Tuesday, December 2001
A Princeton Professor Champions a Waldorf-style Model for Innovation & Experimental Thinking
A recent perspective piece in CNN World (in partnership with TIME Magazine) promotes the values at the heart of Waldorf pedagogy, to wit, the philosophy that creative time and open-ended structures foster experimentation and innovation in ways that regimented training for achievement cannot. Anne-Marie Slaughter,the Bert G. Kerstetter ’66 University Professor of Politics and International Affairs at Princeton University, offers her perspective:
Rebellion of an Innovation Mom
Call it the rebellion of the mother of two adolescents against the Tiger Moms, but what this nation needs to be innovative and entrepreneurial is to ask our kids to do less.
Innovation requires creativity; entrepreneurship requires a willingness to break the rules. The jam packed, highly structured days of elite children are carefully calculated to create Ivy League-worthy resumes. They reinforce habits of discipline and conformity, programming remarkably well-rounded and often superb young people who can play near concert-quality violin, speak two languages, volunteer in their communities and get straight A’s.
These are the students that I see in my Princeton classes; I am often in awe of their accomplishments and teaching them is a joy. But I strongly suspect that they will not be the inventors of the next “new new thing”.
Creativity requires a measure of random association and connection and substantial periods of down time, where the mind is allowed to run and turn over seemingly disconnected bits of information, images, and ideas. Richard Florida, author of The Creative Class (follow him on Twitter at @richard_florida), observes that “many researchers see creative thinking as a four-step process: preparation, incubation, illumination and verification or revision.”
To nurture young people who are willing to persevere in the face of deep skepticism or outright opposition, we must reward them or at least allow them to be rewarded for breaking the rules…
Incubation is “the ‘mystical’ step,” one in which both the conscious mind and the subconscious mull over the problem in hard-to-define ways.” Hard to define, yes, but not hard to foster, as long as chunks of the day or the week are left open for relatively random activity: long walks, surfing the Internet, browsing a bookstore, household chores that don’t require too much thought, watching the birds at the birdfeeder and gazing out at the ocean.
Creativity gurus often suggest ways to add randomness to your life. Left to their own devices, teenagers are masters at drifting from fad to fad, website to website, and event to event as their fancy takes them, but that seemingly aimless, random wandering is exactly what we are programming out of them.
Entrepreneurship means undertaking something new, something that you create or make happen that does not exist in your space. It does not have to require breakthrough innovation; successful entrepreneurs can borrow ideas that are succeeding elsewhere and transfer them. But our most famous entrepreneurs have a vision and follow it in defiance of conventional wisdom.
One of the nation’s leading entrepreneurs recently listened to me pitch a new idea and patiently told me the many reasons it was unlikely to work and/or that I was the wrong person to make it happen at this point in my life. But at the end of our conversation, he smiled and said: “Of course, every successful entrepreneur started with an idea that other people said would not work but persevered anyway. So go for it.”
To nurture young people who are willing to persevere in the face of deep skepticism or outright opposition, we must reward them or at least allow them to be rewarded for breaking the rules, not meeting our expectations by jumping through an endless series of hoops.
Remember that Bill Gates and Mark Zuckerberg dropped out of college to follow their passions.
Can we really imagine kids who have done absolutely everything expected of them both in and out of school being willing to ignore their college courses and their parents’, teachers’, and coaches’ expectation to suddenly pursue their own path?
The U.S. higher educational system recognizes the value of challenging authority; that is what “teaching critical thinking” is all about. I wrote in 2009 that the U.S. was primed to remain an innovation leader precisely because we give A’s for the answers that challenge the teacher’s thinking and B’s for the answers that echo it….(Click here to read the rest of the article at its source.)
Note: Author, Anne-Marie Slaughter is the Bert G. Kerstetter ’66 University Professor of Politics and International Affairs at Princeton University. Follow her on Twitter at @slaughteram.
Special to CNN posted on June 5th, 2011