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1、Do Schools Kill Creativity?Ken RobinsonGood morning. How are you? Its been great, hasnt it? Ive been blown away by the whole thing. In fact, Im leaving. (Laughter) There have been three themes, havent there, running through the conference, which are relevant to what I want to talk about. One is the
2、extraordinary evidence of human creativity in all of the presentations that weve had and in all of the people here. Just the variety of it and the range of it. The second is that its put us in a place where we have no idea whats going to happen, in terms of the future. No idea how this may play out.
3、 I have an interest in education - actually, what I find is everybody has an interest in education. Dont you? I find this very interesting. If youre at a dinner party, and you say you work in education - actually, youre not often at dinner parties, frankly, if you work in education. (Laughter) Youre
4、 not asked. And youre never asked back, curiously. Thats strange to me. But if you are, and you say to somebody, you know, they say, What do you do? and you say you work in education, you can see the blood run from their face. Theyre like, Oh my God, you know, Why me? My one night out all week. (Lau
5、ghter) But if you ask about their education, they pin you to the wall. Because its one of those things that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it
6、s education thats meant to take us into this future that we cant grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue - despite all the expertise thats been on parade for the past four days - what the world will look like in five years time. And y
7、et were meant to be educating them for it. So the unpredictability, I think, is extraordinary. And the third part of this is that weve all agreed, nonetheless, on the really extraordinary capacities that children have - their capacities for innovation. I mean, Sirena last night was a marvel, wasnt s
8、he? Just seeing what she could do. And shes exceptional, but I think shes not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruth
9、lessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes lef
10、t. Well, I was born . no. (Laughter) I heard a great story recently - I love telling it - of a little girl who was in a drawing lesson. She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing lesson she did. The teacher was
11、fascinated and she went over to her and she said, What are you drawing? And the girl said, Im drawing a picture of God. And the teacher said, But nobody knows what God looks like. And the girl said, They will in a minute. (Laughter) When my son was four in England - actually he was four everywhere,
12、to be honest. (Laughter) If were being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: Nativity II. But James got the part of Joseph, which we were t
13、hrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: James Robinson IS Joseph! (Laughter) He didnt have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrhh
14、. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, You OK with that? And he said, Yeah, why? Was that wrong? They just switched, that was it. Anyway, the three boys came in - four-year-olds with tea tow
15、els on their heads - and they put these boxes down, and the first boy said, I bring you gold. And the second boy said, I bring you myrhh. And the third boy said, Frank sent this. (Laughter) What these things have in common is that kids will take a chance. If they dont know, theyll have a go. Am I ri
16、ght? Theyre not frightened of being wrong. Now, I dont mean to say that being wrong is the same thing as being creative. What we do know is, if youre not prepared to be wrong, youll never come up with anything original. If youre not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies li
