创造力,我们再也伤不起

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Creativity is a key part of the educated mind.

教书育人的关键在于发展创造力。

Iheard a great story recently about a six-year-old girl in a drawing lesson. The teacher said this little girl hardly ever paid attention in class, but during this lesson she did. The teacher was fascinated.

She asked the girl, “What are you drawing?” And the girl said, “I’m drawing a picture of God.” The teacher said, “But nobody knows what God looks like.” The girl said, “They will in a minute.”

What all children have in common is that they will take a chance1). They’re not frightened of being wrong. I don’t mean to say that being wrong is the same thing as being creative. But if you’re not prepared to be wrong, you’ll never come up with anything original. By the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong.

We run our companies like this, by the way. We stigmatize2) mistakes. Now, we’re running national education systems where mistakes are the worst thing you can make.

The result is that we are educating people out of their creative capacities. Picasso3) once said that all children are born artists. The trick is to remain an artist as we grow up. I believe this passionately: We don’t grow into creativity; we grow out of it. Or, rather, we get educated out of it. Creativity now is as important in education as literacy, and we should treat it with the same status.

Something strikes you when you travel around the world: Every education system on Earth has the same hierarchy4) of subjects. It doesn’t matter where you go. You’d think it would be otherwise, but it isn’t. At the top are mathematics and languages, then the humanities, and at the bottom are the arts—everywhere on Earth.

And in pretty much every system, too, there is a hierarchy within the arts. Music and art are normally given a higher status in schools than drama and dance. There isn’t an education system on the planet that teaches dance every day to children the way we teach them mathematics.

Why not? I think math is very important, but so is dance. Children dance all the time, if they’re allowed to. What happens is that as children grow up, we start to educate them progressively from the waist up. Then we focus on their heads, and slightly to one side.

If you were an alien from another planet visiting Earth and you asked yourself what public education here is for, you’d have to conclude, if you look at the output—who really succeeds, who does everything that they should, who gets all the brownie points5), who are the winners—that its whole purpose, throughout the world, is to produce university professors.