So here’s an idea: In my vast research into creative processes, I’ve read again and again about the importance of rest, of time to not work--time for the mind to “lie fallow,” as Bertrand Russell put it. Here’s the full context of that quote (for the record, Bertrand Russell is the best):
What does it mean to see? To think? To what extent can we talk about seeing as a variety of thinking?* And, from that, if our schools aim to help students develop and improve their thinking about the world, shouldn’t our schools aim to help students improve all kinds of thinking (i.e. not just symbolic-linguistic thinking)?
Take the growing chatter about creative thinking, design thinking, divergent thinking, innovation, problem-based learning or whatever you want to call it—those varieties of thinking aimed at synthesizing knowledge in problem situations. I’m talking big, ill-structured, open-ended, inquiry-based sorts of situations.
When I hear people talk about these, there follows a tacit assumption that if you give students an opportunity to examine a problem and to work on it--especially if you free them from the arbitrary constraints of the classroom--they can use their minds in ways we never imagined.
Charlie Huette is a public school teacher who also keeps a notebook. He dreams about making school just a little less terrible. Many of the posts you find here are based on notebook entries. You can learn more about Charlie by visiting the about page.