Learning to Teach
06. What’s Worth Knowing?
• What Is the Curriculum For?
• A Constant Controversy
• Where to Begin?
• • Curiosity—The Ability to Ask Questions and Explore How the World Works
• • Creativity—The Ability to Generate New Ideas and to Apply Them in Practice
• • Criticism—The Ability to Analyze Information and Ideas and to Form Reasoned Arguments and Judgments
• • Communication—The Ability to Express Thoughts and Feelings Clearly and Confidently in a Range of Media and Forms
• • Collaboration—The Ability to Work Constructively with Others
• • Compassion—The Ability to Empathize with Others and to Act Accordingly
• • Composure—The Ability to Connect with the Inner Life of Feeling and Develop a Sense of Personal Harmony and Balance
• • Citizenship—The Ability to Engage Constructively with Society and to Participate in the Processes That Sustain It
• Proposing a Structure
• • The Arts
• • Humanities
• • Language Arts
• • Mathematics
• • Physical Education
• • Science
• Finding the Right Mode
• A Different Ethos
• Living Democracy
• The Principles of Curriculum
07. Testing, Testing
• Standards and Standardization
• Raising the Stakes Even Higher
• High Stakes and a High Bottom Line
• The Mother of All Tests
• The Need for Assessment (and Testing)
• Real Instead of Symbolic—At Least for a Moment
• Assessment as Learning
• A Snapshot of the Future
08. Principles for Principals
• Roles for Principals
• Changing Cultures
• • Habits
• • Habitats
• Cultivating the Ground
• Beyond the Gates
• Breaking Ranks and Breaking Through
• The Roots of Achievement
09. Bring It All Back Home
• See the Individual
• Life Is Not Linear
• What’s Your Choice?
• Parental Guidance
• Hovering Overhead
• Home to School
• Teach Your Children Well
10. Changing the Climate
• The Roots of Achievement
• Policies for Growth
• • Fostering Health
• • • Enthusiastic Learners
• • • Expert Teachers
• • • Uplifting Vision
• Nurturing the Ecology
• • Inspiring Leaders
• • Alignment and Coherence
• • Well-Focused Resources
• Promoting Fairness
• • Partnership and Collaboration
• • Strategic Innovation
• • Advocacy and Permission
• • Providing Care
• • High Standards
• • Intelligent Accountability
• • Continuous Professional Development
• Changing Course
• Doing It Differently
• • Lightning Strikes in Argentina
• • Creative China
• • Asking for Change in the Middle East
• • Transforming Scotland
• • Listening to Ottawa
• What’s the Problem?
• • Risk Aversion
• • Culture and Ideology
• • Profits and Influence
• • Politics and Ambition
• • Command and Control
• Organizing Change
• Your Move
Afterword
Notes
Index
Contents
Robinson R & Aronica L (2015) (08:13) Creative Schools - The Grassroots Revolution That's Transforming Education
Dedication
Acknowledgments
Epigraph
Introduction: One Minute to Midnight
01. Back to Basics
• The Standards Movement
• Taking Control
• Raising Standards
• • Standardization
• • Competition
• • Corporatization
• How’s It Going?
• Externalities
• • The School-to-Prison Pipeline
• • Disengagement
• • Anxiety and Pressure
• Back to Basics
02. Changing Metaphors
• Alternative Education
• Industrial Education
• Industrial Purposes
• Industrial Structures
• Industrial Principles
• Human Problems
• Paying the Real Price
• Mechanisms and Organisms
• • Economic
• • Cultural
• • Social
• • Personal
03. Changing Schools
• Rules with Room
• A Tale of Two Systems
• Living with Complexity
• A Tale of Two Projects
• • The Root of the Matter
04. Natural Born Learners
• The Ecstasy and Agony of Learning
• • Whose Problem Is This?
• • Free to Learn
• This Time, It’s Personal
• The Diversity of Intelligence
• • Enabling Students to Pursue Their Own Interests and Strengths
• • Adapting the Schedule to the Rates at Which Individual Students Learn
• • Assessment That Supports Personal Progress and Achievement
• • It’s Child’s Play
05. The Art of Teaching
• What Are Teachers For?
• The Power of Teaching
• • Engage
• • Enable
• • Expect
• • Empower
• The Flipped Classroom
• Creative Teaching
• Teaching in a Different Key
• Teaching as Entertainment
• Learning to Teach
06. What’s Worth Knowing?
• What Is the Curriculum For?
• A Constant Controversy
• Where to Begin?
• • Curiosity—The Ability to Ask Questions and Explore How the World Works
• • Creativity—The Ability to Generate New Ideas and to Apply Them in Practice
• • Criticism—The Ability to Analyze Information and Ideas and to Form Reasoned Arguments and Judgments
• • Communication—The Ability to Express Thoughts and Feelings Clearly and Confidently in a Range of Media and Forms
• • Collaboration—The Ability to Work Constructively with Others
• • Compassion—The Ability to Empathize with Others and to Act Accordingly
• • Composure—The Ability to Connect with the Inner Life of Feeling and Develop a Sense of Personal Harmony and Balance
• • Citizenship—The Ability to Engage Constructively with Society and to Participate in the Processes That Sustain It
• Proposing a Structure
• • The Arts
• • Humanities
• • Language Arts
• • Mathematics
• • Physical Education
• • Science
• Finding the Right Mode
• A Different Ethos
• Living Democracy
• The Principles of Curriculum
07. Testing, Testing
• Standards and Standardization
• Raising the Stakes Even Higher
• High Stakes and a High Bottom Line
• The Mother of All Tests
• The Need for Assessment (and Testing)
• Real Instead of Symbolic—At Least for a Moment
• Assessment as Learning
• A Snapshot of the Future
08. Principles for Principals
• Roles for Principals
• Changing Cultures
• • Habits
• • Habitats
• Cultivating the Ground
• Beyond the Gates
• Breaking Ranks and Breaking Through
• The Roots of Achievement
09. Bring It All Back Home
• See the Individual
• Life Is Not Linear
• What’s Your Choice?
• Parental Guidance
• Hovering Overhead
• Home to School
• Teach Your Children Well
10. Changing the Climate
• The Roots of Achievement
• Policies for Growth
• • Fostering Health
• • • Enthusiastic Learners
• • • Expert Teachers
• • • Uplifting Vision
• Nurturing the Ecology
• • Inspiring Leaders
• • Alignment and Coherence
• • Well-Focused Resources
• Promoting Fairness
• • Partnership and Collaboration
• • Strategic Innovation
• • Advocacy and Permission
• • Providing Care
• • High Standards
• • Intelligent Accountability
• • Continuous Professional Development
• Changing Course
• Doing It Differently
• • Lightning Strikes in Argentina
• • Creative China
• • Asking for Change in the Middle East
• • Transforming Scotland
• • Listening to Ottawa
• What’s the Problem?
• • Risk Aversion
• • Culture and Ideology
• • Profits and Influence
• • Politics and Ambition
• • Command and Control
• Organizing Change
• Your Move
Afterword
Notes
Index
August 15, 2017
It's not that I disagree with Ken Robinson necessarily. I certainly think that vocational courses should be taught with rigor and dedication. I also think the arts and recess and play are important components in education. Heaven knows, I've seen enough floundering graduate students (and Marys on summer break...) to know that the ability to self direct is crucial.
It's just he's so glib about it all. The TED-talk-isms (Name dropping, relating stories of atypical turnaround stories,"Our children aren't failing our schools; our schools are failing our children" made me physically gag). The putting PhD after your name on the title. The "studies can't capture the importance of what it means to this one child" dismissal (or downplaying--sometimes he vaguely cites research in the "science shows..." way of Redbook or Self) of empirical research.
I think he's probably right on many many ways--if testing and compartmentalization hasn't helped students noticeably, we should try something else, and anyone involved at all in schools can be part of it--but I rolled my eyes through most of the book.
It's just he's so glib about it all. The TED-talk-isms (Name dropping, relating stories of atypical turnaround stories,"Our children aren't failing our schools; our schools are failing our children" made me physically gag). The putting PhD after your name on the title. The "studies can't capture the importance of what it means to this one child" dismissal (or downplaying--sometimes he vaguely cites research in the "science shows..." way of Redbook or Self) of empirical research.
I think he's probably right on many many ways--if testing and compartmentalization hasn't helped students noticeably, we should try something else, and anyone involved at all in schools can be part of it--but I rolled my eyes through most of the book.
November 10, 2017
Idea-idea yang dibincang ini intinya mengubah sistem pendidikan yang sedia ada ini yang lebih memihak kepada pembangunan GDP negara kepada pembangunan manusia. Bukanlah idea baru, tapi susah untuk diaplikasikan kepada negara-negara yang membangun kerana kerancuan sistem ekonomi dan politik yang berputar dalam bulatan setan 'evil cycle' yang tidak langsung fikirkan tentang kemajuan warganya individu. Tetapi idea ini bagi aku boleh berjalan kalau saja sudah menyelesaikan masalah politik dan ekonomi paling kurangpun menurunkan kadar rasuah dan curi duit. Idea ini boleh berjalan secara menyeluruh di negara kelas pertama buat masa sekarang tapi belum lagi di Malaysia kerana jurang masih banyak. mungkin dgn bantuan teknologi internet/youtube kita boleh membantu sedikit untuk generasi yang akan datang.
April 3, 2020
I have to admit that I am biased in regards to Dr. Robinson’s work. His vision of what education should and can be is not only research-based but also situated in current stories of educational success. What I particularly appreciate in this text is how Dr. Robinson’s explains how each educational stakeholder (teachers, administrators, parents and policy makers) can contribute positively to the students’ success - academically and developmentally. A must read for anyone interested in the evolution of effective education systems.
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