Sonya Amara T.

Sison
MAED-ENG 1
Cul Ed 505 (Issues in Cultural Education)
 The act or power of forming a mental image of something
not present to the senses or never before wholly perceived
in reality.
 It’s about empathy: imagining how it might feel to be
someone else in another body, another situation, another
culture.
 It’s about personal achievement: imagining futures for
yourself and how you might reach them.
 It’s about resilience: imagining what obstacles you might
face, and how you might leap them.
 And it’s about creating change: imagining how your life,
your community, or your world might be better.
 Imagination must be built on a foundation of
understanding.
 One cannot imagine how the world might be if one does not
understand how the world is and nothing fuels imagination
like learning about parts of the world beyond our everyday
experience.
 This might mean learning about a culture on the other side
of the world that works differently than the one we know.
 The ability to make new things or think of new ideas.
 Creativity is often understood as a set of individual skills
and dispositions that lead someone to think “out of the
box.”
 Creativity has been increasingly recognized as a ”21st
Century Skill” that can help drive innovation.
 Creativity is putting your imagination to work. It is
applied imagination. Innovation is putting new ideas into
practice.
 Creativity takes place not just within a person but in a
larger system that includes colleagues, audiences, the
history of the field, and more.
 Developing creativity is also about developing the ability
to understand what has come before you, to connect and
collaborate with others, and to see yourself within a larger
context.
 We need a radical rethinking of the purpose of schooling.
 The purpose of schools should be to develop imagination
and creativity.
 Imagination and Creativity suggests the need for an
education that involves making and doing real things.
 Instead of only learning facts and writing papers, students
should be guided through the process of understanding,
imagining, and creating.
 Education throughout the world faces unprecedented
challenges: economic, technological, social, and personal.
 Creativity and cultural education are fundamental to
meeting these objectives.
 Creativity is possible in all areas of human activity and all
young people and adults have creative capacities.
 Developing these capacities involves a balance between
teaching skills and understanding, and promoting the
freedom to innovate, and take risks.
 Culture too is often associated with the arts. However, we
relate the arts to a broader definition of social culture which
includes the impact of science and technology on ways of
life and the increasing interaction between cultures.
 Creative education and cultural education are dynamically
related and that there are practical implications for the
curriculum and for the classroom.
 Creativity can be ‘taught’. Teachers can be creative in their
own teaching; they can also promote the creative abilities
of their pupils.
 Developing creativity involves, amongst other things,
deepening young people’s cultural knowledge and
understanding. This is essential both in itself and to
promote forms of education which are inclusive and
sensitive to cultural diversity and change.
What are these barriers?
 Judgment
 Playing by the Rules
 Hard work
 No process
 Misunderstanding
 Cause: Fear of a new idea is often manifested as criticism and
sometimes harsh judgment. People mock and ridicule what they
don’t understand.
 Effect: People who have ideas are reluctant to share because they
worry that no one will like the idea. They are afraid of ridicule or the
implications of possible failure.
 Strategy: Adopt a no-ridicule ideology within the organization. Invite
and encourage all people, from all levels and departments, to
become involved with innovative initiatives. Communicate failure and
missteps as a necessary stepping stone to new approaches, products,
and services.
 Cause: Policies and procedures, inflexible and rigid organizational
structures, traditions, and a culture of playing by the rules, are
keeping people from participating, stifling any innovative or creative
processes.
 Effect: An oppressive environment has a tendency to force people to
conform to accepted patterns, rules, and inherent limitations of the
status quo. This hampers creative thinking and new ideas.
 Strategy: Although some rules are necessary, many can suppress
innovation and ideas. Consider if some of the rules can be relaxed,
changed, updated, or eliminated to make allowances for the idea
process to flourish.
 Cause: Bringing ideas from development to implementation
often takes a lot of effort or time to produce results. Most
organizations and people don’t want to devote the necessary
time or effort to complete a creative project.
 Effect: Negativity takes hold even before beginning a project
or a project is eliminated before it even gets up and
running. Lack of faith in the possible payoffs of a creative
process can easily stymie or eliminate what might have been
the next big idea.
 Strategy: Going beyond the known, stock answers and allowing
some time to discover more than one answer takes effort.
Encourage employees by making it a competition or breaking
larger initiatives into smaller, more manageable pieces.
 Cause: People have ideas and want to share them but all they see is
a dusty suggestion box. No other channels to input ideas are known
by members to exist.
 Effect: Past organizational experience shows people that ideas put in
the suggestion box disappear into a black hole so people don’t
bother to submit anything. They may feel there is no reason to get
involved.
 Strategy: Make it easy for people to input ideas through a variety of
different channels and technologies to encourage inputs. Have
leadership acknowledge and celebrate the value of ideas even if they
can’t be utilized. If an idea works, develop it.
 Cause: Within an organization, creativity can be misunderstood by
people who are not creative in their work processes. Sometimes
management will have little knowledge of the type of work it takes to
produce creative projects.
 Effect: An inaccurate impression of what is creative can result in
workplace conflicts that hinder productivity and creativity, or even
create an unpleasant or impractical work environment for some
employees.
 Strategy: Supply opportunities for all people to use their creative
side. Provide a context for ideas and innovation within the
organization with creative examples. Offer training opportunities for
employees to become more comfortable with their creative side.
 Cultural barriers are challenges to cross-cultural
communication within an organization. When people from
different cultures who might speak different languages,
have different cultural beliefs or use different gestures and
symbols to communicate, their cultural differences might
become barriers to workplace success. This happens
because of a lack of cultural awareness, knowledge, and
communication.
 Ensure clear and polite communication
 Learn about different cultures
 Work towards accommodating cultural differences
 Share knowledge
 Employ diversity training
Clear and polite communication reduces the chances of
surprises, crises, and confrontation. Both employers and
employees should take diversity and cultural difference into
account while drafting communication material. This can
include:
 using simple words
 using visual methods to communicate results
 avoiding slang words and phrases
 Asking polite questions about each other’s cultures and
expressing willingness to learn about different cultural
backgrounds can foster workplace relationships. It is
important to create a culture of inquiry where asking
questions is encouraged! Being patient and understanding
towards beliefs and norms of different cultures, speaking
against discrimination at the workplace, and continuously
learning about changing cultures are all an effective way to
make workplaces more inclusive.
 Implicit or unconscious bias happens by our brains making
incredibly quick judgments and assessments of people and
situations without us realizing. And the only way to
accommodate cultural difference is to recognize
unconscious bias. An individual can accommodate cultural
difference by being sensitive towards different cultures and
an organization can accommodate cultural difference by
understanding, for example, different religious customs or
encouraging cultural celebrations.
 Knowledge sharing and collective contribution produce
creative outcomes. Knowledge from different cultural
backgrounds and experiences stimulates cultural inclusion
and results in innovation. Thus, it is beneficial for both
individuals and organizations to make knowledge sharing
an important part of their culture.
 Another way to overcome cultural barriers is to ensure
there is an inclusion of people of different cultural
backgrounds in the workplace. Diversity training can
potentially foster inclusive work culture, encourage
teamwork and leadership, create new opportunities, and
thereby create a positive work culture. This training will
help employees understand and embrace the cultural
differences of their coworkers, and coworkers to embrace
each other.
 2D/3D Animator
 Marketing Assistants
 Art Directors
 Advertising Coordinators
 Digital Marketing Officer
 Creative Specialist
 Community Manager
 Teachers
 Scriptwriters
 Journalists
 Fashion Arts
 Every child has capabilities beyond the traditional
academic standard. Children with high academic ability
may have other strengths that are often neglected. Children
who struggle with academic work can have outstanding
abilities in other areas.
 Creative and cultural education can also help to raise
academic standards. The key is to find what children are
good at. Self confidence and self esteem then tend to rise
and overall performance improve.
 We live in a fast moving world. While employers continue to
demand high academic standards, they also now want
more. They want people who can adapt, see connections,
innovate, communicate and work with others.
 The new knowledge-based economies in particular will
increasingly depend on these abilities. Many businesses
are paying for courses to promote creative abilities, to
teach the skills and attitudes that are now essential for
economic success.
 http://sirkenrobinson.com/pdf/allourfutures.pdf
 http://culturalorganizing.org/the-purpose-of-schooling-
imagination-and-creativity/
 https://trainingindustry.com/articles/strategy-alignment-
and-planning/cause-and-effect-barriers-to-creativity-and-
innovation/
 https://trainingindustry.com/articles/strategy-alignment-
and-planning/cause-and-effect-barriers-to-creativity-and-
innovation/
 https://www.jobstreet.com.ph/en/job-search/advertising-
creative-jobs/