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Though the twenty first
century has been witnessing unprecedented growth and development in the areas
of information and communication technology, globlization and privatisation,
the increase in the rates of antisocial behaviour , depression and suicide reveals
deterioration in the mental well being of the person, which is not in par with
the social development. Much alarming is the fact that a number of those
involved in these acts are youngsters.

The present day the
adolescent struggles so hard to keep pace with the demands of modern life
without resolving the inner dilemma caused by fragmentation of families,
competition in institutions of learning and degradation of the moral values in
the society.

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The prime function of
education to empower and enable children to face life with courage and
confidence and to facilitate qualitative transformation of personalities. The
education system should be organised in such a way that it emphasises the
moulding of personalities.

Defects of Present Education

 According to Bill Beatie, “The
aim of education should be to teach rather how to think; rather to improve our
minds, so as to enable us to think for ourselves, than to load the memory with
the thought of other men.”

Ebel (1969) has stated that
there is some reason to believe that educational can reduce originality and
creativity. This negative effect on creativity on most marked when
examinations, instructional materials and processes all emphasize learning  by rote and the goal is centred on getting
through  examinations. The great question
is : What happened to the enormous and universal human resource ? The answer
lies in the system of education, which is concerned mainly with acquiring a
body of knowledge, memorising facts, and finding answers to problems – all of
which are already known to someone else rather than with creativity.

a.      Aims of Education

Khire (1977) has remarked
that the present educational techniques and curricula aim to meet the
requirements of developing a specific kind of cognitive ability- intelligence.
Free, flexible and original thinking , which often departs from the set
pattern, does not receive due respect.

b.  Role of Teacher

Lefrancois (1972) has
emphaised that the teachers are rigid, rule-bound and authoritarian. They
stifle creativity in the students by insisting on excessive conformity to
abritary regulations, giving high grades for neat correct unimaginative
solutions, to problems executed and reported in exactly the prescribed manner.
There is no regards for those students who may be different  or may play with wild and imaginative ideas.
Mathur (1977) has mentioned that it seems by our routinized trained teaching,
consciously  (a) we do not let  children be children, (b) we develop
predetermined habits approved by us, (c) we restrict their behaviour, (d) we do
not allow them to think in the way they like to, (e) we put them as if in
moulds, and (f) we stifle free thinking, free action and expression. Ahmed and
Jafri (1973) has pointed out that unfortunately teachers have to work under
various constraints. One of these is syllabus which contains a lot of dead-wood
but it has to be coverred in its entirely.

c. Examination

Examination system which
puts a great premium on memory and factual knowledge. Examinations moulds the
teaching methods and standard techniques employed in the classroom drill and

Torrance ( 1959) has
concluded that high IQ  (as against high
creative) students tended to be both better known and better liked by their
teachers. Thus it becomes very clear that educational system does not recognize
and nurture the creative talent of the students going waste.  

Importance of Creative

Abdul kalam, an eminent
scientist and Missile Man of India once shared his conversation with great lady
who came from Finland to share the practices that helped their country to be
placed at the top position in innovation index 2007.

When she was asked the
question, “How do you make your country the No.1 nation in innovation
Index?” her reply was as follows :

Education, Education, Right
Type of Education and Women Education

Here, the term “Right
Type of Education” refers to creative education. According to Abdul Kalam,
the first things a nation needs to become innovative is  creative education.

“Imagination leads to
Creativity, Creativity blossoms thinking, Thinking provides knowledge,
Knowledge results innovation and innovation makes the nation great.”

Creative education is the
most advanced methodology in which classrooms, teachers and syllabus are
imaginative. Creativity in an education system either in primary or in
secondary education can surely be achieved by a creative curriculum. Especially,
the 21st century education system requires a creative curriculum in order to
make students more innovative as it’s surrounded by enough tech resources.


Education throughout the
world faces challenges, and they may be economic, technological, social, and
personal. Today’s students need to cope with the challenges of life in the
complex world instead of just being prepared for society’s needs and economic
purposes. This requires a high degree of flexibility and adaptability of the
education system to these challenges. The students need to learn how to learn
by understanding the value of meaningfulness of learning, which leads them to
generate original ideas rather than reproducing taught material. In this
situation the teacher must help students to focus on imagination rather than
memorization. This implies that the system of education needs to focus on the
process of creativity rather than value added concept, on flexibility rather
than an orderly atmosphere and on innovative thinking rather than teaching and
learning material.

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