Is Creativity Being Stifled In Schools?

We all talk about how schools increase your knowledge but does it stifle creativity in the process?
We all talk about how schools increase your knowledge but does it stifle creativity in the process?

School can be very rigid at times and all students must adhere to these ‘strict’ rules which have been put in place. There are rules for fidgeting and not sitting still. But what if that student is interested in dance and can’t sit still for long periods of time? If the teacher calls out this student, then it may kill the passion the student has for dance.

There are many arguments that exams are just a memory test. I do agree with this to some extent because every student is looking at past papers and remembering techniques to prepare them for the upcoming exam. This is another structure which students must fit in with in order to be successful in education. This is not a true reflection of the real world where you have to go through experiences to shape yourself as a human being and to find your passion.

Creativity is all about imagination and schools do not open your eyes to the real world so I do feel like there could be more done from schools themselves to help prepare students for the real world. Lessons should be tweaked so that students can apply what teachers have taught them when they leave education. This is because the majority of students agree to not using what they were taught in school beyond the classroom.


  1. What is some of the points of the cow see we take. Some will never be applied to real life. My teacher use to tell us that a lot of our classes are supposed to teach us critical thinking. I think a lot of our classes were out on us simply to give us something to do. I know a long time ago many classes were taught so that a person could be a well rounded person. Now some high school and especially college classes are so unnecessary.

  2. Yes, creativity is….
    Unless the real purpose of education is thoughtfully designed and achieved, it is not going to produce THINKERS.
    We are more prone or exposed to trial and error life learning methodology…. Unfortunately!
    School teachings have least impact on practical life.

    But many thanks Kamran for your continued efforts to…

  3. As an educator at the college level, I put a lot of thought (and creativity) into designing courses that provide meaningful opportunities for students to apply and demonstrate what they are learning. It’s exciting to witness learning come alive in amazingly creative ways.

  4. I do agree with you I have watched a video related to this topic.. We do have to study and learn how to maintain the discipline in school but apart from that we are so burdened with all the syllabus that we cannot even focus on our extra curriculum activities.

  5. in my understanding, the school should be rebuilt and become more flexible in teaching a particular student. and this is the main trend.

  6. Our education systems are for the left-brain hemisphere: all about words, logic, etc. Left-brain imagination and creativity are cut out or down-played.

    The powers to be want children that will blindly follow orders. They don’t want people that can create and think!

  7. Of course, there’s a difference between acquiring the tools and being able to see how to best use them (“convergent” versus “divergent” thinking). However, they’re really just two aspect to productive creativity. The great triumphs of genius over mediocrity nearly always emerge from some combination of both. The problem, I think, is when one becomes overly-emphasized at the expense of the other.

    Technical knowledge is merely more straightforward to teach and to test, which tends to make it more visible in schools, especially at undergraduate levels. But well-rounded instruction includes application with more-or-less varied solutions. It’s just more difficult and time-consuming to evaluate such results; and even properly executed failures have to be accepted as valid work. And this just isn’t always feasible in an academic environment.

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