Creativity and Education (page 3) One way of thinking about
creative thought and artistic expression is to consider what
occurs to it across the lifespan. Most experts argue that it
tends to decline over time as people begin to accept themselves
as “ordinary” and therefore inferior or inadequate in creative
thinking and artistic expression (Jones, McConnell, & Normie,
1996; Egan & Nadaner, 1988; Westby & Dawson, 1995). In response
to social values, cultural attitudes, and educational practices,
many adults start to see innovation and artistic expression as
avenues open only to those who are officially recognized as
having exceptional talent (Kerka, 2002). Although it is sad to
think that education would be responsible in any way for
thwarting the child’s creative potential, there is considerable
support for this point of view: Schools suppress creativity. How
can this be stated so categorically? The reasoning goes as
follows: most children are naturally curious and highly
imaginative. Then, after they have at