Episode 114: "Do Schools Kill Creativity?"

“I believe that we don’t grow into creativity, we grow out of it. Or rather we are educated out of it”
— Sir Ken Robinson, "Do schools kill creativity?", TED, February 2006
“My contention is that all kids have talents and we squander them. Pretty ruthlessly.”
— Sir Ken Robinson, "Do schools kill creativity?", TED, February 2006
“What these things have in common is that kids will take a chance. If they don’t know, they’ll have a go. Am I right? They’re not frightened of being wrong. I don’t mean to say that being wrong is the same thing as being creative. What we do know is, if you’re not prepared to be wrong, you’ll never come up with anything original — if you’re not prepared to be wrong.”
— Sir Ken Robinson, "Do schools kill creativity?", TED, February 2006

With over 41 million views, Sir Ken Robinson's TED Talk "Do schools kill creativity?" is worthy of the attention. In his profound, sincere and often humorous evaluation of the education system, he explores the effect it has on the self-esteem and creative explorations of children. We react to the points he makes through the lens of our own experiences in education. As Robinson points out, our society has developed a system whose limits and expectations excludes valuable human ability and perspective. Are there ways in which educational standards could shift to appreciate individual viewpoints and creative outlook? How has education evolved to prize correct answers over genuine learning through mistakes?

Episode 113: Presumptions of Positivity

“Once you replace negative thoughts with positive ones, you’ll start having positive results.”
— Willie Nelson
“If you have a positive attitude and constantly strive to give your best effort, eventually you will overcome your immediate problems and find you are ready for greater challenges.”
— Pat Riley
“A strong, positive self-image is the best possible preparation for success.”
— Joyce Brothers

Especially in times like these, when media and general news seem to be filled with purely negative updates and stories, remaining positive is especially challenging. Science has shown that we have a predisposition to remember negative events more clearly and as the saying goes "misery loves company". Given the ephemeral and rare nature of true positivity, what do we presume of those around us who bear the trait? This week, Leland Holcomb returns to the show to discuss his perspectives on how we judge or analyze positivity in others. Do we allow it to influence or bolster our own? Do we resent those who can manage happiness when we struggle to? How can we correct a "grass is always greener" mentality to understand that happiness and positivity take work and are not a perpetual state for others?

Episode 112: Navigating Dark Comedy

“Dark comedy is very difficult. You have to bring the audience in and push them away at the same time.”
— Pierce Brosnan
“Black Comedy is a farce that is played in the dark, as you know, with the lights full on. It’s the Chinese convention of reversing light and dark, and exactly where anybody is at any given moment is the play.”
— Peter Shaffer

While joke-telling and humor form essential bonds in a community or culture, the types of jokes we tell and those we appreciate or avoid say a great deal about our perspectives as people. In particular, dark comedy or humor approaches socially taboo or emotionally heavy topics in a playful or lighthearted way. This week Mike Jest returns as a guest to help explore the consequences of dark humor and its foundation in personal observation. Some may cringe or present vocal concern or protest, but the presence of dark jokes as both a means and a topic of social commentary is worthy of consideration. Does dark comedy reveal areas in which we are not an empathetic or sensitive society? Do we need dark jokes to cope with the gravity of controversial issues and tragic events? And is dark comedy a label we broadly apply to some subjects which me exclude or alienate us but promote bonds within other groups of people?

Episode 111: The Broken Grading System

“Something I want tattooed on my forehead is “grades don’t matter.” The current perception of the importance of grades in academia dumbfounds me, because I think that by caring too much about grades, most students are missing the point of education.”
— Lauren Schuhmacher, The Huffington Post, February 14, 2013.
“Regardless of the method used, grading and reporting remain inherently subjective. In fact, the more detailed the reporting method and the more analytic the process, the more likely subjectivity will influence results (Ornstein 1994). That’s why, for example, holistic scoring procedures tend to have greater reliability than analytic procedures.”
— Thomas R. Guskey, ASCD, "Making the Grade: What Benefits Students?" October 1994.

While school and the larger education system have become core pillars in the mainstream narrative of our culture, many have emerged to criticize various aspects of modern education. One aspect in particular, the grading system, poses certain dangers and pitfalls that we rarely acknowledge. On the outside, grades appear to provide an objective metric and offer a standardized approach to learning. But the effects of grading on a student's self-esteem, relationship to learning as a form of personal and intellectual development and on how society denotes individual worth are all worthy of consideration. Are we too quick to abandon students who receive low grades time and again? How might our predisposition to grades as an end goal distract from the process and benefits of learning? Could we find a more thorough, human-based means of assessing individual needs, concerns and aptitudes?

Episode 110: Our Second Anniversary

Two years ago, we had the distinct pleasure of introducing this podcast to you, our growing audience of listeners. In marking this second anniversary, we would like to thank you for your willingness to engage with our ideas, to help us explore further and to share your own perspectives. The show has always been firmly rooted in a commitment to mutual understanding, community and the profound beauty of genuine conversation. As in our first year, this second year has taught us a great deal and we will make good use of this knowledge in crafting and planning future episodes. As we enter our third year, we have nothing but tremendous gratitude for the opportunity to speak with and to you.

Sincerely,

Kip Clark and Caroline Borders