Imagination is Better than Knowledge
A week ago I read an article in the Rocky Mountain News that addressed some of the issues we discussed in our last 21st century class. In his column, "Imagination's Better Than Knowledge," Thomas Friedman, a columnist for the New York Times, discusses China's ability to become as innovative and competitive as America in the 21st century. Friedman quotes from a new biography by Walter Issacson called Einstein: His Life and Universe, and Friedman suggests that the very factors which stimulated Einstein's genius might prevent China from achieving its technological potential. Specifically, Isaacson's book describes Einstein as a man who "fled oppression. . . to think and express [himself] creatively." Einstein believed that "the only way to have creativity and imagination is to nuture free thought--rebellious free thought." Isaacson also says, "Einstein thought that the freest society with the most rebellious thinking would be the most creative. If we are going to have any advantage over China, it is because we nurture rebellious, imaginative free thinkers, rather than try to control expression." So Friedman wonders if "China [will] hit a ceiling on innovation because of its political authoritarianism."
Rebelliousness and authoritarianism. We certainly sounded like rebels a week ago Thursday as we discussed how to alter conventional attitudes toward education and actually change teaching strategies that stifle imagination rather than ignite it. I thought our comments about hours of meaningless homework, "easy vs. hard teachers," and traditional classes for non-traditional students were especially insightful. But I also sensed some nervousness about challenging a system that works--challenging those in authority-- even if a new system might work better. And yet, Friedman's article reminds us that institutions can only improve if they are challenged regularly. Complacency surely breeds mediocrity and boredom, even within ourselves. Or perhaps I should say especially within ourselves.
Our last session was invigorating for me. When Missy described her creative introductions to chemistry labs and Andrea validated their motivational power, I applauded the determination of these young teachers to use creative techniques that make their subject matter relevant. Friedman's article reminds us how Einstein "found sheer beauty and creative joy in science and equations." I've said it before, but I'll say it again: "Education is not the filling of a pail but the lighting of a fire."
We must not go gentle into the 21st century. Friedman believes "a society that restricts imagination is unlikely to produce many Einsteins--no matter how many educated people it has." Imagination requires rebellious thinking because we dare to try what has not been tried before. Thank you, to all of you twenty-first century learners who have challenged me to try innovative teaching strategies. It has not been easy for me, and I don't think I've had a particularly stellar year in teaching; but I have definitely left my comfort zone and hope I can encourage young teachers to do the very "thing [they] think [they] cannot do" (Eleanor Roosevelt).
Rebelliousness and authoritarianism. We certainly sounded like rebels a week ago Thursday as we discussed how to alter conventional attitudes toward education and actually change teaching strategies that stifle imagination rather than ignite it. I thought our comments about hours of meaningless homework, "easy vs. hard teachers," and traditional classes for non-traditional students were especially insightful. But I also sensed some nervousness about challenging a system that works--challenging those in authority-- even if a new system might work better. And yet, Friedman's article reminds us that institutions can only improve if they are challenged regularly. Complacency surely breeds mediocrity and boredom, even within ourselves. Or perhaps I should say especially within ourselves.
Our last session was invigorating for me. When Missy described her creative introductions to chemistry labs and Andrea validated their motivational power, I applauded the determination of these young teachers to use creative techniques that make their subject matter relevant. Friedman's article reminds us how Einstein "found sheer beauty and creative joy in science and equations." I've said it before, but I'll say it again: "Education is not the filling of a pail but the lighting of a fire."
We must not go gentle into the 21st century. Friedman believes "a society that restricts imagination is unlikely to produce many Einsteins--no matter how many educated people it has." Imagination requires rebellious thinking because we dare to try what has not been tried before. Thank you, to all of you twenty-first century learners who have challenged me to try innovative teaching strategies. It has not been easy for me, and I don't think I've had a particularly stellar year in teaching; but I have definitely left my comfort zone and hope I can encourage young teachers to do the very "thing [they] think [they] cannot do" (Eleanor Roosevelt).
posted by mferrill at 7:52 PM
3 comments
