Quotes from Ken Robinson

All around the world, there are many great schools, wonderful teachers, and inspiring leaders who are working creatively to provide students with the kinds of personalized, compassionate, and community-oriented education they need.

One of the most basic reasons for thinking that it's too late to be who you are truly capable of being is the belief that life is linear.

Our schools have a doubly hard task, not just improving reading, writing and arithmetic but entrepreneurship, innovation and creativity.

All technologies are neutral. What counts is who uses them and what they use them for. Any material, any tool in the hands of an artist, can result in a work of art.

The problem is that too often, and in too many ways, current systems of mass education are a catastrophe in themselves. Far from looking to the future, too often they are facing stubbornly towards the past.

I believe profoundly that we don't grow into creativity; we grow out of it. Often we are educated out of it.

The point is not to be the best, but to be the best you can be.

The revolution I'm advocating is based on different principles from those of the standards movement. It is based on a belief in the value of the individual, the right to self-determination, our potential to evolve and live a fulfilled life, and the importance of civic responsibility and respect for others.

Los procesos educativos actuales no tienen en cuenta los estilos individuales de aprendizaje ni el talento. De ese modo, ofenden el principo de individualidad.

You can think of creativity as a conversation between what we're trying to figure out and the media we are using.

use the term the Element to describe the place where the things we love to do and the things we are good at come together.

But it is difficult to feel accomplished when you're not accomplishing something that matters to you. Doing something 'for your own good' is rarely for your own good if it causes you to be less than who you really are. The decision to play it safe, to take the path of least resistance, can seem irresistible, particularly if you have your own doubts and fears about the alternatives.

Often we need other people to help us recognize our real talents. Often we can help other people to discover theirs.

Producing works of art doesn't often count as appropriate intellectual work in an arts department: yet the equivalent in a science department, doing physics or chemistry, does. So why is it that in universities writing about novels is thought to be a higher intellectual calling than writing novels; or rather, if writing novels is not thought to be intellectually valid, why is writing about them?

Lo que Einstein parecía entender es que el desarrollo intelectual y la creatividad llegan a través de la comprensión de la naturaleza dinámica de la inteligencia.

What Einstein seemed to understand is that intellectual growth and creativity come through embracing the dynamic nature of intelligence. Growth comes through analogy, through seeing how things connect rather than only seeing how they might be different.

When you add the noise of the external world to all the roles you take in it, it is easy to lose sight of who you really are. To find your Element, you need to regain that perspective. One way is to create time and space to be alone with yourself, to experience who you are when no one else wants anything from you and the noise has stopped. One method is to meditate.

If you design a system to do something specific, don't be surprised if it does it. If you run an education system based on standardization and conformity that suppresses individuality, imagination, and creativity, don't be surprised it that's what it does.

Farmers base their livelihoods on raising crops. But farmers do not make plants grow. They don't attach the roots, glue on the petals, or color the fruit. The plant grows itself. Farmers and gardeners provide the conditions for growth. Good farmers know what those conditions are, and bad ones don't.

I define creativity as the process of having original ideas that have value.

The human world is created out of our minds as much as from the natural environment.

Assessment has several roles. The first is diagnostic, to help teachers understand students' aptitude and levels of development. The second is formative, to gather information on students' work and activities and to support their progress. The third is summative, which is about making judgments on overall performance at the end of a program of work.

An idea with potential may be damaged beyond repair if criticized or dismissed too early.

was, "If you're not prepared to be wrong, you'll never produce anything original." The second was, "Great education depends on great teaching.