Out of Our Minds E-Book

Ken Robinson

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch
• Veröffentlichungsjahr: 2017

Seitenzahl: 420

Beschreibung

Creativity is critical. Out of Our Minds explores creativity: its value in business, its ubiquity in children, its perceived absence in many adults and the phenomenon through which it disappears -- and offers a groundbreaking approach for getting it back. Author Sir Ken Robinson is an internationally recognised authority on creativity, and his TED talk on the subject is the most watched video in TED's history. In this book, Sir Ken argues that organisations everywhere are struggling to fix a problem that originates in schools and universities. Organisations everywhere are competing in a world that changes in the blink of an eye - they need people who are flexible enough to adapt, and creative enough to find novel solutions to problems old and new. Out of Our Minds describes how schools, businesses and communities can work together to bring creativity out of the closet and realise its inherent value at every stage of life. This new third edition has been updated to reflect changing technologies and demographics, with updated case studies and coverage of recent changes to education. While education and training are the keys to the future, the key can also be turned the other way; locking people away from their own creativity. Only by actively fostering creativity can businesses unlock those doors and achieve their true potential. This book will help you to: * Understand the importance of actively promoting creativity and innovation. * Discover why creativity stagnates somewhere between childhood and adulthood. * Learn how to re-awaken dormant creativity to help your business achieve more. * Explore ways in which we can work together to keep creativity alive for everyone. Modern business absolutely demands creativity of thought and action. We're all creative as children -- so where does it go? When do we lose it? Out of Our Minds has the answers, and clear solutions for getting it back.

Leseprobe

OUT OF OUR MINDS

____________

The Power of Being Creative

THIRD EDITION

________

SIR KEN ROBINSON, PHD

This edition first published 2017

© 2017 Sir Ken Robinson

First edition published 2001, revised and updated edition published 2011 all by John Wiley & Sons, Ltd

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Library of Congress Cataloging-in-Publication Data

Names: Robinson, Ken, 1950- author.

Title: Out of our minds : the power of being creative / by Sir Kenneth Robinson.

Description: Third edition. | Chichester, West Sussex : John Wiley & Sons, Ltd, 2017 | Includes bibliographical references and index.

Identifiers: LCCN 2017032677| ISBN 9780857087416 (cloth)

Subjects: LCSH: Creative ability.

Classification: LCC BF408 .R5155 2017 | DDC 153.3/5—dc23 LC record available at https://lccn.loc.gov/2017032677

Cover Design: Wiley

Cover Image: © Wiktoria Matynia / Shutterstock

For Terry, who makes everything possible.

IN PRAISE OF OUT OF OUR MINDS (1ST EDITION)

“Out of Our Minds explains why being creative in today’s world is a vital necessity. This is a book not to be missed. Read and rejoice.”

Ken Blanchard, co-author, The One Minute Manager and The Secret

“If ever there was a time when creativity was necessary for the survival and growth of any organization, it is now. This book, more than any other I know, provides important insights on how leaders can evoke and sustain those creative juices.”

Warren Bennis, Distinguished Professor of Business, University of Southern California; Thomas S. Murphy Distinguished Research Fellow, Harvard Business School, best-selling author, Geeks and Geezers

“This really is a remarkable book. It does for human resources what Rachel Carson’s Silent Spring did for the environment. It makes you wonder why we insist on sustaining an education that is narrow, partial, entirely inappropriate for the 21st century and deeply destructive of human potential when human beings have so much latent creative ability to offer. A brilliant analysis.”

Wally Olins, Founder, Wolff-Olins

“The best analysis I’ve seen of the disjunction between the kinds of intelligence that we have traditionally honored in schools and the kinds of creativity that we need today in our organizations and our society. I learned a lot.”

Howard Gardner, A. Hobbs Professor in Cognition and Education, Harvard Graduate School of Education; bestselling author, Frames of Mind

“Books about creativity are not always creative. Ken Robinson’s is a welcome exception: a set of wide-ranging, provocative and useful reflections for anyone concerned with bringing new ideas to fruition in business, academia, or the arts.”

Mihaly Csikszentmihalyi, C.S. and D.J. Davidson, Professor of Psychology, Claremont Graduate University; Director, Quality of Life Research Center; best-selling author, FLOW

“If you would like to start to unlock the inherent creativity that exists in every human being (including you), then start … by reading this book!”

Simon Woodroffe, Founder Yo Sushi

“Ken Robinson’s is an original and creative mind. I can think of no better spokesperson on creativity. His views are as much directed to learning institutions as they are to industry. Out of Our Minds is a genuine challenge to complacency.”

Ruth Spellman, Chief Executive, Investors in People, UK

“I definitely want to meet Ken Robinson. I have a great affinity with the ideas he proposes. His writing is witty, sometimes caustic, and he supports his arguments with evidence and research. Robinson points us towards a future where young people must be enabled to unleash their creativity and deal with change through a different and better education system. As someone who gains a living from management development, this is all too evident to me. Robinson makes powerful arguments for change. I recommend that you read this book, take part in the debate and become part of the paradigm.”

People Management

“For a book called Out of Our Minds, Ken Robinson’s illuminated assault on the current state of academic education is actually a very sane read. The current obsession is not only failing businesses but also our children. Robinson is right on the money.”

Arts Professional

“Out of Our Minds has a powerful agenda – how to solve the appalling lack of skills in a world demanding ever more brainpower. This is a thoughtful book that does not dodge such cruel paradoxes of our time as the fact that standards of living get higher while the quality of life declines: a truly mind-opening analysis of why we don’t get the best out of people in a time of punishing change.”

Director Magazine

“This is a deeply significant work in this area – I am really impressed with the historical perspectives and breadth of insights drawn from the arts, sciences, psychology and many other fields. It is an immensely powerful statement of the current educational situation and highlights very powerfully the need for transformed thinking from top to bottom.”

Creative-Management

“Out of Our Minds calls for radical changes in the way we think about intelligence, education and human resources, in order to meet the extraordinary challenges of living and working in the 21st century. This book will make compulsive reading for anyone who shares an interest in the future of creativity, education and training.”

Center for Creative Communities

“Sometimes a writer has an uncanny knack of sharply focusing something, which up until then you had not seen in all its simplicity and brilliance. This book does that but at the next moment it makes connections never before imagined … Even the most obstinately prosaic and safe thinkers will be tempted out of their box by Ken Robinson’s ideas, theories and speculations. What’s more, he writes as he speaks, in a way that, magnetically and compulsively, is simply irresistible.”

Professor Tim Brighouse

“There are certain books that manage to be authoritative, entertaining and thought-provoking and are also well written and richly exemplified. Few authors are able to fashion this attractive mixture. Alvin Toffler and Charles Handy can craft it. I add Ken Robinson’s absorbing account of creativity to my personal list of gems. Creativity is one of those topics that excites some and enrages others. For Ken Robinson it is a universal talent that all people have, often without realizing it. Society in general and education in particular, can squash the imagination and rock self-confidence. I was sorry to reach the end of the text, as it had maintained its momentum throughout. The reading may finish, but the thinking goes on, just as you would expect from a book on this intriguing subject.”

Professor Ted Wragg

Contents

Acknowledgments

About the Author

Preface to the Third Edition

1 Out of Our Minds

Creating the Future

Rethinking Creativity

Three Themes

Only Connect: Education, Business and Culture

Beyond Imagining

Notes

2 Facing the Revolution

Out and About

Getting the Message

It’s Only Just Begun

Using Your Brain

It’s Getting Crowded

The Perils of Prediction

The Leisured Society?

Anticipating the Future

Looking Forward

Notes

3 The Trouble with Education

Academic Inflation

Twin Pillars

The Culture of Education

The Septic Focus

Economic Challenges

Cultural Challenges

Personal Challenges

Taking Stock

Notes

4 The Academic Illusion

Join the Club

As a Matter of Fact

Measuring Your Mind

The Triumph of Science

Born Again

The Rise of Education

The Irresistible Rise of IQ

The Narrowing of Intelligence

Changing Our Minds

Notes

5 Knowing Your Mind

Living in Two Worlds

Mapping the Mind

Diversity

Dynamism

Distinctiveness

Plasticity and Potential

Darryl’s Dance

Realizing Who We Are

Notes

6 Being Creative

The Veil of Conceptions

Speaking Your Mind

What Do You Mean?

Your Creative Mind

Imagination, Creativity and Innovation

The Creative Process

Judging Value

Freedom and Control

This Time it’s Personal

Conclusion

Notes

7 Feeling Better

The Exile of Feeling

The Personal Growth Movement

Emotional Disturbance

Soft Skills

Two Traditions

Educating the Emotions

Knowing and Feeling

Artists and Scientists

Conclusion

Notes

8 You Are Not Alone

The Lone Genius?

A Matter of Time

Dynamic Cultures

Distinct Differences

Life is Not Linear

The Web of Knowledge

The Power of Ideas

A Culture of Creativity?

Notes

9 Being a Creative Leader

Leading a Culture of Innovation

The Roles and Principles of Creative Leadership

Born Again

Notes

10 Learning to be Creative

Transforming Education

Principles of Transformation

Creative Teaching

Curriculum

Assessment

Looking to the Future

Notes

Afterword

References

Index

EULA

Guide

Cover

Table of Contents

Preface to the Third Edition

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ACKNOWLEDGMENTS

THIS IS THE THIRD EDITION of Out of Our Minds. I’m especially grateful to Annie Knight at Wiley for suggesting a new edition. The plain fact is that without her gentle encouragement I would probably not have thought of doing it – and I’m very pleased I did. I’m grateful too to the whole production team at Wiley, and particularly to Tessa Allen, for their care and expertise in bringing this edition to the world in such a beautiful form. Thanks are due as always to my literary agent, Peter Miller, the Literary Lion, for his passionate and constant support of my work. I must also thank Brendan Barns, founder of the London Business Forum and my first speaking agent, who was responsible, with my wife and partner Terry, for making me write the original edition of this book against an improbable deadline and with a steely determination to make sure I did. At this distance, I can say I’m grateful to them both for holding their ground while I ground away at it over the long, hot summer of 2000. I wasn’t so grateful at the time! My deepest thanks are due as always to Terry, who I celebrate at the front of the book and in everything we do together. She’s an inspiration to me and to so many others.

ABOUT THE AUTHOR

SIR KEN ROBINSON, PHD is an internationally recognized leader in the development of creativity, innovation and human resources. He works with governments, education systems, international agencies, global corporations and some of the world’s leading cultural organizations to unlock the creative energy of people and organizations. He has led national and international projects on creative and cultural education in the UK, Europe, Asia and the United States. The embodiment of the prestigious TED Conference and its commitment to spreading new ideas, his 2006 talk, “Do Schools Kill Creativity?” has been viewed online over 46 million times and seen by an estimated 400 million people in 160 countries.

For 12 years he was professor of arts education at the University of Warwick in the UK and is now professor emeritus. He led a national commission on creativity, education and the economy for the UK Government. All Our Futures: Creativity, Culture and Education (The Robinson Report) was published to wide acclaim. He was the central figure in developing a strategy for creative and economic development as part of the Peace Process in Northern Ireland, working with the ministers for training, education enterprise and culture. He was one of four international advisors to the Singapore Government for its strategy to become the creative hub of Southeast Asia, and the guiding force in Oklahoma’s statewide strategy to cultivate creativity and innovation in culture, commerce and education.

He was named as one of Time/Fortune/CNN’s “Principal Voices”. He was acclaimed by Fast Company magazine as one of “the world’s elite thinkers on creativity and innovation” and was ranked in the Thinkers50 list of the world’s top business thinkers. He has received honorary degrees from ten universities in Europe and the United States. He has been honored with the Athena Award of the Rhode Island School of Design; the Peabody Medal for contributions to the arts and culture in the United States; the Benjamin Franklin Medal of the Royal Society of Arts for outstanding contributions to cultural relations between the United Kingdom and the United States; the Gordon Parks Award for Outstanding Contributions to Creativity and Education; City of New York YMCA, Arts and Letters Award for Outstanding Leadership; the LEGO Prize for Extraordinary Contributions on Behalf of Children and Young People; and the Sir Arthur C. Clarke Foundation Imagination Award. He speaks to audiences throughout the world on the creative challenges facing business and education in the new global economies. In 2003, he received a knighthood from Queen Elizabeth II for his services to the arts.

Sir Ken was born in Liverpool, UK. He is married to Thérèse (Lady) Robinson. They have two children, James and Kate.

Also by Sir Ken Robinson:The Element: How Finding Your Passion Changes Everything (Penguin/Viking, 2009) is a New York Times bestseller. It has been translated into 23 languages and has sold over a million copies worldwide. Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life (Viking, 2013) is also a New York Times bestseller. Creative Schools: The Grassroots Revolution That’s Transforming Education (Viking, 2015) tackles the critical issue of how to transform the world’s troubled educational systems and is now available in 15 languages.

PREFACE TO THE THIRD EDITION

I WROTE THE ORIGINAL EDITION of Out of Our Minds during 2000. A second, fully revised edition was published in 2011. What you have in your hands now is the third edition, which has been thoroughly revised again. Why another new edition?

The main reason I wrote this book in the first place is that the pace and nature of change demand that we think differently about ourselves, about education and about how we run our businesses and institutions. On almost every front, the pace of change has become ever more frantic and the issues at the heart of this book have become more pressing. This new edition is my own attempt to keep pace with these changes.

The second reason is that the arguments I put forward here have become more – not less – urgent, and this edition presents them more sharply. The more complex the world becomes, the more creative we need to be to meet its challenges. Yet many people wonder if they have any creative abilities at all. Out of Our Minds is about why creativity matters so much, why people think they are not creative, how we arrived at this point and what we can do about it. My aims in this book are to help individuals to understand the depth of their creative abilities and why they might have doubted them; to encourage organizations to believe in their powers of innovation and to create the conditions where they will flourish; and to promote a creative revolution in education.

I said in the original introduction that I had called the book Out of Our Minds for three reasons. I still have three reasons and here they are. First, human intelligence is profoundly and uniquely creative. We live in a world that’s shaped by the ideas, beliefs and values of human imagination and culture. The human world is created out of our minds as much as from the natural environment. Thinking and feeling are not simply about seeing the world as it is, but having ideas about it, and interpreting experience to give it meaning. Different communities live differently according to the ideas they have and the meanings they experience. In a literal sense, we create the worlds we live in. We can also re-create them. The great revolutions in human history have often been brought about by new ideas: by new ways of seeing that have shattered old certainties.

Second, realizing our creative potential is partly a question of finding our medium, of being in our element. Education should help us to achieve this, but too often it does not and too many people are instead displaced from their own true talents. They are out of their element and out of their minds in that sense.

Finally, there is a kind of mania driving the present direction of educational policy. In place of a reasoned debate about the strategies that are needed to face these extraordinary changes, there is a tired mantra about raising traditional academic standards. These standards were designed for other times and for other purposes – as I will explain. We will not succeed in navigating the complex environment of the future by peering relentlessly into a rear-view mirror. Today, as when the first edition appeared in 2001, I’m convinced that to stay on this course we would be out of our minds in a more literal sense.

Ken Robinson

Los Angeles, May 2017

1OUT OF OUR MINDS

“When people say to me that they are not creative, I assume that they haven’t yet learnt what is involved.”

CREATING THE FUTURE

HOW CREATIVE ARE YOU? How creative are the people you work with? How about your friends? Next time you are at a social event, ask them. You may be surprised by what they say. I’ve worked with people and organizations all over the world. Everywhere I go, I find the same paradox. Most children think they’re creative; many adults think they are not. This is a bigger issue than it may seem.

We are living in a world that is changing faster than ever and face challenges that are unprecedented. How the complexities of the present will play out in future is all but unknowable. Cultural change is never linear and rarely predictable. If it were, the legions of pundits and forecasters would be out of a job. It was probably with this in mind that the economist J.K. Galbraith said, “The primary purpose of economic forecasting is to make astrology look respectable.” As the world spins faster, organizations everywhere need people who can think creatively, communicate and work in teams: people who are flexible and quick to adapt. Too often they can’t find them. Why not? My aim in this book is to answer three questions.

Why is it essential to promote creativity?

Business leaders, politicians and educators emphasize the vital importance of promoting creativity and innovation. Why does this matter so much?

What is the problem?

Why do people need help to be creative? Young children are buzzing with ideas. What happens as we grow up to make us think we are not creative?

What is involved?

What is creativity? Is everyone creative or just a select few? Can creativity be developed and, if so, how?

Everyone occasionally has new ideas, but how can creativity be encouraged as a regular part of everyday life? If you are running a company or an organization or a school, how do you make innovation systematic? How do you lead a culture of innovation?

RETHINKING CREATIVITY

To answer these questions, it’s important to be clear about what creativity is and how it works. There are three related ideas, which I’ll elaborate as we go on. They are imagination, which is the process of bringing to mind things that are not present to our senses; creativity, which is the process of developing original ideas that have value; and innovation, which is the process of putting new ideas into practice. There are various misconceptions about creativity in particular.

“My starting point is that everyone has huge creative capacities as a natural result of being a human being. The challenge is to develop them. A culture of creativity has to involve everybody, not just a select few.”

Special people?

One misconception is that only special people are creative. This idea is reinforced by histories of creative icons like Martha Graham, Pablo Picasso, Albert Einstein, Thomas Edison, Virginia Wolf, Maya Angelou and Steve Jobs. Companies seem to think this too. They often divide the workforce into two groups: the “creatives” and the “suits.” You can normally tell who the creatives are because they don’t wear suits. They wear jeans and they come in late because they’ve been struggling with an idea. I don’t mean that the creatives are not creative. They can be highly creative, but so can anybody if the conditions are right – including the suits. Everyone has creative capacities. The challenge is to develop them. A culture of innovation has to involve everybody, not just a select few.

Special activities?

A second misconception is that creativity is about special activities, like the arts, or advertising, design or marketing. All of these can be creative, but so can anything, including science, mathematics, teaching, medicine, running a sports team or a restaurant. Some schools have “creative arts” departments. I am an uncompromising advocate of better provision for the arts in schools but creativity is not confined to the arts. Other disciplines, including science and mathematics, can be just as creative. Creativity is possible in any activity that engages our intelligence.

Companies are creative in different areas. Apple is famously good at creating new products. Wal-Mart’s creative strength is in systems, such as supply chain management and pricing. Starbucks did not invent coffee; it created a particular service culture around coffee. Actually, it did invent the $8 cup of coffee, which was a breakthrough, I thought. A culture of innovation should embrace all areas of the organization.

Letting go?

Creativity is sometimes associated with free expression, which is why some people worry about encouraging too much creativity in schools. They think of children running wild and knocking the furniture over rather than getting on with serious work. Being creative often does involve playing with ideas and having fun and enjoyment. It is also about working hard on ideas and projects, crafting them into their best forms and making critical judgments along the way about which ones work best and why. In every discipline, creativity draws on skill, knowledge and control. It’s not only about letting go, it’s about holding on.

Learning to be creative

It is often thought that people are either born creative or not, just as they may have blue or brown eyes, and there’s not much anyone can do about it. The fact is, there is a lot you can do to help yourself, and other people, become more creative. If someone tells you they can’t read or write, you don’t assume they are not capable of it, just that they haven’t learnt how. It is the same with creativity. When people say they are not creative, I just assume they have not learnt how. I also assume that they can. Why are these issues important anyway?

THREE THEMES

There are three core themes in this book.

We are living in times of revolutionary change

No matter where you are or what you do, if you live on earth you are caught up in a global revolution. I mean this literally not metaphorically. There are forces at work now for which there are no precedents. Human affairs have always been turbulent. What is distinctive now is the rate and scale of change. Two of the driving forces are technological innovation and population growth. Together they’re transforming how we live and work, changing the nature of politics and culture and putting perilous strains on the earth’s natural resources. The outcomes are unpredictable. What is certain is that we and our children are confronting challenges that are unique in human history.1

We have to think differently about our talents and abilities

Given the challenges we face, the most profound shift has to be in how we think about our abilities and those of our children. In my experience, many people have little idea of their real talents. Too many think they have no special talents at all. My premise is that we are all born with immense talents but that too few people discover or develop them. Ironically, one of the reasons is education. The waste of talent is not deliberate. Most educators have a deep commitment to helping students do their best. Politicians make impassioned speeches about making the most of every student’s abilities. The waste of talent may not be deliberate but it is systemic. Dominant approaches to education and training are preoccupied with certain types of ability that systematically overlook the talents and stifle the creative confidence of untold numbers of people.

We have to run schools, companies and communities differently

Leading a culture of innovation has radical implications for how institutions are organized, whether they are schools or corporations, and for styles of leadership. Business and public sector leaders commonly share three perspectives. They know that one of the biggest challenges they face is the increasing complexity of the global environment, which they expect to accelerate in the coming years. They are concerned that their organizations are not equipped to cope with this complexity. They agree that the most important leadership skill for dealing with this growing complexity is creativity. Many organizations put on occasional training days to encourage their staff to think creatively; but, like the rituals of rain dancing, I believe they may misunderstand the problems they’re trying to solve. The problems they face are immediate and there are some immediate things they can do to tackle them, but the long-term solutions lie upstream in the education system.

I’ve worked with national education systems, with school districts, principals, teachers and students from kindergarten to university and beyond, including community colleges and adult education associations. I’ve directed national research projects, taught in universities and trained teachers. I also work now with every type of business, including Fortune 500 companies, major banks and insurance houses, design companies, media corporations, information technology organizations, and with retail, manufacturing, engineering and service companies. I’ve worked with cultural centers in the arts and the sciences; with museums, orchestras, and with dance and theater companies and community arts organizations. My work has taken me to Europe, North America, South America, the Middle East and Asia. I know first hand that the education, business and the cultural sectors face many common challenges. Some are compounded by the fact that they have so little contact with each other.

When I talk with business leaders, they complain that education isn’t producing the people they urgently need: people who are literate, numerate, who can analyze information and ideas; who can generate new ideas and implement them; who can communicate clearly and work well with other people. They want education to provide such people and complain that it does not. When I work with educators they complain that the culture of standardization and testing, which politicians usually impose in the interests of the economy, is stifling the creativity of teachers and students alike. They want to provide a more balanced and dynamic form of education that makes proper use of their own creative energies. Too often they feel they can’t do any of this because of political pressures of conformity and the disaffection of students who suffer under the same malaise. Meanwhile, parents lie awake at night worrying about the quality of their children’s education. They assume that education will help their children to find work and become economically independent. They also want education to help young people to identify their unique talents and to lead a life that has meaning and purpose. This is what young people want for themselves. The best future for all of us lies in deeper forms of understanding and collaboration between all of these groups.

ONLY CONNECT: EDUCATION, BUSINESS AND CULTURE

Education is not always a good word to use socially. If I’m at a party and tell someone I work in education, I can see the blood drain from their face. “Why me?” they’re thinking, “Trapped with an educator on my one night out all week.” If I ask them about their education, or about their children’s schooling, they pin me to the wall. Education is one of those topics that run deep with people, like religion, politics and money. It should. The quality of education affects all of us: it is vital to our own fulfillment, to our children’s futures and to long-term global development. It stamps us with an impression of ourselves that is hard to remove.

Some of the most eminent people did not do well at school. No matter how successful they’ve become, they often worry that they are not as clever as they seem. They include teachers, university professors, vice-chancellors, business people, musicians, writers, artists, architects and many others. Many succeeded despite their education not because of it. Of course, many people loved their time in education and have done well by it. What of all those who did not? Given the changes that are now engulfing us, governments everywhere are pouring vast resources into education reform. This is good, but it is not good enough. The challenge is not to reform education but transform it.

As the technological and economic revolution gathers pace, education systems throughout the world are being reformed. Most countries have a dual strategy. The first is to increase access to education, and especially higher education. The demand for educational qualifications grows annually; education and training are now among the world’s largest businesses. The second strategy is to raise standards. Educational standards should be high and it is obviously a good idea to raise them. There is not much point in lowering them. But standards of what? Educating more people and to a much higher standard is vital, but they have to be educated differently.

Education is not an impartial process of developing people’s natural abilities and it never was. Systems of mass education are built on two pillars. The first is economic: they have been shaped by specific assumptions about labor markets, some of which are now out of date. The second is intellectual: they have been shaped by particular ideas about academic intelligence, which often disregard other abilities that are just as important, especially for creativity and innovation.

Before the middle of the nineteenth century, relatively few people had a formal education. Being educated was mainly for the privileged few who could afford it. Mass systems of education were developed primarily to meet the needs of the Industrial Revolution and they mirror the principles of industrial production: linearity, conformity and standardization.

In almost all of them there is the same hierarchy of disciplines, which shows itself in the time given to them; whether they are compulsory or optional; whether they are in the mainstream curriculum or after school; whether they are included in standardized tests and how much they feature in political polemics about raising standards. At the top of the hierarchy are mathematics, languages and sciences; next come the humanities – history, geography and social studies – and physical education; at the bottom are the arts. There is another hierarchy within the arts: art and music usually have higher status than theater and dance. There is hardly a school system in the world that teaches dance every day as a compulsory discipline in the way that mathematics is taught. This hierarchy is not accidental: it is based on assumptions about supply and demand in the marketplace and about intelligence and academic ability in particular.

Many government reforms in education have been doubling down on this model. They have reinforced the hierarchy, imposed a culture of standardized testing and limited the discretion of educators in deciding what and how to teach. This is not a party political strategy. Politicians are curiously united in this respect. They argue over the funding and organization of education, over access and selection and about the best ways to improve standards. It is rare to hear politicians of any party raise questions about the absolute importance of academic standards or the need for standardized tests to secure them. Ironically, they promote these policies in the interests of the economy.2 I say ironically because these reforms are stifling the very skills and qualities that are essential to meet the challenges we face: creativity, cultural understanding, communication, collaboration and problem solving.

All organizations are competing in a world in which the ability to innovate and adapt to change is not a luxury: it is a necessity.3 The consequences of being inflexible to change can be severe. Organizations that stand still may be swept aside: corporate history is littered with the wreckage of companies, and whole industries, that were resistant to change. They became stuck in old habits and missed the wave of change that carried more innovative companies forward. It’s not only companies that risk decline.

Few would dispute that in the eighteenth and nineteenth centuries, Europe, and especially Great Britain, dominated the world culturally, politically and economically. Britain was the crucible of the Industrial Revolution and its military forces secured the colonies as surely as the English language invaded their cultures. When Queen Victoria ascended to the throne in 1837, she presided over the largest empire in history: the empire on which the sun never set. If you had gone to her court in 1870 and suggested that this empire would be over within a generation, you would have been laughed out of the building. But it was true. By the end of World War I in 1918, the empire was fatally wounded and, by the time I was born in 1950, it was a memory. Culturally, politically and economically, the twentieth century was dominated by the United States, as surely as Europe had dominated the nineteenth. Whether it will dominate the twenty-first century remains to be seen. As award-winning US scientist Jared Diamond has shown, empires tend to collapse rather than fade away.4 Think of the Soviet Union and its rapid dissolution in the 1980s and 1990s.

All organizations are perishable. They are created by people and they need to be constantly revitalized if they are to survive. When organizations fail, the jobs and communities that depend on them falter too. Among the worst affected these days are young people. Youth unemployment rates are more sensitive than adult rates to economic turbulence, and the recovery of the job market for young men and women tends to lag behind that of adults. For millions of young people, the future seems bleak and despairing. They have no work and see no prospect of it. The International Labor Organization consistently argues that creating jobs for the millions of young women and men entering the labor market every year is a critical component in the path towards wealthier economies. It is not only the quantity but also the quality of jobs that matters. In a world of headlong change, where lifelong employment in the same job is a thing of the past, creativity and innovation are not luxuries, they are essential for personal security and the health of communities.

Thomas Friedman, author of the World is Flat, argues that, “Those who have the ability to imagine new services and new opportunities and new ways to recruit work … are the new Untouchables. Those with the imagination to invent smarter ways to do old jobs, energy-saving ways to provide new services, new ways to attract old customers or new ways to combine existing technologies will thrive.” The solution is better education and training. Here, too, the future cannot be business as usual. “We not only need a higher percentage of our kids graduating from high school and college – more education – but we need more of them with the right education. Our schools have a doubly hard task, not just improving reading, writing and arithmetic but entrepreneurship, innovation and creativity. We’re not going back to the good old days without fixing our schools as well as our banks.”5

“The challenge now is to transform education systems into something better suited to the real needs of the twenty-first century. At the heart of this transformation there has to be a radically different view of human intelligence and of creativity.”

One of the reasons the old systems of education are not working now is that real life is not linear or standardized: it is organic, creative and diverse and always has been.

Some weeks before our son started at university in Los Angeles, we went along for an orientation day. At one point, the students were taken away for a separate briefing on program options and the parents were taken to the finance department for a form of grief counseling. We then had a presentation from one of the professors about our roles as parents during our children’s student days. He advised us to step out of their way and spare them too much of our career advice. His own son had been a student at the university some years before and had originally wanted to study the classics. The professor and his wife were not optimistic about his job prospects. They were relieved when, at the end of the freshman year, he said he’d decided to major in something “more useful.” They asked what he had in mind, and he said philosophy. His father pointed out that none of the big philosophy firms were hiring at the time. His son took some philosophy courses anyway and eventually majored in art history. After college he found a job in an international auction house. He traveled, made a good living, loved the work and the life. He got the job because of his knowledge of ancient cultures, his intellectual training in philosophy and his love of art history. Neither he nor his parents could have predicted that path when he started his college studies.

The principle is the same for everyone. Life is not linear. As you live your life you take or avoid opportunities, meet different people, have unexpected experiences and create a unique biography along the way. What we become in the future is deeply influenced by our experiences here and now. Education is not a straight line to the future: it is also about cultivating the talents and sensibilities through which we can live our best lives in the present.

BEYOND IMAGINING

In December 1862, Abraham Lincoln gave his second annual address to Congress. He was writing one month before he signed the Emancipation Proclamation, and in his message he urged Congress to see the situation they faced with fresh eyes. He said this: “The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty. As our case is new, so we must think anew and act anew. We must disenthrall ourselves and then we shall save our country.”6

I love the word “disenthrall.” We all live our lives guided by ideas to which we are devoted but which may no longer be true or relevant. We are hypnotized or enthralled by them. To move forward we have to shake free of them. Over the past few centuries of industrialism, more and more people have moved off the land into cities and seem to believe that they can live apart from the rest of nature. The climate crisis reminds us that we cannot. In most respects, we are like most other organisms on earth. Our lives are brief; we pass through the same cycle of mortality from conception to birth to death; we have the same physical needs as other species and we depend on nutrients that the earth supplies.

“We may not be able to predict the future but we can help to shape it.”

Biologically, we are probably evolving at the same rate as other species, culturally, we are evolving at a uniquely furious rate. The cultural lives of dogs and cats are not changing that much. They seem to do pretty much what they’ve always done. There’s no need to keep checking in with them to see what’s new. In human life, there is always something new and the pace of change is quickening every day. The reason is that, in one respect at least, we human beings are different from the rest of life on earth. We have powerful imaginations and unlimited powers of creativity. In imagination we can visit the past, and not just a single view of the past. We can review and reinterpret the past. We can enhance our sense of the present by seeing with other people’s eyes. We can anticipate possible futures and we can act creatively to bring them about. We may not be able to predict the future, but we can help to shape it.

It may be that some of the challenges we are creating, in the natural environment, in politics and in our conflicting beliefs, will overcome us, and maybe sooner rather than later. If so, it will not be because we have made too much use of our imaginations but too little. Now, more than ever, we need to exercise these unique creative powers that make us human in the first place. The challenges we face are global and personal. As this is my book, let’s start with me.

NOTES

1

Life never stands still. Compared to other species, the rate of change in human societies has always been frenetic. Even so, the pace of change has been picking up considerably for the past 300 years. The eighteenth century saw political revolutions in Europe and in America. In the eighteenth and nineteenth centuries much of the world was convulsed by the rise of science and by the Industrial Revolution. The twentieth century was the bloodiest on record. It saw two World Wars, numerous regional conflicts and tumultuous revolutions in Russia and China. Overall, the twentieth century was the most murderous in human history: it’s estimated that more than 100 million people died at the hands of other human beings. It also saw extraordinary advances in science and technology and massive cultural changes, especially in the old industrial economies.

2

“No country has moved up the human development ladder without steady investment in education,” Mrs Irina Bokova, the Director-General of UNESCO, is quoted as saying at the launch of the Education for All Global Monitoring Report, Reaching the Marginalized, in January 2010. “The failure to stay competitive in the international playing field is a direct result of our failure to stay competitive in the education field,” says Jeff Beard, the Director-General of the International Baccalaureate in Geneva, Switzerland.

3

In 2010, IBM published

Capitalizing on Complexity

, the fourth edition of its biennial global CEO study series led by the IBM Institute for Business Value. The study was based on personal interviews with 1,541 CEOs, general managers and senior public sector leaders representing different sizes of organizations in 60 countries and 33 industries. In addition, the study surveyed the views of 3,619 students from more than 100 major universities around the world including students on undergraduate and graduate programs, including MBA and doctoral students. Introducing the report, Samuel J. Palmisano, Chairman, President and Chief Executive Officer of IBM said, “We occupy a world that is connected on multiple dimensions and at a deeper level – a global system of systems.”

4

Diamond, J. (2006).

5

Friedman, T. L. (2007).

6

Abraham Lincoln, Second Annual Message to Congress, December 1, 1862.

2FACING THE REVOLUTION

“By about 2040, there will be a backup of our brains in a computer somewhere, so that when you die it won’t be a major career problem.”

Ian Pearson1

OUT AND ABOUT

MY FATHER WAS BORN IN 1914 in Liverpool, England. He lived his whole life in Liverpool and rarely traveled more than 30 miles from the city. My mother was born in 1919, also in Liverpool. It was only later in her life that she traveled out of the country for holidays. I was born in Liverpool in 1950. Even then, people didn’t really go anywhere. A visit to the nearest town was a day’s outing. In some regions, dialects were so distinct that it was possible to tell which village or part of town someone came from. I have five brothers and a sister, all born in Liverpool. My brother John has been piecing together our family tree. He found out that in the mid-to-late nineteenth century, seven of our eight great grandparents grew up in Liverpool too, all within a couple of miles of each other, in some cases in adjacent streets. That is how they met. For most of human history, people lived, worked and married locally and expected to live the sorts of lives their parents had led. They were not besieged with media images of celeb- rities and reality stars that made them hesitate about settling for the person they’d just met at the pub.

I now travel so much for my work that I sometimes cannot remember where I have been or when. A few years ago I went to Oslo in Norway to speak at a conference. I flew overnight from Los Angeles via New York. The plane was delayed and I arrived in Oslo five hours late and tired but looking forward to the event. As I was getting ready to go on stage, one of the organizers asked me whether I had been in Oslo before. I told her that I had not but that the city seemed fascinating. A few hours later, I remembered that I had