Response to part 1 feedback

Response to part 1 feedback

In response to feedback I received from one of my committee members, I would like to clarify my thinking regarding a section of the first video of Raising Creativity.

. Part 1 of this documentary series serves in essence as an introduction to the topic of creativity in education. I felt it necessary to establish from the outset why this matter is important, and to do so I invoked several scholars’ thinking. These appear between 1:56 and 2:48 of the video below (Raising Creativity, 2013).

.     From Pink to Florida, to Amabile, to Robinson, to Eisner, I intended to assemble these scholars’ ideas in sequence so as to go from a very broad, overarching rationale for the importance of creativity (e.g., present and future economies demand it) to a more local one (e.g., education should begin preparing students now so they can be successful given the realities that lie ahead). One of my committee members remarked that he was confused by the business discourse presented, considering my research question specifically focuses on education. It took me a moment to see his point; however now I do acknowledge the slight peculiarity of this; I think the many references to the economy did not initially register as being categorically different from education because ideologically so many people believe that that is what education is for, ultimately (i.e., we go to school to get a good job, period). I actually do not believe (nor have I ever believed since entering the teaching profession) that this is the most important goal of education; rather, in my opinion it is to empower a person to live life to the fullest, as he or she defines it, as a member of society . . . and for many, having a well-paying job may be a means to that end. To reiterate, in my opinion, these are not one and the same. In defence of education as something greater than a path to employment, another committee member of mine, Carlo Ricci (2008), writes,
.      Are teachers mere commissars of the capitalistic system? Do we work for IBM, Walmart,
.      and other big corporations? Are we willing to reduce our jobs to teaching our students how
     to become better workers, thereby replacing the nation state with the corporate state? Or
.      should education be about something more? . . . I believe that we need to educate our students
.      with the goal of the amelioration of society and the individual (pp. 145–146).
My thinking has been in line with Ricci’s since I first encountered this kind of critical pedagogy in my Master’s studies; therefore I hope that this explanation has cleared up the seeming discrepancy in the discourse presented. In sum, I understand the goal of education as being greater than mere job preparation; however I recognize that education and employment are undeniably linked and that employment is an obvious, practical, and well-deserved outcome for educated people. This is the context in which I wish my arrangement of the scholars’ comments to be interpreted.



Raising Creativity. (2013, May 27). Raising creativity (part 1/5): Rationale. Retrieved
.       May 27, 2013, from
Ricci, C. (2008). The democratic teacher. In W. Richardson & C. Richardson (Eds.),
.       Walking the talk: Putting theory into practice: Narratives from a faculty of
.       education
 (pp. 143–150). Calgary, Canada: Detselig Enterprises.

Posted by Rebecca Zak

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