Recommendations



=So, what next? =

//The purpose of education should be understanding rather than simply knowing; its focus should be the **active process of learning** and creating rather than the passive acquisition of facts…. Active understanding subsumes passive knowledge and builds upon it. Students must not only analyze the products of creative understanding, such as novels, poems, experiments, theories, paintings, dances, and songs, they must copy and imitate them, thereby learning the sensual and synosic processes of their invention. [316]// || //... creative thinking in every field begins in nonlogical, nonverbal forms. To think is to feel and to feel is to think. Everyone should receive early and **continuing stimulation of visual, aural, and other body senses** and learn how to imaginatively recreate sense images. [316 – 317]// ||  ||  || //The arts are not merely for self-expression or entertainment. They are… **disciplines as rigorous as medicine or mathematics**, with their own bodies of knowledge, techniques, tools, skills, and philosophies. [317]// || // There is no point in teaching a liberal arts and sciences curriculum that continues to fragment knowledge and creates specialists who cannot communicate across disciplinary lines… Tools for thinking… [provide] **a common language** with which practitioners from different fields may share their experience of the process of innovation and discover links between their creative activities. [317] // ||  ||  || media type="custom" key="7673953" align="center" Alisa Andrasek's computer designs/programs merge science with art. ||  ||
 * 1. First, we must emphasize the teaching of universal processes of invention in addition to the acquisition of disciplinary products of knowledge. ||
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 * 2. Second, it follows that we must teach the intuitive and imaginative skills necessary to inventive processes. ||
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 * 3. Third, we must implement a multidisciplinary education that places the arts on an equal footing with the sciences… ||
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 * 4. Fourth, we must integrate the curriculum by using a common descriptive language for innovation. ||
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 * 5. Fifth, we must emphasize the transdisciplinary lessons of disciplinary learning…. ||
 * 5. Fifth, we must emphasize the transdisciplinary lessons of disciplinary learning…. ||

// Teachers should downplay tags … that place knowledge in insular boxes and focus instead on how **the same material can be used flexibly in many disciplines**. The object is to help everyone think simultaneously as artist //and //scientist, musician// and //mathematician, dancer// and //engineer. An education that trains the mind to imagine creatively in one field prepares the mind for creative application in any other, for thinking tools as well as flexible knowledge are transferable. [318]// || // The best way to learn is to watch others and then model their techniques, insights, and processes… Until students see **the human face of the creative process** that underlies the disembodied products of their world, they cannot realize that they, too, may participate in creating their own vision of the future. [318] // ||  || //Left, Albert Einstein, physicist, philosopher, & musician. //
 * 6. Sixth, we must use the experiences of people who have successfully bridged the disciplines as exemplars of creative activity within our curricula. ||
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// Right, Danica McKellar, actress, author, and mathematician. // ||
 * 7. Seventh, to reach the widest range of minds, ideas in every discipline should be presented in many forms. ||
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//0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144 ....// ||  ||   //There is no one single imaginative skill or creative technique that is adequate for all thinking needs. … **Every idea can and should be transformed** into several equivalent forms, each of which has a different formal expression and emphasizes a different set of thinking tools. The more ways students can imagine an idea, the better their chances of insight. The more ways they can express that insight, the better their chances that others will understand and appreciate it. [318 – 319]// || // **Pioneers of the creative imagination** must have adaptable minds, too, and all-purpose toolboxes of inventive skills that enable them to make new knowledge. [319] // ||  ||  ||
 * 8. Finally, we must forge a pioneering education, whose purpose is to produce the imaginative generalists who can take us into the uncharted future. ||
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