Creative Capital over Technical Skills


CreativeCapital over Technical Skills

CreativeCapital over Technical Skills

Tosucceed in the twenty first century, students need creative capitalover technical skills. This is because creative skills provide morepractical aspects of education and learning about life rather thantechnical skills. Creative capital makes a student use his or herbrain to think outside the norms to get solutions for the currentproblems. At the same time, creative skills help a student to promotetheir artistic activities, which is more significant to younger thanto the old (Starr, 2015). After reflecting on the things I havelearnt in the course, I can relate my experience to the assertionthat creative skills are superior to technical skills for success.Theviews and arguments of the in school examples present a similar casethat advocates for the superiority of the creative capital over thetechnical skills. In school, I find myself coming up with ideas aboutprojects and things that cannot be explained by any level oftechnical skills. In one instance, I found myself thinking about howI can come up with a computer or mobile application that can helpstudents of this class share creative ideas. This is becausecreativity is mostly a result of personal thinking. According toGardner(n.d), “in the West, we have understood creativity largely a resultof individual initiative and solo-problem solving” (95).Ina similar way, the out of school examples show how creative capitalis better than the technical skills. This is because of the aspect oftalent takes the creative aspect of a person other than the technicalaspect, because talent makes artwork better and easier. According toStarr (2015) “were talent is a prerequisite then the better theartwork, the easier it would have been to make” (27). The out ofschool examples of creativity therefore affirm the importance ofcreative capital over the technical skills in bringing new things inthe world.Thein school education offers technical skills that act as theinspiration or provider of knowledge base for the creative aspect ofartwork. The learning in school and the examples provided onlyprovide the features or contexts based on knowledge that helpunderstand the unfamiliar. According to Gardner(n.d), “learning is now seen as situated as occurring in specificcontexts with particular identifying features and purposes, and asextending only slowly and uncertainty into new and unfamiliarenvironments” (97). For instance, the idea of mobile platform cameup after realizing that there are a lot of materials that relate tothe course and students are not always close to one another.Therefore, if I can formulate a mobile application for all of us toshare the ideas from the class, then it would be much better.Thecultural norms and values that drove Robinson to make this assertionare the importance of change from the common practices. People seekbetter things, which cannot be solved by the technical skills ofeducation, because they relate to the current society. Therefore, thenew things can only emanate from people who share the culturalpractices that require the society to change. In addition, the normof solving problems in the society needs creative capital other thantechnical skills. This is the case I my own education, where thethings I see require a change in the society. They seem not to relateto the technical skills I learn in school, but the application ofeducation, through my own thoughts about the problem. References

Starr,2015. Talent.Art and Fear, Facts about Yourself, Provided Reading

Gardner,H. (n.d). HowCultures Educate.The Disciplined Mind, Provided Reading