"Everything in your life ends up in your act." (p. 326)



"Imagination rules the world." -Napolean Bonaparte

"The point of education must be to create whole people who, through their wholeness, can focus the accumulated wisdom of human experience into illuminated patches of splendor." (p. 326)

I am the creativity
by. Alexis De Veaux

I am the dance step
of the paintbrush singing
I am the sculpture
of the song
the flame breath
of words
giving new life to paper
yes, I am the creativity
that never dies
I am the creativity
keeping my people
alive



valrose.gif





The authors suggest the following for using these tools in education:
1) "Emphasize the teaching of universal processes of invention in addition to the acquisition of disciplinary products of knowledge"
(p. 316). This sounds like what we discussed last spring regarding the difference between knowing and understanding.
2) "We must teach the intuitive and imaginative skills necessary to inventive processes" (p. 316).
3) "Implement a multidisciplinary education that places the arts on a equal footing with the sciences" (p. 317).
4) "Integrate the curriculum using a common descriptive language for innovation" (p. 317).
5) "Emphasize the transdisciplinary lessons of disciplinary learning" (p. 318).
6) "Use the experiences of people who have successfully bridged disciplines as exemplars of creative activity within our curricula" (p.318).
7) "To reach the widest range of minds, ideas in every discipline should be presented in many forms" (p. 318). Much like Dr. Grace had us do when we planned out units, we need to be flexible and try to engage every learning style.
8) "Forge a pioneering education, whose purpose is to produce the imaginative generalists who can take us into the uncharted future" (p. 319).

Reference:
Root-Bernstein, R. S., & Root-Bernstein, M. (1999). Sparks of genius: The thirteen thinking tools of the
world's most creative people
. Boston, Mass: Houghton Mifflin.