n a time when the future of the education system is conditioned obvious way for standardized assessments may seem paradoxical to argue that creativity should be the engine of education. But in reality, it is common sense.
Today, although many insist on denying it, it is taught (or at least that is prioritized from educational legislation) for the test, which is known as teaching to the test. The ultimate goal is to improve positions in the ranking. The consequence is that the process is not always valued through which it has come to a conclusion, focusing attention on the final result. The multiple choice test penalize the error, which, ultimately, restrict the ability of students to seek new responses to changing situations.
Educating in standardized knowledge embraces the concept of the school as an institution of social control. Instead, educate creativity responds to a school whose function is to transform society. The first school model was a response to the needs of society in the twenty-first century; the second model must respond to today’s world.
One of the tasks that a teacher must do more to fight every day is the urge to automate routine. The divergence must become a fundamental value in school education (unlike what happens with the traditional school), only then we will train people capable of adapting to a changing world.
To achieve this, the first step is to understand that a classroom is not an auditorium, but a community. We must stop treating students as spectators (passive recipients of knowledge) to give the role of actors (active creators of knowledge).
An education based on creative thinking is much more motivating for students (and should also be for teachers) because it allows them to put into play capabilities as imagination and originality, and allows continuously satisfy their urge to discover new things, your curiosity.
Creative teaching is as central to the individual, with their talents and limitations, so I individuals and as members of a group or collective. For this reason, it is enhanced markedly collaborative work, where shared responsibility is essential.
In the context of a school that has to creativity as an engine that drives, you must understand the new role of the teacher, where this is no longer the spokesman of knowledge. In the words of Gustavo Dessal:
“A teacher is not merely one who wields know. It is not an expert, such as we usually conceive today the representatives of learning. A teacher is one who is able to keep alive the spirit of Socratic question, and his teaching is to give the best proof of his love, getting to learn the only lecture that puts us on the path of true knowledge, which is realizing that no words can tell the whole truth.