My point was not to argue that we must include "ART," but that a real engagement with the classical definition of education ... bringing out what's best in each student will naturally bring about motivation toward learning, work, professions and the arts. -Lew Schwartz
On Sat, Feb 9, 2013 at 9:40 AM, saul ostrow <[email protected]> wrote: > Increasingly those pedagogues who are less instrumental in their thinking > and understand that creativity is the next big skill (commodity) have > transformed the anagram of STEM into that of STEAM the A of course stands > for art. The logic is that Art (not as a career choice bu) as a skill set > supplies a heuristic model - ie trial and error learning - a question > creation - without focusing on getting the correct answer as much as > getting unexpected results - seemingly our scientist , engineers, and > mathematicians are no longer competitively as creative as they once were > because they focus more on the solution than on how might they formulate > the question > *CriticalPractice* > 21 TREET PROJECTS > La Table Ronde > 162 West 21 Street > NYC, NY 10011 > > [email protected] > www.21stprojects.org > > > On Sat, Feb 9, 2013 at 9:02 AM, William Conger <[email protected] > >wrote: > > > All this talk about kids and what and how they learn and whether or not > it > > is > > practical is not interesting beyond the level of magazine articles. Yes, > > kids > > learn differently (see Gardiner's Multiple Intelligences) and yes, except > > for > > the privileged children the the very rich, they need to find ways to be > > useful > > in society. There are, obviously, many ways to do that. On a forum like > > this, > > with many artists and other creatives on board, it's not going to be easy > > to > > argue against nurturing kids' imaginations. > > > > As a youngster who only cared about art I never gave a moment's thought > to > > how I > > would survive as an artist or at all when I grew up, despite the > > consternation, > > worry and hand-wringing of Depression-era parents. And I always had a > > part-time > > job from the age of thirteen until college and after college I never was > > one day > > without a job until age seventy. Even now I work every day and earn > money > > with > > my art. Without inheritance I was able to raise a family and live pretty > > well > > and give my kids debt free educations at top schools. Maybe I was just > > lucky > > yet I do believe people should pay their own ways and, if they need to, > > earn > > whatever is required to do what they want. > > > > So, it's a blend of following one's own drummer while also being useful > to > > society that make the most sense in a democratic capitalistic society. > > Education curricula and societal ideals should provide for both. What's > > more > > annoying than a society that degrades imagination and creativity for the > > sake of > > emphasizing routine job skills? And what's more demoralizing than people > > who > > think their uniqueness and so-called free-spirit creativity entitles them > > to be > > fully supported on a public dole? > > wc > > > > > > > > ________________________________ > > From: joseph berg <[email protected]> > > To: [email protected] > > Sent: Sat, February 9, 2013 3:41:08 AM > > Subject: Re: Skills children learn from the arts > > > > On Fri, Feb 8, 2013 at 11:37 PM, joseph berg <[email protected]> wrote: > > > > > On Fri, Feb 8, 2013 at 7:50 PM, Lew Schwartz <[email protected]> > wrote: > > > > > >> Even more annoying about tripe like this is the presumption that > > everyone > > >> agrees on the same achieve/success/money definition of education. It's > > >> enraging. What happened to personal fulfillment, insight or joy? > > >> > > > They've become unaffordable luxuries for more and more people in the > > > 21st-c. > > > > > > > > > - Some people see things that are and ask, Why? Some people dream of > thing > > that never were and ask, Why not? Some people have to go to work and > don't > > have time for all that. > > > > George Carlin
