Role of Creativity in Educational Systems and the Change Process

Abstract

Creativity informs learning and instruction. In turn, creative thought positively influences systemic change in schools. Good teachers are also creative teachers. Creative teachers instill in their students both creative skills and dispositions, regardless of the educational environmental pressures. With the greater emphasis on accountability and testing in schools, creative thinking does not seem to have a role in current educational reform movements. However, there are educational initiatives that have positive effects on teaching and learning. One such example is the Partnership for 21st Century Skills that specifies skills students need to succeed. Moreover, educational systems are inherently stifling to creativity and thus the demand for creative thinkers can be expected to increase to meet the demands of innovation. Change in schools is often fueled by the need to improve student progress in specific areas, such as math and English/language arts. We contend that the ultimate goal of the change process should be to provide institutional support to develop a more creative workplace. The importance of change that encourages mutual support and a sense of community with a redistributed power structure is valued in this chapter. Implications for educational policy, practice, and research bring the discussion to an end.