english class - killing creativity
Elizabeth Kamara and
english class - killing creativity
Dangerous Minds - Our minds aren’t dangerous unless we question authority or the system.
Why am I not engaging in important work now?
Why am I waiting for this imaginary scenario where aging is cured? Why don't I just engage in important work now? What is my important work?
I am horrified that I will never know what I want and that all my opportunities will pass me by before I can catch them
(9/6/25)
Just putting together a piece on the merits of feeling vs. thinking in the creative process. Was reminded of this powerful clip of writer Ray Bradbury … it’s a good one if you don’t know it.
#inspiration #creativity #creativecoaching #creativitycoach #feeling #writing
instagram.com“The schoolhouse I envision would be very different [from the conventional schools] in this regard. Because I would stress the connections and the continuity among concepts, there would be no brick walls between one “subject” and the next. Since learning would be self-paced and self-motivated, there would be no ticking clock telling students when... See more
Mind Apivessa • mindapi | Mind A | Substack
“The purpose of education is to develop agency within a child. Purposeful work and achieving mastery are tools to getting there. They aren’t the results of learning and imagination, it’s the other way around—learning is simply the consequence of doing. To understand this is to understand the ecology that fosters genius and talent.”
Following the Industrial Revolution, a mass education system was introduced to meet the needs of industrial production. Unfortunately, though, the alienating nature of this widespread education came at the expense of intellectual unity, synthesis and, therefore, understanding. The curriculum was designed to produce factory labourers who could read
... See moreWaqas Ahmed • The Polymath: Unlocking the Power of Human Versatility
“the alienating nature of this widespread education came at the expense of intellectual unity, synthesis and, therefore, understanding.”
“Today [the education system] retains throw-back elements from pre-industrial society. Yet the whole idea of assembling masses of students (raw material) to be processed by teachers (workers) in a centrally located school (factory) was a stroke of industrial genius.” — Alvin Toffler in the Future Shock