Nowadays, the conventional school curriculum is significantly focused on theoretical studies. In the book Creative Schools, among other things, Robinson explains the difference between propositional and procedural knowledge and why providing students with more broad and flexible learning opportunities is necessary. Even though students frequently attend practical classes, educational success is mainly determined by academic achievement. Focusing on theory and standardized expectations interferes with students’ natural talents and propensities, resulting in poor educational outcomes.
A balanced propositional and procedural knowledge approach may be explained as combining theory with practice. It implies studying academically concurrently with gaining practical skills: “knowing how as well as knowing that” (Robinson 77). Most public schools today are considering adopting such an approach. The school curriculum includes theory learning and offers subjects and activities to apply skills in practice: chemistry, music, art, and sports.
Other classes may be considered balanced as well since students academically gain knowledge along with skill development. In this way, students improve their writing, reading, mathematical, social, and other skills. Robinson agrees that “theory can and should inform practice in all areas of life” but claims that today students require more procedural knowledge, a broader range of practical abilities, variety, and flexibility to develop natural talents (77). In the chapter “Natural Born Learners,” Robinson explains that education should become personalized and focused on diversity rather than standardization. Schools should realize that intelligence is not about academic achievement and that students learn at different paces.
Students should receive the ability to study what they are interested in, develop their talents and strengths, and be assessed personally instead of through a unified evaluation. Robinson’s claim that “our communities depend on an enormous diversity of talents, roles and occupations” reveals the truth that societies are reliant on a wide range of professions (17). Most of those vital occupations are considered “second-rate options for people who don’t make the academic cut” (Robinson 17). Nonetheless, some workers are efficient, engaged, and truly satisfied with such jobs but feel disadvantaged and low-casted because of the standardized educational system. The non-flexible education system makes students feel that they do not fit into society; generalization convinces students that they are the problem. Changes in education should support diversity, individuality, creativity, and imagination. Every student needs to feel comfortable and confident, be able to develop talents and choose their own path.
Work Cited
Robinson, Ken, and Lou Aronica. Creative Schools: The Grassroots Revolution That’s Transforming Education. 2016. Penguin Books.