Student’s Name
Institutional Affiliation
Creative Capital over Technical Skills
To succeed in the twenty first century, students need creative capital over technical skills. This is because creative skills provide more practical aspects of education and learning about life rather than technical skills. Creative capital makes a student use his or her brain to think outside the norms to get solutions for the current problems. At the same time, creative skills help a student to promote their artistic activities, which is more significant to younger than to the old (Starr, 2015). After reflecting on the things I have learnt in the course, I can relate my experience to the assertion that creative skills are superior to technical skills for success.
The views and arguments of the in school examples present a similar case that advocates for the superiority of the creative capital over the technical skills. In school, I find myself coming up with ideas about projects and things that cannot be explained by any level of technical skills. In one instance, I found myself thinking about how I can come up with a computer or mobile application that can help students of this class share creative ideas. This is because creativity is mostly a result of personal thinking. According to Gardner (n.d), “in the West, we have understood creativity largely a result of individual initiative and solo-problem solving” (95).
In a similar way, the out of school examples show how creative capital is better than the technical skills. This is because of the aspect of talent takes the creative aspect of a person other than the technical aspect, because talent makes artwork better and easier. According to Starr (2015); “were talent is a prerequisite; then the better the artwork, the easier it would have been to make” (27). The out of school examples of creativity therefore affirm the importance of creative capital over the technical skills in bringing new things in the world.
The in school education offers technical skills that act as the inspiration or provider of knowledge base for the creative aspect of artwork. The learning in school and the examples provided only provide the features or contexts based on knowledge that help understand the unfamiliar. According to Gardner (n.d), “learning is now seen as situated; as occurring in specific contexts with particular identifying features and purposes, and as extending only slowly and uncertainty into new and unfamiliar environments” (97). For instance, the idea of mobile platform came up after realizing that there are a lot of materials that relate to the course and students are not always close to one another. Therefore, if I can formulate a mobile application for all of us to share the ideas from the class, then it would be much better.
The cultural norms and values that drove Robinson to make this assertion are the importance of change from the common practices. People seek better things, which cannot be solved by the technical skills of education, because they relate to the current society. Therefore, the new things can only emanate from people who share the cultural practices that require the society to change. In addition, the norm of solving problems in the society needs creative capital other than technical skills. This is the case I my own education, where the things I see require a change in the society. They seem not to relate to the technical skills I learn in school, but the application of education, through my own thoughts about the problem.
References
Starr, 2015. Talent. Art and Fear, Facts about Yourself, Provided Reading
Gardner, H. (n.d). How Cultures Educate. The Disciplined Mind, Provided Reading