The following is a Counterpoint:
By Virginia Gunn Fick
Zack, an eighth-grader, was assigned a book report in which he could either write a poem to introduce the book, create a poster to advertise the book to the class, describe an interesting character, construct a bulletin board display to showcase the book or write a letter to a friend telling why he thought the friend would like the book. The options clearly were designed to appeal to a range of thinking modes, both verbal and visual, and, of course, to prove some grasp of the book's contents.
"A Confederacy of Dunces" by John Kennedy Toole, a book written well above an eighth-grade reading level, was Zack's choice. Further, he elected to merge several of the book report options into a new one of his own. He wrote a letter to the main character of the book, responding as if the entire book had been the protagonist's letter to Zack. His report showed a grasp of the character and also his own perspective on the character. Yet, because Zack took a slightly different approach to the assignment, his report received a zero. The message in that grade? There are no rewards for creativity.
While creativity demands deviation, experiment and risk-taking, many of today's schoolchildren are carefully trained in obedience, promptness and rule-following. They learn to proceed along set patterns toward predetermined goals.
What happened to Zack indicates American education may be omitting an important element in the instruction of our young — the encouragement of creative thinking.
So, is creative thinking so important in a hi-tech, information society?
The answer is yes. Social scientists say that people who are flexible and innovative, not people trained merely to store information and perform skills, are especially needed in a society experiencing accelerated change.
Dr. Richard Paul, director of the Center for Critical Thinking and Moral Critique at Sonoma State University, says, "We fill students full of data, but the essence of education is to use information to address new situations and questions. We're neglecting that."
If our education system can act upon what is now known about learning, students like Zack may begin to get the right message about the value of creative thinking.
The writer lives in High Point.