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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Einstein once said, "Imagination is more important than knowledge."1 His message is even more profound if you read the rest of the passage, "For knowledge is limited, whereas imagination embraces the entire world . . . "2 These words are even truer today than when he first said them in 1929. It wasn't so long ago that many people said, "Knowledge is power." But in this age of Big Data, that is no longer true. What we do with that knowledge is more important. Our new mantra should be, "Imagination is power."

Practice and Wailing

Imagination is play for the brain. It is a form of artistry and a state of putting pieces together in new and unique ways. I liken it to jazz, an improvisational ability where musical masters are able to intuit the next note, the next phrase. But you can only improvise after you've mastered the instrument. As the great jazz saxophone player Charlie Parker describes it, "You've got to learn your instrument. Then, you practice, practice, practice. And when you finally get up there on the bandstand, forget all that and just wail."

Let's unpack this jazz lesson. In order to put things together in new ways, we've got to be acquainted with them. This requires that we gain an intimacy or experience with concepts before they can be synthesized in our subconscious to imagine something new. To enable this, we need to play with concepts at every step of learning. This allows us to understand what we know, and strengthens our ability to imagine something new down the road. Not having some degree of comfort with concepts puts students at a disadvantage for using their imagination. This is why we cannot solely teach to tests. Tests kill imagination.

An Imagination Boost

As Einstein said, "Imagination is everything. It is the preview of life's coming attractions." All ideas have two births -- the one in our minds followed by the one from our hands. We must help children learn how to create ideas and exercise their imagination. It is important to carve out time for free play, because free play teaches the importance of imagination and helps build social and emotional development. The data says that it's good to let kids be, well, kids.

And science, technology, engineering and math (STEM) offers a way teach this. What we may have forgotten is that STEM is based on imagination. Just take a look at how your day starts. Without STEM, there'd be no cell phones, microwave ovens, Internet, GPS, cars and refrigerators -- and these are just the things you see before lunchtime. These ideas started in someone's mind, and with the right resources and skills, they were able to manifest them. Let's give our children the palette to create, too. Stoking the fire of imagination will make our children the pilots of the future and not just the passengers.

How a Toy Killed Imagination

Some would say that play changed radically in the late 1950s. Enter Mattel's "Thunder Burp" Machine Gun.3 The most significant thing about this toy is that children's play shifted from the activity of play to being focused on the toy itself. No longer were children swashbuckling pirates using tree branches as swords. Kids stopped making toys, stopped improvising, stopped creating, and played in specific ways using cues from the toys themselves. The Thunder Burp was a blow to imagination.

So what do we do? Well, I'm not saying to take toys away from kids. That's probably a form of child abuse somewhere. But I am saying that it would be nice every now and then to promote free play. Buy a toy without an end goal, like a set of building blocks, and make something that isn't one of the examples pictured on the storage box. Reenact scenarios with kids using symbolic props (like a hair brush for a microphone), and teach children how to make their own props. Allow kids to make fortresses from couch pillows and to toboggan down the stairs in a sleeping bag (my personal favorite). Play. It builds their imagination. Building with blocks now prepares children to build better ideas in the future.

Notes

1Viereck, G.S. "What Life Means to Einstein: An Interview," The Saturday Evening Post, 26 October 1929, p.17.
2Einstein, A. Cosmic Religion: With Other Opinions and Aphorisms. Dover Publications, New York, 1931.
3Spiegel, A. "Old-Fashioned Play Builds Serious Skills." In Morning Edition. NPR, Washington, DC, 2008.

Comments (10)Sign in or register to postSubscribe to comments via RSS

Susy Valdez's picture
Susy Valdez
5th grade Reading teacher

Creating is one of the highest levels of thinking in Bloom's taxonomy. Unfortunately, creativity can not be taught, but it can be nurtured.

chemtchr's picture
chemtchr
chemistry

Well said, Ainissa. I'm concerned by one thing, though: " we cannot solely teach to tests" should be amended to "we will not teach to the tests."

Suzy is right (although I wish she wouldn't appeal to Blooms taxonomy as a validation). Creativity doesn't need to be taught because, metaphorically speaking, we are created in the image of the Creator of the universe. Human children are creators by nature. Mattell only distracts them until we get them to a creek bed with natural clay banks.

We need to get every entrepreneur's heel off their throats, and off our own, in our classrooms.

Christa's picture
Christa
This is a class assignment for school

In today's learning environment it is important for our children to develop their personal skill sets. The public school system teaches our children how to learn a process in order to pass particular state exams developed to determine our children's education level. The kids need to explore the imagination, use the skills they each possess as their unique character and build on it with the experience of learning in school.

Greg Reiva's picture
Greg Reiva
High School Science Teacher

I listened to your talk at the STEM forum in St. Louis. Breaking down the silos was one of your main themes during that presentation. I have attempted to do just that by integrating chemistry, biology and physics into my physical science curriculum through Project-Based learning models. I am seeing great strides in student performance as problem solvers and engagement in the learning process. It allows them to think more creatively with respect to solving problems. Please read my blog and see some of the avenues of inquiry that I have pursued as a high school science teacher. http://greducation.blogspot.com/

Mike McGalliard's picture

One of my 5-year old daughter's favorite toys is a cardboard box and a few handy tools. This is a great piece, Ainissa! I wish I had read it before we (Imagination Fdn) launched our Global Cardboard Challenge earlier this month.

Denise M. Cassano's picture
Denise M. Cassano
Artist, Educator, Dog Lover

Creativity is about developing an environment where risk taking is rewarded. In my art classroom, divergent responses are required of every art challenge. Speaking of Bloom's Taxonomy, I created a chart that demonstrates the higher level skills that students must practice and master when they perform creative tasks- whether it be writing or art. Feel free to download and use it: http://corndogart.com/portfolio/create/blooms-taxonomy-of-educational-ob.... The act of creation is a process, not an outcome. Watching that process and those 'light bulbs' go off is our reward as teachers.

Ainissa Ramirez's picture
Ainissa Ramirez
Science Evangelist
Blogger

Congrats! I know that it isn't easy integrating these topics, but the rewards are great. Glad to hear the students are more engaged.

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