10 Comments

1. Richard Says:
   July 13th, 2006 at 1:08 am

   I certainly enjoyed Ken’s talk too. For anyone who works with young people the message that he gives about how we label them through our education system is profound.

   In fact, so far I have enjoyed all the videos I have watched from the TED site. I never thought I would have enjoyed twenty minutes of statistics (Hans Rosling on Global Health and Gapminder), nor a guide to a public library (Joshua Prince-Ramus talking about how he designed the Seattle Public Library)!

2. onecoolsoul Says:
   July 13th, 2006 at 1:18 am

   Wow all I have to say is that is one great video and that Sir Ken Robinson is a fabulous speaker. I do agree with the speaker’s premise that more emphasis in learning should be given to that of creativity in young children.

3. Robert Scoble Says:
   July 13th, 2006 at 1:33 am

   Richard: you should visit the Seattle library. It’s an awesome building.

4. Sina Says:
   July 13th, 2006 at 2:30 am

   What an awesome talk, I really enjoyed it. And how right he is too…I just finished my degree in Physics, and the more I think about it the more useless it seems.

5. Shafiq Jetha Says:
   July 13th, 2006 at 3:37 am

   I agree with all the posts, the talk was amazing.
   I saw so much ring true in his talk, and I agreed with a lot of his points about the education system, it’s ‘goals’ and how we’re all born arists.
   I’m kinda using my brother as a guinea pig in this idea, he’s 13, and already I’ve tried to make him as creative as possible.
   My philosophy is that I entrust the education system to teach him, but I try to empower him to be creative.
   Subsequently he’s good at a large array of subjects, but he still has that creative urge in him that makes him want to sit down and draw, or paint some of his Lord of the Rings figures, or anything like that.
   His favourite subject is history, which is an amazing thing, because it’s not something that is instantly thought of as being a necessary skill, like Maths, or English, or Science.

   I hope that I can continue to make him creative till he’s my own age, and from him I’ll learn for my own children one day.

   But that’s just my two cents.

6. Richard Says:
   July 13th, 2006 at 4:32 am

   Is a while since I’ve been to that part of the US - have to add the library to the places to go next time I’m out that way.

   I have to say with Joshua’s talk, after getting my head around his statement that a public library is not primarily about books, there is then a moment of amazement where he says that the building is laid out exactly like his usage chart, but when it is wrapped in the glass shell it looks superb. I particularly like the book spiral idea, which effectively puts all the books on one floor.

7. Curt Says:
   July 13th, 2006 at 6:35 am

   I have just one thing to say: Frank sent this. (Watch Sir Ken’s talk if you don’t get it.)

8. David Armano Says:
   July 13th, 2006 at 8:38 pm

   I loved Sir Ken’s monologue! Wrote about it here:
   http://darmano.typepad.com/logic_emotion/2006/06/is_creativity_t.html

   On a related note, if you are interested in the evolution of creativity (in the context of interactive marketing), take a look at this:

   http://darmano.typepad.com/logic_emotion/2006/06/creativity_2e.html

9. Granville Barnett Says:
   July 14th, 2006 at 5:22 am

   I’m not big on speechs but that one by Ken was truely amazing! I especially liked the example of the girl who couldn’t keep still.

10. Bob Lear Says:
    August 7th, 2006 at 11:21 pm

    In viewing the National Governors Association meeting and Sir Ken Robinson’s address, I was totally mesmerized with the scope and clarity of his visions.
    
    I felt he was looking not just ten year’s in the future, but on a totally new dimension of how to elevate his viewers expectations and opportunities in the educational process. This starts much earlier in the child’s development process than I have ever seen.
    
    I feel that his contribution to world progress is on the order of that of Albert Einstein to the field of mathematics.
    
    

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