News Herald – Juliann Talkington
U.S. children are less creative than they were 30 years ago. Many people attribute this decline in inventiveness to over-scheduling of organized activities and emphasis on high-stakes testing and rote learning. These factors may be part of the reason children are unimaginative, but minimal exposure to “failure” and limited life experiences also keep U.S. kids from reaching their full creative potential.
To create, a person must be comfortable “failing” because “trial and error” is part of the innovative process. Many U.S. children are uncomfortable with “failure” because they have little exposure to it. In many cases, well-intentioned parents shield their kids from life’s tough lessons, because it is easier to solve problems for their children than to spend the time and energy necessary to help their children learn how to solve problems on their own.
Among other things, parents negotiate with coaches to get their children places on the best teams rather than encouraging their kids to work hard and talk with the coaches themselves. Parents talk with principals to negotiate grades rather than forcing their children to take responsibility for their performance. Too frequently, parents complain about “bullying” when another kid says something unkind on the playground rather than teaching their children how to overcome negativity.
As a result, the first thing parents need to do is set expectations and let their children learn by doing. This requires letting go and being available to coach as their children work to recover from life’s setbacks. Through this process children learn that there are consequences to actions, “failure” is a part of life, and success requires perseverance. Specifically, when things don’t work perfectly the first time, one can make adjustments until “failure” becomes “success”.
Another problem is parents are so worried about safety, that kids are isolated. This means children often lack the exposure required to come up with innovative solutions to a problem. Parents can easily address this issue by encouraging their children to take on activities outside of their peer group. Simple undertakings like participating in discussions with adults, welcoming a foreign exchange student, attending a history lecture, teaching a class, volunteering at the hospital, or working on a special project for a politician, all help broaden exposure.
Once children know how to recover from “failure” and have a broad understanding of how the world works, they should have the skills and the self-confidence to innovate.
News Herald – Juliann Talkington
Even though psychologists have been talking about a lack of correlation between college degrees, course grades, and job performance for decades, most companies continue to rely on these credentials and marks to make hiring decisions.
In the past couple of years, however, a few companies have broken rank. Google, a Fortune 500 technology firm, and Ernst and Young U.K., part of one of the world’s largest accounting firms, have publicly announced they no longer require college degrees for employment.
Google’s chairman said the company is more interested in an applicant’s skills, ability to think in a logical way, work ethic, breadth of experience, public speaking abilities, and creativity. Ernst and Young said they are interested in talented individuals regardless of background.
This transformation is due, in large part, to free access of information through the Internet. Over five years ago Bill Gates, a founder of Microsoft, suggested that traditional university education, especially at fixed-place institutions will no longer be necessary, since most of the content will be available online for free.
The college experience is under additional pressure, because college costs are rising at a rate higher than inflation and a college degree no longer guarantees a solid middle-class income. In fact, the College Risk Report (collegeriskreport.com) suggests that the rate of return on most four-year college degrees is worse than 2-year degrees and in some instances worse than no degree at all.
There is a small group of students who receive full ride scholarships to attend college. For these students, the costs are so low that the four-year degree makes financial sense.
Some people assert that college is an excellent place to make contacts. This may be a valid claim for students who are outgoing and takes advantage of all the clubs, speakers, professors, and research opportunities available at a school, but is probably not the case for most students who meet few people outside their dorms and classes.
Without a traditional college education, strong K-12 schooling is imperative since this will be where kids learn basic skills, hone public speaking abilities, refine creative thinking, and develop logical problem solving capabilities. Work ethic can be developed at school, home or in extra-curricular activities like sports. Breadth of experience can occur at school or through outside clubs and activities.
This new employment paradigm suggests we need to worry more about high quality K-12 education and less about college.
Psych Central – Traci Pedersen
“Elementary school children who have confidence in their own musical abilities are more likely to continue their music education through middle school, while those with poor musical self-concept are more likely to opt out of music class — regardless of their true talent for singing or even their love of music, according to new research at Northwestern University. For the study, the researchers took a close look at the attitudes and beliefs that help determine whether children will continue to take music classes in middle school and how these factors relate to their actual singing ability.”(more)
Science Magazine – Maggie Kuo
“Female college students are 1.5 times more likely than their male counterparts to leave science, technology, engineering, and mathematics (STEM) after taking the first course in the calculus series, new research finds. The study, published last week in PLOS ONE, supports what many educators have observed and earlier studies have documented: A lack of confidence in mathematical ability, not mathematical capability itself, is a major factor in dissuading female students from pursuing STEM. The researchers followed 2266 undergraduate students at 129 2- and 4-year colleges and universities who were enrolled in Calculus I, the first course in a calculus series that is often a prerequisite for studying STEM disciplines in the United States. Overall, students were more likely to continue with calculus if they were planning for careers in engineering, had good instructors, or had previously scored well on math SAT and ACT standardized tests, the researchers found. However, when comparing students with the same background, experience, and plans, female students were on average 1.5 times more likely than males to stop studying calculus, “effectively choosing to exit the STEM pipeline,” the authors write.”(more)
NPR Ed – Anya Kamenetz
“”Why are traffic lights red, yellow and green?” When a child asks you a question like this, you have a few options. You can shut her down with a “Just because.” You can explain: “Red is for stop and green is for go.” Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement. No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book, Becoming Brilliant: What Science Tells Us About Raising Successful Children, is designed to get us thinking about the magnitude of these moments. Kathy Hirsh-Pasek, the book’s co-author, compares the challenge to climate change. “What we do with little kids today will matter in 20 years,” she says. “If you don’t get it right, you will have an unlivable environment. That’s the crisis I see.””(more)