{Creative Education}[3rd August 1983]

[Redbook2:292-293][19830803:1230]{Creative Education}[3rd August 1983]

19830803.1230

The creative person, by nature bound always to question the habits and assumptions of his and others' World-view, always finds it difficult to accept the school-teacher's high level of implied assumptions – not least because many teachers refuse to admit that there are any implied assumptions in their teaching.

One implication of this is that creative and non-creative children should be taught separate subjects (or 'sectors') and at separate 'levels' or 'depths' of knowledge. Creative children should be taught at a deep or 'pure' level, sectors whose assumptions are fundamentally inherent in the human mind and/or are easily identifiable in practice. Non-creative children should be taught at a practical or 'applied' level, and may be taught sectors whose assumptions are more numerous and more arbitrary (if these must be taught).

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