Creativity Essay Revision Question 3

The recent studies by Bronson and Merryman exhibit an astounding decline in creativity among the global population. Pundits emphasize the necessity of originality for posterity, for only innovative minds can satisfy the standards of an increasingly technological and complex society. Technological novelties are embraced in this progressive era as necessities to improving living standards and to expediting global integration. The recent studies portend the advent of the commonplace, dull individual who will possess no capacity for adaptation, and this foreboding seems to call for an urgent remedy. Yet, the solution is not as simple as creating classes solely devoted to creativity. In fact, the answer is more nuanced; the best approach to this pressing issue is to revise existing curriculums to offer more comprehensive and holistic experiences.

To revise the curriculum effectively, the definition of "creativity" must be examined before proceeding. Creativity has long formed the image of the brilliant stroke of a brush or the eloquence that produced the hallmark declaration of democracy, "we hold these truths to be self evident...", but creativity expands beyond artistic boundaries. Inventiveness is the ability to solve seemingly impossible problems. This encompasses the fields of mathematics, physics, chemistry, and other sciences that are often excluded in the conventional sphere of creativity. An individual's ability to solve a problem in the most expedient and effective manner is a fundamental demonstration of originality. Creativity also entails a measure of social awareness. One of our most remarkable abilities as a species is our ability to empathize. our amazing capacity for imagination allows us to vicariously experience certain events that we have never encountered. Quite evidently, creativity cannot be confined to conventional boundaries. Creativity permeates throughout every small action we perform, whether it be finding a faster route to work or coming up with a way to multi task. Thus, creativity must be included and integrated within our school curriculum, not separated from our routine performances.

To effectively amend our curriculum to address this social issue, the school board must offer more engaging and interactive experiences to students. This entails the removal of drilling or rote memorization of dates, compounds, etc. Though memorization of certain small details is nevertheless necessary, the school board should implant in students the knowledge that a certain field of study cannot be solely characterized by the recollection of details. Instead, the classroom must be engaging, allowing students the opportunity to address the opinions of others and to adjust their own thoughts according to different topics or circumstances. The student board should not treat creativity as a separate sphere of learning and instead as an integral component to a student's learning experience. The separation of inventiveness from traditional subjects shortchanges students and hinders their ability to apply their innovative capacities to fields of math, chemistry, or other sciences that can further supplement their visionary minds.

Not only will the revised curriculum improve the current and future generation's ability to think creatively, it will offer a new meaning to what it means to be "creative". No longer will students feel inept because they are artistically incompetent. They, instead, will have a more holistic view of originality and will be able to apply what they learn more effectively to new problems they encounter.

The discouraging studies have induced a strong fear in our generation. To continue our ineffective methods reassures the study's prediction of a world where everything is commonplace and derivative. However, the solution is not out of our reach. Steady revisions to our curriculum can make individuals more proficient thinkers and intellectuals. We must be cautious to not revert to previous ways and instead to maintain a constant, unfaltering pace in amending our schools. Reframing entire courses is certainly a difficult task, and I do not for a moment suppose that this will immediately solve this gradual decline in inventiveness. However, I see this approach as the most effective method in addressing this issue.