This link has been bookmarked by 57 people . It was first bookmarked on 04 Jun 2007, by Wisely.
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30 Aug 11
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eflclassroom 2.0How schools kill the passion, dedication and creativity of learners
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17 Jul 11
William CawleyOne of the best articles I have ever read. This is the real deal Hollyfield
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13 Jun 11
soberle"Earlier today, a friend and former teacher of mine made a post (private on another blog, and therefore unlinkable) to his students about the seven ideas featured in the book “How to Think Like Leonardo da Vinci”, which reminded me about a post I had wanted to make for a long time. (Quick explanation of the above, said former teacher is currently teaching a special unit on Leonardo da Vinci to some grade eights at my former middle school and using blogs as a learning device – very cool!)"
23_Things blog education learning creativity pedagogy culture future
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03 Apr 11
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10 Jul 10
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This is how we kill each trait that may yield another Da Vinci:
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In schoo
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for the most part, students learn only what the teacher decides they will learn.
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Except in the sciences (and sometimes even then), knowledge is simply given and expected to be absorbed rather than questioned and tested.
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Except in the sciences and a handful of other subjects, students are usually taught passively through the u
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se of only one sense, listening, or maybe sight (diagrams, photos, etc.).
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A student’s answer is either right or wrong, usually with no middle ground tolerated.
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Scientists and artists have their own professional domains which almost never overlap.
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Physical Education programs – especially in the United States – are being severely cut, and obesity has been described as an epidemic.
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Facts and concepts are taught in specific classes that are independent of each other, and students are moved from individual class to individual class without knowledge of how the two might be connected.
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Each class is allotted a certain period of time that is inflexible. Despite the student’s interest in a particular class, they must conform to this schedule. Many schools have required curriculum that force a student to give up desirable or necessary electives for core classes they may not need. Students must go to school and all per
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However, as mentioned above, mistakes and failure are not tolerated in schools and this learned attitude may carry on throughout life.
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The social climate of high school severely discourages spending time alone, especially when spent “working”, and loners are isolated and considered antisocial and friendless.
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These ten things are the most commonly cited characteristics of highly creative people… and they’re heavily discouraged in the early years by the education system and social climate of adolescence.
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18 Jun 10
Chris BetcherEarlier today, a friend and former teacher of mine made a post (private on another blog, and therefore unlinkable) to his students about the seven ideas featured in the book “How to Think Like Leonardo da Vinci”, which reminded me about a post I had wante
pedagogy learning schools inspiration education creativity davinci
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Briana AllenA blog post written by a 20 something on how the existing educational system kills creativity.
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15 Mar 09
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20 Jul 08
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This is how we kill each trait that may yield another Da Vinci:
1. Curiosita (from “How to Think Like Leonardo da Vinci”)
What? Intense and insatiable curiosity; constantly learning due to a desire to ask and answer questions
The Murder: In schools, for the most part, students learn only what the teacher decides they will learn. Student questions will often go unanswered if they lead away from the material (go off-topic), or if there are time constraints on what must be learned that leave no time for these questions in class. -
2. Dimostrazione (from “How to Think Like Leonardo da Vinci”)
What? Constant testing of knowledge through experience and persistence; accepting of and learning from mistakes
The Murder: Except in the sciences (and sometimes even then), knowledge is simply given and expected to be absorbed rather than questioned and tested. On tests and labs, wrong answers cost the students their grades, therefore it becomes unacceptable to make mistakes. Mistakes are less about learning experiences and more about losing marks. Questioning societal norms is a very negative thing, even if they don’t make sense. -
3. Sensazione (from “How to Think Like Leonardo da Vinci”)
What? Fully noticing and observing things with all senses, but especially sight (seeing things that others miss, seeing the details) -
Classrooms and assignments may be incredibly unstimulating to most (or all) senses.
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4. Sfumato (from “How to Think Like Leonardo da Vinci”)
What? An acceptance of ambiguity, paradox, and uncertainty out of a realization that life is not black and white -
The Murder: A student’s answer is either right or wrong, usually with no middle ground tolerated.
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5. Arte/Scienza (From “How to Think Like Leonardo da Vinci”)
What? Interest in both the arts and sciences and interdisciplinary work that combines them -
The Murder: High school courses are most often strictly defined as an “Art” or a “Science”
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6. Corporalita (from “How to Think Like Leonardo da Vinci”)
What? Keeping one’s body in good shape -
7. Connessione (from “How to Think Like Leonardo da Vinci”)
What? Acceptance and appreciation for the interconnectedness of everything in life; interdisciplinary approaches and thinking -
The Murder: Facts and concepts are taught in specific classes that are independent of each other, and students are moved from individual class to individual class without knowledge of how the two might be connected.
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8. Drive, energy, intense focus (from various studies on creative genius)
What? Energy and desire to focus intensely on one’s work and interests (often the same thing); merging of work and play -
The Murder: Each class is allotted a certain period of time that is inflexible. Despite the student’s interest in a particular class, they must conform to this schedule.
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9. Confidence, willingness to take risks, and tolerance of failure (from various studies on creative genius)
What? Willing to continue on with creative work despite rejection; ability to sell oneself and one’s talents -
mistakes and failure are not tolerated in schools and this learned attitude may carry on throughout life. Instead of learning the value of taking risks, students are taught to fear any mistakes that might result.
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10. Independence, introversion (from various studies on creative genius)
What? Willingness to spend lots of time alone working and honing skills; acceptance of possible isolation -
The Murder: The social climate of high school severely discourages spending time alone, especially when spent “working”, and loners are isolated and considered antisocial and friendless. Refusing to conform and “sticking out from the crowd” is highly discouraged by peers and teachers.
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11 Jun 08
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26 Dec 07
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20 Nov 07
craig rolandKris, a 15-year old, offers an exceptional response to the book How to Think Like Leonardo da Vinci, to explain how schools are preventing the emergence of another da Vinci.
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15 Nov 07
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04 Nov 07
Joe Wilsoninteresting piece on why we don't produce Da Vinci's in this epoch or perhaps give Warhols ( IQ 86) an opportunity to flourish
education learning creativity pedagogy future change culture
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13 Aug 07
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23 Jul 07
Gabriela SellartThis is how we kill each trait that may yield another Da Vinci
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14 Jun 07
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Intense and insatiable curiosity; constantly learning due to a desire to ask and answer questions
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Constant testing of knowledge through experience and persistence; accepting of and learning from mistakes
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Fully noticing and observing things with all senses, but especially sight (seeing things that others miss, seeing the details)
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An acceptance of ambiguity, paradox, and uncertainty out of a realization that life is not black and white
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Interest in both the arts and sciences and interdisciplinary work that combines them
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Keeping one’s body in good shape; attending to nutrition, fitness, and general physical well-being
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Acceptance and appreciation for the interconnectedness of everything in life; interdisciplinary approaches and thinking
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Energy and desire to focus intensely on one’s work and interests (often the same thing); merging of work and play
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Willing to continue on with creative work despite rejection; ability to sell oneself and one’s talents
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Willingness to spend lots of time alone working and honing skills; acceptance of possible isolation
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07 Jun 07
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04 Jun 07
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03 Jun 07
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David Jakeswow. great read on the climate and culture of schools focusing on what schools are doing to learners.
educationalchange education learning learningenvironments schoolsintrouble
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02 Jun 07
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ken .Curiosity (do what we say), Dimostrazione (no Reality-Check), Sensazione (no deep experience), Sfumato (right-or-wrong tests, no paradox), Arte/Scienza (one-or-t'other), Corporalita (junk food), Confidence (hand-holding v persistance), Independence
confidence creativity culture discovery education energy humor learning motivation paradox passion po questions science
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theok2A good breakdown of how our current learning practices in schools are not helping the emergence of the next Leonardo Davinci, As one commenter says. this should be "compulsory reading "This post should be a mandatory read for every student teacher
education learning Leonardo_Da_Vinci schools creativity art science theo_delicious
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01 Jun 07
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24 May 07
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