This document provides an overview of issues related to creativity in US schools. It discusses how standardized testing focuses too much on left-brain skills and does not encourage creativity. It argues that creativity is needed for innovation but is declining based on test scores. While reforms aim to fix the system, the education provided needs to change to prepare students for the 21st century. The document provides supporting evidence and perspectives from experts to make the case that the US education system needs to better foster creativity to succeed in the future.

1. no right brain left behind
intelligence brief
Understanding the creativity crisis in Us schools
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2. Our planning team has worked hard to make you smart fast.
We compiled some of the leading theories, thoughts and relevant resources
related to the task at hand. Take advantage of this report to make your
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fore encourage you to see this as a living document, constantly evolving.
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– NRBLB team
2

3. “In America, innovation doesn’t just change our lives. It is
how we make our living… Maintaining our leadership in
research and technology is crucial to America’s success.
But if we want to win the future – if we want innovation
to produce jobs in America and not overseas – then we
also have to win the race to educate our kids.”
– President Obama, State of the Union, 2011
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4. ta b l e o f co n t e n t s
5 Issues at hand
7 Some Useful Tidbits
9 Inspiring and Insightful Quotes
11 Thought Leaders on Creativity
12 Resources

5. i ssU e s at h a n d
America should be building on our unique strengths
and focusing our main efforts and resources not on the
standardized testing and book-learning of the past, but
on stimulating the passion and creativity of young people
and honing our well-deserved reputation for ingenuity
and entrepreneurship. If we do this – and do it right –
our young people will flock back into our schools, and
the America of the future will (continue to) remain
the envy of the world.
Standardized testing established It is teaching our children the
standards and measures... wrong lessons...
President George W. Bush established No Child Left Be- The lessons that our children are learning from our system
hind in 2001 with the belief that setting benchmarks and are also questionable. The emphasis on individual tests
establishing measurable goals would be the most effec- where group work is considered a serious offence leaves
tive way to create standards and measure skills among our children thinking that “only what you can do alone is of
grade-school students. As a result, States were required to any value,” which does not prepare them for a world where
develop standards and assessments in basic skills in order team-work and collaboration are essential skills of survival.
to receive federal funding for their schools. On top of that, the premium placed on memorizing facts
contributes to a view of intelligence that confuses “being
smart with knowing a lot of stuff.”
but it is not measuring the right things.
Although standardized testing has its merits, it is inherent-
ly a left-brain solution designed to solve a problem created and it increases pressure on the people
by left-brain thinking. around them.
“Standardized tests can’t measure initiative, creativ- The failure of this 20th century approach is not the fault of
ity, imagination, conceptual thinking, curiosity, effort, our teachers. Due to results being tied to funding, there is
irony, judgment, commitment, nuance, good will, ethical increased pressure to ensure that kids perform, thus forc-
reflection, or a host of other valuable dispositions and ing teachers to “teach to test.” This does not only affect
attributes.” – Bill Ayers teachers and students in the tested group (Grades 3-8),
but others as well.
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6. “In my state, my second-grade students do not partici- Creativity is the new advantage...
pate in EOG Tests, but we are pressured to get students
Creativity is needed in all areas of business, government,
ready by using multiple choice activities. I feel that this
economics and world diplomacy. A recent IBM poll of
is detrimental because they are being asked to perform
1,500 CEO’s identified creativity as No.1 “competitive
in developmentally inappropriate ways. Aren’t we there
edge” of the future.
to teach the students and not the test?”
– Tonda Horne, Charlotte, NC “Companies succeeding are those that create new markets
to infiltrate, new products to proliferate, deploy uncon-
ventional means, invent new methods of access (iTunes)”
The current emphasis is flawed. – David Burns.
In a brave new world of endless possibilities, where inven-
“Most reformers are focused on fixing the educational
tion and innovative thought is rewarded, kids are not being
‘system.’ But it’s not the ‘system’ that is most important
equipped with the necessary skills needed to succeed.
to fix; it’s the education that the system provides.”
The expectations from professional communities are that
– Marc Prensky people entering the workforce bring not only foundational
The difference between a human and a computer is the skills, but also life experience that will present opportuni-
ties to solve challenges in creative ways. However, nothing
ability to take in multiple sets of information to discover
is being done about that and national creativity scores
the “relationships between the relationships.” The current
show that creativity is going down (see Torrance tests).
focus on education does not create holistic human beings
who are able to make meaning of information; it creates
drones that have a one-track mind with a one-track pur- and something must be done.
pose of regurgitating the same information that was taken We can’t win the future with the education of the past.
in. Think about it, our children go to school, to memorize a 20th century teachers are locked in 19th century school
set of information, to reproduce the same set of informa- systems trying to teach for 21st century problems. Yes, we
tion during examination. need to “out-educate.” But as any business school student
or consultant will tell you, when there is competition it is
far better to have a different, more clever strategy, than to
As Albert Einstein has put it work harder at doing the same thing others do.
It is sad for our children and America’s future that we are
in the most eloquent way,
so focused on re-creating and fixing the past. Our children
“it’s a miracle that curiosity deserve a 21st century education that prepares them not
survives formal education.” just for the day they leave school, but for their future ca-
reers and the rest of their lives.
“The US may be waiting for the next wave of profitability,
The World has shifted, while we but if creativity continues to drop, the wait may be eter-
have not. nal as other countries contribute and capture the best and
Our culture has changed from an industrial nation to one most useful intellectual properties of the future.”
based on innovation and creativity, but our education – Professor Kyung Hee Kim, specialist in educa-
system is still built to produce factory workers, not knowl- tion psychology.
edge workers. The focus is on ‘what to think,’ over ‘how to Although there has been many studies on the topic of crea-
think’; ‘what is,’ over ‘what can be’. As a result, kids aren’t tivity in education, little action has come of it. Even Presi-
taught how to build on knowledge gained, but only enough dent Obama has acknowledged that 21st century problems
to master a standard test. We are teaching them how to would require a new breed of innovative thinkers.
conform when we should be teaching them how to stand “Think about it, if everyone walked around thinking of
out. We aren’t providing them with the tools in developing themselves as creative, think of all the things that they
creative and original thought that’s needed to face today’s would do that they aren’t doing now…things would re-
challenges. ally change in the world. New things would happen.”
– David Kelley, IDEO
6

7. soMe UsefUl tidbits
Biologically, our brains work to function holistically,
marrying right-brain intuitive ideas with left-brain
rational thought.
Three Types of Learners information, and facts necessary to draw conclusions
There are three main types of learning styles: auditory, about the questions. They also learn valuable skills and
visual, and kinesthetic. Most people learn best through a habits of mind during the process.
combination of the three, but every individual is different.
Auditory learners (Hear) learn best when they are listen- Problem Based Learning
ing, visual learners (see) learn best by looking at graphics, Problem based learning (PBL) is a student-centered
while kinesthetic learners (touch) learn best through a instructional strategy in which students collaboratively
“hands-on” experience. solve problems and reflect on their experiences. One of
the aims of PBL is the development of self-directed learn-
Open Learning ing skills (SDL). Some key characteristics of PDL include:
Open learning is a teaching method that believes a stu- learning is driven by challenging, open-ended, ill-defined,
dents learn best in an unstructured manner where they are and ill-structured problems, students work in collaborative
the ones that determine what to learn. The Manhattan Free groups, and teachers taking on the role as ‘facilitators’
School is based around this philosophy. during learning. General criticisms include studies that
show active problem solving is a less effective instructional
strategy than studying worked examples.
Active Learning
Active learning is an umbrella term that refers to several Sudbury Model
modes of instruction that focuses the responsibility of
The Sudbury model democratic schools assert that there
learning on learners. Examples of ‘active learning’ activi-
are many ways to study and learn. Their main argument is
ties include class discussions, think-pair-share, learning
that learning is a process people do, not a process that is
cells, collaborative learning groups, class games, etc.
done to people. An example of their philosophy is dem-
onstrated in the way they view reading – some children
Project Based Learning learn from being read to, memorizing the stories and then
Project Based Learning is an inquiry-based process for ultimately reading them, others learn from cereal boxes,
teaching and learning. Students focus on a complex ques- game instructions, street signs, etc. They call their “teach-
tion or problem, then answer the question or solve the ers” advisers who help only when asked.
problem through a collaborative process of investigation
over an extended period of time. Projects are often used to
investigate authentic issues and topics found outside of
school. During the inquiry process, students learn content,
7

8. Learning by Teaching specificity. An ideal goal should present a situation where
the time between the initiation of the behavior and the end
To teach is to learn, however, learning by teaching
state is close. This might explain why some children are
shouldn’t be confused with presentations or lectures by
more motivated to learn how to ride a bike than to master
students, as students not only convey a certain content,
algebra.
but also choose their own methods and didactic approach-
es in teaching classmates about a subject matter. Advan- Drive (Motivational) Theory
tages are that student work is more motivated, efficient, According to Dan Pink’s latest book Drive, there are three
active, and intensive. General criticisms include: the intro- essential elements in driving motivation: Autonomy – the
duction of the method requires substantial time as well as desire to direct our own lives, Mastery – the urge to get
students and teachers having to work more than usual. better and better at something that matters, and Purpose –
the yearning to do what we do in the service of something
Montessori Method larger than ourselves
The Montessori method is an approach that arose out
of the discovery of “the child’s true normal nature.” The Teaching Creativity
method involves a curriculum of learning that comes from It is imperative that teachers understand how to nurture
the child’s various individual interests at work. Supporting creativity. A leader without the ability to think holistically
this inner plan of nature, the method provides a range of will not be able to think on their toes, come up with crea-
materials to stimulate the child’s interest through self- tive solutions to problems, or be able to envision change.
directed activity. Collaboration, project based learning, and other meth-
ods that effectively engage children creatively have been
Waldorf Education proven to be the most effective educational practices.Small
Waldorf education is based upon a humanistic approach groups can establish an open, accepting atmosphere that
to learning. They believe that learning should be interdis- may help to relieve societal pressure of conventions and
ciplinary – practical, artistic, and conceptual. They also encourage and reinforce more creative thinking.
emphasize the role of imagination in learning, developing Johnathan S. Feinstein came to these three conclusions,
thinking that includes a creative as well as an analytic which help foster creativity. He states that creativity is fos-
component. tered not only by solving problems in new ways, but also
in defining the problem itself. When students come across
Two Kinds of Motivation ambiguous, challenging situations that require a decision,
they should be encouraged to begin with examining what
Intrinsic motivation occurs when people are internally
the problem truly is first.
motivated to do something because it either brings them
pleasure, they think it is important, or they feel that what
they are learning is significant. It has also been shown that Motivation – Creative insights do not come easily or imme-
intrinsic motivation for education drops from grades 3-9 diately, they require energy and sustained effort. Students
though the exact cause cannot be ascertained. It has also must be motivated to want to solve problems.
shown that contextualizing material that would otherwise
be presented in an abstract manner increases the intrinsic Postponing closure – Students must have a willingness to
motivation of these students. explore broad possibilities and allow time for processing
Extrinsic motivation comes into play when a student is and considering information. They must be taught to work
compelled to do something or act a certain way because of past the “low hanging fruit”.
factors external to him or her (like money or good grades).
Ego strength – Originality is risky and failures are inevi-
table. Willingness to risk and the ability to cope with and
Goal-setting (Motivational) Theory
recover from failure are a necessity. Students must feel
Goal-setting theory is based on the notion that individu-
confident enough to be creative.
als sometimes have a drive to reach a clearly defined end
state. Often, this end state is a reward in itself. Three fea-
tures affect the goal’s efficiency: proximity, difficulty and
8

9. insPiring
& insightfUl QUotes
Creativity is a very complex and hard to define due to the
understanding that it is based less on concrete rationale
and is more ethereal and abstract. However, many re-
searchers and psychologists alike have studied creativity
and what it exhibits in humans.
Additionally, not all creativity is alike; this makes measur- “If you can see things differently you can make a big dif-
ing and assessing it very difficult. While intelligence and ference” – Edward de Bono
creativity often correlate, they are distinctly different.
Generally, creativity can be identified as something that is “We need kids to be more risk-taking, more entrepre-
original, high quality, and useful neurial. More than ever, we need the right brain to mix
with the left.” – Patrick Bassett
“Centuries of educational training based mainly on left-
Understanding Creativity brained analytical skills such as linear and logical think-
“Artists give the world something they didn’t know they ing have left many people deficient in essential whole-
were needing” – Daniel Pink brain thinking practices including creativity, empathy,
“Creativity is the ability to generate new ideas by com- and design” – Simeon Hein
bining, changing, or reapplying existing ideas.”
“Whenever a person is faced with a problem for which “People who employed creativity were
he has no known or practiced solution, some degree of
the best at what they did. The best pilots
creativity is required.” – Paul E. Torrance
were creative in their performance.”
“Creativity is also an attitude: the ability to accept
change and newness, a willingness to play with ideas - Paul E. Torrance
and possibilities, a flexibility of outlook, the habit of
enjoying the good, while looking for ways to improve it.
“The inadequacy of our thinking is the biggest barrier
We are socialized into accepting only a small number of
we face today. It’s bigger than climate change, it’s big-
permitted or normal things.” – Anon.
ger than our economic woes… all businesses should be
Creativity and Right Brain Thinking asking provocative questions and seeking unlikely solu-
tions. Thinking is our ultimate resource. If we want to
“The clever uses of science, technology, engineering, and
raise the ability and potential of the workforce, we need
math are survival tactics, but creativity is the weapon.”
to teach people how to think.” – Edward de Bono
– David Burns
“Our culture worships attention but it is stifling creativity”
- Jonah Lehrer of Wired
9

10. What’s Holding Teachers Back “I think it (creativity) exists in enlightened classrooms
of favorite teachers. There are plenty of people in the
“Children are motivated to learn when they are in a pro- public schools who are creative teachers that get kids up
ject of some kind that catches fire within them… I think and out of their seats and create an engaged classroom.
that classrooms should create a text book instead of just But all of that is under pressure if standardized test-
buying one. If you buy a textbook then you are buying ing says the following 14 learning objectives have to be
static knowledge. But if you actually use the information accomplished between now and then that can operate
technologies that surround us, a group of people can be against a more freely operating type of education. The
on fire with a chapter on something really cool that they trick is to get the two of them to coexist. Otherwise the
are putting together. - Head of a Private School in parents are going to be saying this isn’t going to help my
Albany, NY kid’s test score so that they can get into college, so what
is this project thing you are doing? I want them drill-
“I think it is very difficult in many areas for teachers, to
ing so they’ll get a higher score on a test.” – Head of a
take risks and to try to do different things and to step
Private School in Albany, NY.
out, because one, there might be a lack of support from
administrators, people might not have your back. You
might try something new, and if it doesn’t work well you
might create more problems for yourself. Two, parents
are not on your side.” – A 7th Grade Public School
History Teacher, Princeton NJ
“Most of these creative practices take a small amount of
class time, but the effect is engaged students who come back
day after day anticipating something new and exciting.”
– Joel Arquillos, Executive Director at 826LA
“Management is a fundamentally outdated technology
designed to get people to comply, to get people to do
as you want them to do, to get compliance…but to get
people to be creative is when they are not managed, but
when they operate on their own steam.” – Daniel Pink
“When you look at this daunting thing of how do we make people
be more creative, a lot of times we feel constrained. We look at
our organization we look at our schools and we say, ‘can I change
my whole school system?’… Instead of asking can I change my
whole school system ask yourself, can I do one thing tomorrow to
make my day better, ‘and the answer is yes’.”
– Daniel Pink
10

11. thoUght leaders
o n c r e a t i v i t y
Howard Gardner grade level whose art work or performance with a musical
instrument is far better than many of the children in the top
Multiple Intelligences: We don’t all learn the same way:
30 percent on reading or arithmetic will experience a sud-
“The idea of multiple intelligences comes out of psychol-
den boost of confidence that, in some cases, is generalized
ogy. It’s a theory that was developed to document the fact
to the formal academic domains.”
that human beings have very different kinds of intellectual
strengths and that these strengths are very, very important
in how kids learn and how people represent things in their Daniel Pink
minds, and then how people use them in order to show
The White-collar skills in the 20th century required linear,
what it is that they’ve understood.”
left-brain thinking that prepared workers for routine,
assembly-line tasks. The skills for the 21st century require
Sir Ken Robinson more right-brain skills of artistry, empathy, inventiveness
and big picture thinking. The problem is that schools
Creativity is not and should not be relegated to the arts;
are stuck in the industrial age of education focusing on
“Another misconception is that creativity is confined to
memorization, compliant thought and standardization. So
certain sorts of activities, like the arts or design. The truth
how do we motivate people to do this right-brain thinking
is we can be creative at anything that involves the active
required to face problems of the 21st century, with the old
use of our intelligence... Rather than investing in these
model of reward and punishment? Pink found it requires
misconceptions, companies and organizations should
subtle sophisticated forms of motivation.
promote the creative capacities of all their people. And as
a nation, America should invest in developing creativity in
the education system as a whole, because for many people David Pogue
that’s where the problem starts.”
Think of all those seemingly dumb YouTube videos you
have watched of random people parody of social events
Jerome Kagan and media. David Pogue recognizes these creative trends
in technology. He argues that creativity is fueling the 21st
Creativity and encouraging creative thought build self-
century global economy. Innovation is the driver of sales in
confidence in all subject areas: “One strategy to mute their
this technology age. Creativity is great for technology but
discouraging evaluation of self competence is to provide
technology is also great for creativity. The problem is that
children with opportunities to be successful at some class-
schools are so bureaucratic that they ban these creative
room task. Art, dance, film, and music are perfect candi-
tools that can help engage students.
dates. An 8-year-old having difficulty learning to read at
11

12. resoUrces
Books: Robert J. Sternberg – Creativity: From Potential to Realiza-
tion
Dan Pink – A Whole New Mind http://www.amazon.com/Creativity-Potential-Realization-Robert-
Sternberg/dp/1591471206
http://www.amazon.com/Whole-New-Mind-Right-Brainers-Future/
dp/1594481717/ref=sr_1_1?ie=UTF8&qid=1293984079&sr=8-1 Argues that organizations are trying to fix a downstream
problem that originates in schools and universities. Most
Argues that the future of global business belongs to the people leave education with no idea what their real abili-
right-brainers. ties are.
Sir Ken Robinson – Out of our Minds
http://www.amazon.com/Out-Our-Minds-Learning-Creative/
dp/1841121258/ref=sr_1_fkmr0_1?ie=UTF8&qid=1293984114&
sr=1-1-fkmr0 Articles:
Argues that organizations are trying to fix a downstream
problem that originates in schools and universities. Most
people leave education with no idea what their real abili- Po Bronson & Ashley Merryman – The Creativity Crisis
ties are. http://www.newsweek.com/2010/07/10/the-creativity-crisis.html
Argues that the future of global business belongs to the
right-brainers
Po Bronson & Ashley Merryman – Nurture Shock, New
Thinking about Children
http://www.amazon.com/NurtureShock-New-Thinking-About-
Kara Rogers – The Decline of Creativity in the U.S.
Children/dp/0446504130/ref=sr_1_fkmr0_1?ie=UTF8&qid=12939 http://www.vagazette.com/articles/2010/10/18/news/doc4cb-
84136&sr=1-1-fkmr0 c4180af2cd345674832.txt
Author asserts that much of the thinking parents have Argues that organizations are trying to fix a downstream
had about children in the last few decades might be more problem that originates in schools and universities. Most
harmful than helpful. people leave education with no idea what their real abili-
ties are.
James C. Kaufman – The Cambridge Handbook of Creativity
http://www.amazon.com/Cambridge-Handbook-Creativity-Hand- Michael Bitz – Creativity in Crisis: The “Brain Drain” in
books-Psychology/dp/0521730252/ref=sr_1_1?ie=UTF8&s=books American Schools
&qid=1293984208&sr=1-1
http://www.hepg.org/blog/18
A comprehensive scholarly handbook on creativity from the Author asserts that much of the thinking parents have
most respected psychologists, researchers and educa- had about children in the last few decades might be more
tors. Serves as both a thorough introduction to the field of
creativity and an invaluable reference and current source of harmful than helpful.
important information.
Marelisa – 75 Creativity Quotes
Mark A. Runco – Creativity: Theories and Themes: Re- http://abundance-blog.marelisa-online.com/2009/01/27/75-
search & Development creativity-quotes/
http://www.amazon.com/Creativity-Theories-Research-Develop- A comprehensive scholarly handbook on creativity from the
ment-Practice/dp/0126024006/ref=sr_1_1?ie=UTF8&s=books&qi most respected psychologists, researchers and educa-
d=1293984232&sr=1-1 tors. Serves as both a thorough introduction to the field of
An integrative introduction to the theories and themes creativity and an invaluable reference and current source of
in research on creativity. Begins with a discussion of the important information.
theories of creativity (Person, Product, Process, Place),
the general question of whether creativity is by nature or
nurture, etc.
12

13. Diana Rhoten – We are not Waiting for Superman, We are Simeon Hein - A Whole New Mind: How Viewing will save
Empowering Superheroes today’s economy
http://startl.org/2010/09/24/we-are-not-waiting-for-superman- http://www.virtualviewing.org/neweconomy
we-are-empowering-superheroes/ Professor at UCLA talks about how our left-brained educa-
An integrative introduction to the theories and themes tion is giving us skills that could be outsourced to other
in research on creativity. Begins with a discussion of the countries and instead we need to focus on right-brained
theories of creativity (Person, Product, Process, Place), approaches to learning, that favor design and innovative
the general question of whether creativity is by nature or thought, if we want to experience economic growth.
nurture, etc.
Michel Martin Hosts - Leaders Tackle Challenges of Educa-
Edward Boches – Creativity is on the Decline, just when we
tional Reform
need it most http://www.npr.org/templates/story/story.
http://edwardboches.com/creativity-is-on-the-decline-just-when- php?storyId=130212968
we-need-it-most An interview with Randi Weigngarten, president of the
Argues that organizations are trying to fix a downstream American Federation of Teachers, about the problems with
problem that originates in schools and universities. Most ‘Waiting for Superman’, and the steps needed to take for
people leave education with no idea what their real abili- education reform.
ties are.
Po Bronson & Ashley Merryman – Forget Brainstorming J. P Isenberg and M.R. Jalongo - Creativity and Education
http://www.newsweek.com/2010/07/12/forget-brainstorming. http://www.education.com/reference/article/creativity-educa-
print.html tion/
Argues most commonly used techniques for spurring A well researched article expressing the concerns that
creativity don’t work and then offers seven suggests for in- teachers are unable to determine which students are crea-
spiring creativity in schools including being active, limiting tive because of our poor understanding of what it means to
screen time, having passions and cross-culture learning. be a creative student.
Jenny Anderson - Inventive New Private School Hits Old Steve Lackmeyer - Schools, Businesses king creativity,
Hurdles Okalahoma City forum experts say
http://www.nytimes.com/2010/04/01/education/01blueschool.
html http://stateofcreativity.com/schools-businesses-killing-
Members from the famous Blue Man Group start a new creativity-oklahoma-city-forum-experts-say
school for kindergarten and first grades that follows a more A brief synopsis of the panel discussions between creativ-
holistic way of learning. Whose curriculum is determined ity crisis experts at the Creativity World Forum 2010.
by student interest and where social and emotional skills
are given equal weight.
Jonah Lehrer of Wired - Are distractible people more crea-
Scholastic - Do you feel pressure to “Teach to the Test?” tive
http://www.nytimes.com/2010/04/01/education/01blueschool. http://www.wired.com/wiredscience/2010/09/are-distractible-
html people-more-creative/
Six teachers, nation-wide, reflect on standardized testing Harvard and Toronto professors’ research show screening
and give their view on the problems it has on teaching and out ‘irrelevant’ material stifles creativity. Creative people
student’s learning. tend to have low latent inhibitions contribute to original
thought.
Alex Crevar - The Father of Creativity
Eileen Sweeney - Advanced Education Reform through
http://www.uga.edu/gm/301/FeatCreate.html
A brief history and description of Paul E. Torrance, founder Service Collaboration
of the Torrance tests, and his view on education and the http://www.fastcompany.com/1673070/advance-education-
importance of creativity in the classroom. reform-through-service-creativity-and-collaboration
How education systems need reform in order to inspire in-
novation to solve tomorrow’s problems. STEM focused but
Mark Caine - A Crisis of creativity: STEM Education and offers examples of how corporations are helping.
Breakthrough Technology
http://breakthroughgen.org/blog/2010/06/a_crisis_of_creativ- Shahida Ariff - Kids’ creativity unleashed with high-tech
ity_tailori.shtml
A look into the problems of hyper-specialization in educa- toys
tion and what the skills it takes to be great in your field. http://web.media.mit.edu/~mres/press/singapore.htm
MIT professor, Mitchel Resnick and his Media Lab, work on
programming ordinary toys to be more interactive and work
to promote exploration and experimentation that come
natural to younger kids.
13

14. Interview by Yanky Fachler of Business Plus with Dr Newsweek – Forget Brainstorming Podcast (Starts 10mins in)
Edward de Bono - Thinking and Creating the True Driving http://www.newsweek.com/2010/07/12/forget-brainstorming.
html
Forces behind entrepreneurship
http://www.lostjobstartbusiness.com/blog/thinking-and-creativi-
ty-the-true-driving-force-behind-entrepreneurship/ Harvard Business Video: Dan Pink on how the 21st Century
Edward de Bono explains why it is urgent for us to teach Brain Affects Creativity
creative, lateral thinking and change the conversation from http://blip.tv/file/3713648?utm_source=player_embedded
“what is” to “what can be”.
TEDxBlue - True Grit: Can Perseverance be taught?
James Daly Edutopia - Reshaping Learning from the http://www.youtube.com/watch?v=qaeFnxSfSC4&feature=chan
Ground Up nel
http://www.edutopia.org/future-school Dr. Angela Lee Duckworth, U Penn professor, studies non-
Interview with Alvin Toffler on how the school system IQ competency and the ability to predict academic and
should radically change from the ground up and everyone profession success biased on “grit”, or students’ posses-
in the community should be involved in this change. He of- sion of both determination and perseverance.
fers radical ideas and questions that we should be asking
to create a much needed change in the education system
that recognizes every child is different. Ken Robinson Interview by Riz Kahn - Killing creativity: is
the public education system failing us?
Robert Harris - Introduction to Creative Thinking http://www.youtube.com/watch?v=YAt-3Yk2u80&feature=related
http://www.virtualsalt.com/crebook1.htm More texture to Ken Robinson theory on the creativity
crisis. Talks about education for kids with disabilities hav-
Discusses the definition, the block. and characteristics of ing more creativity and how we confuse intelligence with
creativity. Clearly defines what creative thinking consists intellectual ability.
of.
John Taylor Gatto - State Controlled Consciousness
Interview with Kyung Hee Kim - The Decline of Creativity in
http://www.youtube.com/watch?v=8ogCc8ObiwQ&feature=relat
the United States ed
http://www.vagazette.com/articles/2010/10/18/news/doc4cb- Retired teacher of 29 years, he is an activist critical of com-
c4180af2cd345674832.txt pulsory schooling. Doesn’t feel universal schooling can
The best articulate argument out there describing the ur-
gency of this issue going beyond parents and teachers and
placing responsibility on the US culture as a whole. Edutopia - Dr Garner on Education
http://www.youtube.com/watch?v=uBknM7-AkAM
No Right Brain Left Behind: Must Kids Prep for Test Taking? Psychologist and father of The Multiple Intelligence theory,
Gardner discusses the problems with standardized tests
http://www.usatoday.com/news/education/2009-07-13-right- and not teaching from a child-centric fashion which recog-
brain_N.htm
nizes that students have different ways in which they learn.
Patrick Bassett, President of the National Association of
Independent Schools, is on a campaign to try incorporating
right brain risk taking and entrepreneurial spirits into more Stanford - David Kelley of IDEO
schools. This article sums up fairly well the issue many http://kalwnews.org/audio/popup/13900
experts have laid out. IDEO designer talks about ‘design thinking’, the impor-
tance of engaging students, and cultivating a project-
based design thinking that allows every student to think of
themselves as ‘creative’.
Videos: Joel Arquil of 826LA - Creativity in Education: There is
Room for it
Davis Guggenheim – Waiting for “Superman” http://www.huffingtonpost.com/joel-arquillos/creativity-in-educa-
http://www.newsweek.com/2010/07/10/the-creativity-crisis.html tion-t_b_748724.html
GOOD forum that addresses the need to engage students
TED 2006: Sir Ken Robinson – Schools Kill Creativity so they feel comfortable to take creative risk.
http://www.ted.com/talks/ken_robinson_says_schools_kill_crea-
tivity.html
TED 2010: Sir Ken Robinson – Bring on the Learning Revolution
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revo-
lution.html
14

15. PRI’s The World: Science - Teachers’ Domain: Creativity in
Chinese Education
http://www.teachersdomain.org/asset/wds10_aud_chedu/
The Chinese administration in education are trying to
transform the education system to favor more independ-
ent, creative thought. They want to teach kids not just
what to learn but how to learn and are designing entrance
exams to Universities to test this. The initiative is China’s
push to become not just a manufacturer of innovation but
a contributor as well.
15

16. thanK yoU
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Prepared by:
brian chandra, @chandraaaaa | carolyn durkalski | Jason Potteiger, @jpotteiger | James colistra, @brandstrategeek | Jennifer small-Wojtwicz | Malika durrani |
sloane hoepelman | stacey Kawahata, @stackwa | sylvia calos, @hellodreamworld | viktor venson, @whoisviktor