Is Education Killing Creativity In The New Economy?

In the information age, we need to radically rethink how we learn in order to keep up.

There’s never been a perfect formula for success, but a generation or two ago, things were arguably more straightforward. If you worked hard in high school, got good grades, graduated, and went on to college or a vocational program, you’d find yourself well on your way to a solid career. You could safely rely on an education as a way to improve your life.

Not so much today, as this path seems to lead more to mirages than any promised land. Even as the high school graduation rate is at an all-time high, and the college enrollment rate is growing steadily (from about 50% in 1975 to 68% last year according to the National Center for Education Statistics)—unemployment too has risen sharply. In 2012, a whopping 53% of recent college grads (age 25 or under) were jobless or underemployed. The United States spends more annually per school-aged child (ages 6-23) than any other country, and yet we trail many countries in math and science proficiency. We seem to be achieving more and more, only to become less relevant.

Our economy has changed. Just as the world's agrarian society gave way to manufacturing in the 19th century, so the industrial age has now given way to the information age. At the same time, our ability to stay ahead of this change has diminished.

Thomas Friedman calls it the "Great Inflection"—this "hyperconnected" era in which "the skill required for every decent job is rising as is the necessity of lifelong learning." And not only do workers today need more skills, they need vastly different skills than they did a few decades ago—skills that for the most part are not being emphasized in primary, secondary, or higher education.

Friedman argues that success in this new age requires more "individual initiative;" he cites the importance of "P.Q. (passion quotient) and C.Q. (curiosity quotient)" in addition to plain old I.Q. This is undoubtedly true—but passion and curiosity won’t materialize out of thin air. We have to give people the room and ability to flourish. More specifically, we need to ensure every student and young person has the foundational knowledge and skills he or she needs to play a role in this new economy. And not only play a role, but revolutionize. We need people who can help solve the big problems of our time—food shortages, access to education, climate change, income inequality, the global water crisis and so on.

How do we cultivate such people? Continuing to increase the emphasis on STEM, as well as reading, writing, and critical thinking skills, is key. Without a proper foundation in these areas, students will inevitably struggle as they move through secondary and higher education and into the workforce. Phil Regier, Dean of Arizona State University Online, calls this the "Swiss cheese effect." Students can’t fill in gaps of knowledge at the same time they build upon them—and so instead of continuing to grow into more sophisticated thinkers, learners, and doers, they spend all their time just trying to keep their heads above water.

The result? Instead of developing passion and curiosity in new areas, students just end up dealing with frustration and failure. Many shy away from entire subject areas, mistaking a lack of foundational knowledge for a lack of talent or ability. This is particularly prevalent in STEM subjects. "I’m just not good at math," a student says, and just like that whole career opportunities disappear—engineering, architecture, economics. Nearly 60% of U.S. students who express an interest in STEM at the beginning of their high school careers have changed their minds by graduation. Meanwhile, "science and engineering careers are forecasted to grow more than 20% by 2018, twice the rate of the overall U.S. labor forecast." At that rate, we won’t have enough people who are even minimally qualified to fill the jobs of the future, let alone those who can initiate major breakthroughs. How many Alexander Flemings, Marie Curies, and Thomas Edisons will we miss out on?

Outstanding teaching, education content, and instructional design, in combination with personalized learning tools, will address this issue. Teachers can do even more of what they do best: motivate, provide individualized instruction, provoke discussion, and encourage critical thinking. Meanwhile, personalized learning tools facilitated by innovations in technology can ensure that high-quality and highly relevant content is delivered to each student in the most effective way, allowing every learner to master fundamental skills more efficiently and freeing up time for deeper learning, creative thinking, and tinkering (think about how Apple and Facebook were founded). Those that are struggling with a given subject can quickly get back on track and gain confidence; meanwhile, those that are already excelling can extend themselves to new heights.

Success will not come easily. It will require plenty of hard work and dedication by everyone in the education eco-system, including students. But by using technology and data to inform and tailor instruction, and placing a high value on the best instructors, we can better equip more young learners to not just keep up, but to break through.

The potential for greatness is there. We just need to unlock it, not continue to waste it.

David Liu is the Chief Operating Officer at Knewton, an education company using adaptive learning technology to personalize the education experience for students around the world.

[Image: Flickr user Rok Lipnik]

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7 Comments

  • veronicamay77

    I support the idea that nowadays a teacher should show different ways of thinking and development for his students and give more opportunities to grow in getting knowledge. Facilitating in educational process is new and interesting both for teachers and students.

    Veronica from http://allcorrect.org

  • Daniel Faith

    I don’t think that education can kill anything. Moreover, education is about creativity. So, before blaming education in killing creativity (check creative dissertations here http://essayonlinestore.com/dissertation.html ), you should better think clearly first. Of course, it is always easier to blame something or someone. This way they close their eyes on real troubles. Very convenient, huh? Anyways, let’s hope all financial troubles will be fixed eventually. Thanks for this post anyways

  • Richard Schindley

    This is 2014 calling - STEM jobs are next to imposable for college graduates to get. Employers are extremely picky now-a-days. Last article I read stated that 72% of STEM graduates never get a job that is related to the field they studied.

  • Samar

    Technology can be a great catalyst for education but many K-12 classrooms cover the entire spectrum of emotions from boring to very boring. It is difficult to change this as the education system defines the mindset of the student who becomes a teacher or a school administrator or a Secretary of Education. Its a reinforcing loop in both good and bad systems. Its much worse in the developing world.

    It is also important to recognize that the  classroom teacher has the task of creating content, delivering content, measuring student progress, evaluating  performance of delivery, and of course making lessons interesting. By contrast, the actor in a film performance has different individuals to perform each of these tasks. The teacher also does not get paid as much and often does this for several hours a day year after year. 

    Kurt Fischer at HGSE talks of the idea of a research school akin to a research hospital which is attached to a university department. This would allow new practices born of research flowing into the classroom and being evaluated, thereby leading to new research. This could create the virtuous cycle that schools desperately need.

  • Mark Correia

    Alone, the first two parts of your answer are vague. But combined, outstanding teaching IS creating educational content with students as guided collaborators that constantly understand and then refine the content. Then it will bloom. Democratized learning tools and simplification of instructional design can make this breakthrough "suddenly possible".

    I'm just following the music industry. They disrupted first so they have answers.

  • Tom Pattillo

    Think of a flood (my apologies to the mid-west) as an analogy in argument to this article. If we say the top "thinkers/entrepreneurs/game changers" in society as being those who make it over the highest flood gates; the question is how they got there? Did the arrive at the top of the water just in time. Was their succeeding where other did not, mere luck? A flood starts way, way, way back in time (geographic), in time (erosion, overbuilding, poor infrastructure), in time (political ineffectiveness), and time (current winter snows, spring melt and run-off). When all those "things" are in place, the opportunity for water rising over flood gate (or levee) is there. It is the process of providing all the water, at the right time, that produces the overflow. Education cannot be designed to create the Thomas Edisons (will we continue to use him forever), or Steve Jobs, or Bill Gates (etc.). Education must provide for all. (Malcolm Gladwell's Outliers add some nice "spin" to this). This article is wonderful PR, but like most PR it is more fluff than "gold." 

  • Nicole Cardoza

    Yes! This is exactly what Yoga Foster aims to achieve: enriching standard learning with the core attributes of creative aptitude to help kids learn with more passion and spark: yogafoster.org