Randi Randall Stefan Britt Eng.111.P06 10 April 2014 Poop, I cant Thin of a Title !et"..

#hat ena$le% the &orld to progre%%' (o)ld it $e no&ledge and one% thir%t for it' *r +a,$e it i% creati-it, and one% de%ire to ind)lge in inno-ation. #hat a$o)t $oth' If one thin % a$o)t it the, +ight %ee that if &e onl, had no&ledge and lac ed creati-it, &e &o)ld onl, $e filled &ith fact%. There &o)ld $e no ne& idea% to ena$le %ociet, to ad-ance. If +e+$er% of %ociet, lac ed no&ledge and onl, held creati-it, in their +ind% then &e &o)ld ha-e infinite idea% $)t no &a, to +a e the+ a realit,. It i% +, opinion that %ociet, $e%t f)nction% &hen no&ledge and creati-it, coincide &ith one another. .o&e-er, +an, ed)cator% onl, %ee the need to /fill0 %t)dent% &ith no&ledge rather then ha-e the+ thin for the+%el-e% and tran%for+ into di-ergent thin er%. 1i-ergent thin ing i% the a$ilit, to interpret a 2)e%tion in +)ltiple &a,% and %ee %e-eral o)tco+e%. 1i-ergent thin ing i% an e%%ential co+ponent in order to prod)ce creati-it,. If ed)cator% are onl, teaching %t)dent% that there i% onl, one right an%&er or path then the, are %lo&ing e)thani3ing creati-it,. In order for %ociet, to e-ol-e in%tr)ctor% need to enco)rage %t)dent% to $eco+e di-ergent thin er% in the cla%%roo+4 in the real &orld there are +)ltiple %trategie% and an%&er%, not 5)%t one. It %ee+% that toda, ed)cation i% $eco+ing le%% +eaningf)l to +an, %t)dent%. It% le%% +eaningf)l $eca)%e of ho& the, are $eing ta)ght. The, are $eing told that there i% onl, one &a, to do %o+ething and onl, one right an%&er. The, are $eing gi-en no&ledge and are e6pected to a$%or$ it &hen it ha% no %ignificance to the+. In Pa)lo 7reire% article The /Ban ing0 (oncept of

Ed)cation he %tate% /Ed)cation th)% $eco+e% an act of depo%iting, in &hich the %t)dent% are the depo%itorie% and the teacher i% the depo%itor0 82409. #hat thi% +ean% i% that %t)dent are onl, $eing re2)ired to a$%or$ infor+ation rather than participating in their learning. #itho)t participation there i% a lac of creati-it,. #itho)t creati-it, o)r indi-id)al% &o)ld $eco+e the %tagnant &ater at the edge of a ri-er $an , there &o)ldnt $e an, ne& idea% to enco)rage the flo& of %ociet,. The ed)cational techni2)e of depo%iting infor+ation into %t)dent% ha% the a$ilit, to %trip the+ of creati-it, and tran%for+ation. Th)%, ta ing a&a, the a$ilit, for indi-id)al% to thin for the+%el-e% and ind)ce change4 %o+ething that i% needed for o)r %pecie% to contin)e. 1i%po%ing the %,%te+ of di-ergent thin ing i% %o+ething that i% $eing done in the depth% of the cla%%roo+. The antagoni%t $ehind thi% i% %o+e ed)cator% &ho+ incapacitate %t)dent% a$ilitie% to thin . Barr, Alford, a profe%%or at :id;:ichigan (o++)nit, (ollege artic)late% /&e are con%tantl, confronted &ith e-idence that the rhetorical choice% &e teach o)r %t)dent% to )%e do not nece%%aril, enco)rage the+ to thin 0 82<09. #itho)t reinforce+ent to thin for one% %elf their %en%e of 5)dg+ent and indi-id)alit, are ta en fro+ the+. :an, %t)dent% are onl, learning to replicate their in%tr)ctor% notion% rather than di%co-ering &hat their ideal% are a% an indi-id)al. (o)ntle%% ed)cator% toda, are )%ing ane%thetic +ean% of teaching %t)dent%. The, are a%ph,6iating a %t)dent% dri-e to thin -ario)% &a,%. #hat thi% i% doing i% inhi$iting %t)dent% di-ergent thin ing a$ilitie%. Sir =en Ro$in%on in hi% pre%entation (hanging the Paradig+% of Ed)cation %tate% /the art% e%peciall, addre%% the idea of ae%thetic e6perience, e%thetic e6perience i% one in &hich all %en%e% are operating at their pea and &hen ,o) are pre%ent in the c)rrent +o+ent0. #hen %t)dent% are pre%ent in the c)rrent +o+ent learning can $eco+e +eaningf)l. The, can %tart to learn and appl, that no&ledge to realit,. The i+portance of $eing a$le to

appl, cla%%roo+ no&ledge to real &orld %it)ation% i% )n+ea%)ra$le. >earning in an ae%thetic %etting &ere %t)dent% can participate in their ed)cation c)lti-ate% di-ergent thin ing, th)% leading to creati-e and )ni2)e indi-id)al%. :an, ele+entar, %t)dent% learn in %etting &here the, are -er, +)ch a part of their learning. The en-iron+ent for ele+entar, cla%%roo+ i% +eant to $e hand%;on %o that it create% an enth)%ia%tic learning %etting. There &a% %t)d, cond)cted $, ?eorge >and and Beth @ar+an &here the, te%ted indergartener% to +ea%)re their a$ilit, to thin di-ergentl,. #hen gi-en thi% te%t A<B of the children %cored at a geni)% le-el in di-ergent thin ing. The %a+e children &ere te%ted fi-e ,ear% later and onl, C2B of children %cored in the geni)% le-el for di-ergent thin ing. The, then ga-e the te%t to the %a+e %t)dent% another fi-e ,ear% later and onl, 10B of %t)dent% %cored at the geni)% le-el for di-ergent thin ing. Thi% trend %ho&% that the f)rther %t)dent% progre%% thro)gh ed)cation their a$ilit, to thin in creati-e &a,% decrea%e. The rea%on for thi% co)ld $e the &a, the, are $eing ta)ght. St)dent% arent $eing in-ol-ed eno)gh and ta ing charge of their learning e6perience. So ho& do &e enco)rage %t)dent% to ta e charge of their learning e6perience'