Promoting creativity in learning:

Theoretical Basis of Creativity

What is the Problem That Ignite! Is The Answer To?

The debate about childhood and the education of children has rarely been as intense as this period of transition, just as Ignite! establishes itself as an independent organisation.

The modern world is damaging our children according to a group of children?s authors, scientists, health professionals, teachers and academics and a UNICEF report (Feb 07). The world of childhood is characterised as a place of danger and depression where one in ten young people suffer a significant period of mental illness, and 13% self harm. The learning curriculum has rarely been allowed to settle, but is undergoing further review and revision in the light of various recent reports (Roberts, Leitch, Gilbert, 2006/07).

The counter argument is more optimistic. Children and young people regularly demonstrate their resourcefulness and resilience. Most young people are bright, happy, playful and smart. They display the characteristics of creativity from an early age, and make intuitive connections between ideas and take risks as a natural part of their curiosity and spirit of exploration. The problem is that they all too easily lose their creative sensibilities, and their creative capacities especially their eclectic curiosity are reduced as their learning is directed by the demands of adult society.

The expectation that we require young people to inhabit two worlds simultaneously, their own and that of adults, is bound to generate tension that will be difficult, and require a special creative approach to resolve. The tensions between these two worlds reveal themselves in the sense of failure that many young people feel when faced by a contemporary society obsessed with fame, celebrity and instant reward for not much effort. And feelings of failure, inadequacy and of not 'measuring up' lead to loss of self esteem and confidence; and these in turn are known to contribute to exclusion, anti-social behaviour and the fracturing of society.

In other debates, the education system is failing both our young people and our future prospects as an economically vibrant nation. Paradoxically, as exam qualifications and results continue to improve, we fail to equip our young people either for the demands of a rapidly changing technology-driven world of work, or the new opportunities for self directed leisure, or the academic and research interests of higher education. Science education is singled out as an area of crisis.

The pace of change is accelerating, and a knowledge based schools curriculum will always fail to keep up. Most young people entering secondary school this year will go into jobs that have not been invented yet. Most people entering the workforce in 2006 will change jobs between 12 and 20 times in their working life. Knowledge alone will not equip young people for these challenges and opportunities.

Ignite! addresses these concerns head-on. By focusing on the characteristics of creativity, Ignite! explores models and methodologies for developing (or retaining) people?s capacities to cope with, influence and direct change. And where young people can influence their futures and trajectories of learning, Ignite! can demonstrate that they live happier and more fulfilled lives.