Ken Robinson on creativity, personal development and quality education

Abstract

Understanding the potential of education as an indicator and catalyst for social change determines the search for new worldview-value, theoretical and methodological principles. The experience of the British educator Ken Robinson is relevant in this process. The basic idea of ​​his reasoning is the understanding of education as an organic human environment in which his inner potential is revealed. The true vocation of education should be focused on helping people to acquire life and professional competencies. Their relevance and significance is due to the need to develop worldviews and values ​​of man, the level of his socialization and so on. The focus of education on the development of personal potential and the acquisition of a number of competencies, including social, such as civic consciousness, the ability to communicate effectively and self-education will reduce academicism and formalism in educational practices. Its quality will be determined not only by the level of acquired young people, but also by the opportunity to rethink them and give up in favor of new ones. The role of self-education and the ability to self-organize and plan educational activities is growing. In general, the personalization of education will help those who are learning to understand the world and identify inner talents in order to realize themselves as individuals. By nature, man has the ability to create and is therefore open to alternative ways of seeing, thinking and acting. It is clear that this process is not created according to certain set parameters, but is created directly in the process of activity. Its productivity depends on a person's ability to constructively relate to a variety of ideas and their interpretations, showing the ability to perceive and analyze diverse and even contradictory information, express and defend their own position, make informed decisions and more. Important in the development of modern education is the development of critical thinking. It is about thinking in alternatives, which takes into account the complexity and multifaceted nature of the subject of knowledge. A critical thinker is sensitive to the context, ie to checking the criteria for relevance and possibility of change in each case. It allows other alternatives and arguments if they are consonant with the problem under consideration. Ken Robinson's views are in line with the basic ideas of modernization of Ukrainian education, and therefore can serve as a theoretical asset that will shape its priorities for further progress.