Granting student to do what they want to do rather than to forcing them to follow directions, to compete what has been prescribe, or to comply with external expectations help to preserve creativity, another quality for entrepreneurs.
Traditional schools have been generally found to be either insignificant or suppressive of creativity. Boston College University psychology Professor John Dacey and his coauthor Kathleen Lennon wrote in their book Understanding Creativity: Thee Interplay of Biological, Psychological, and Social Factors:
Most young children are naturally curious and highly imaginative ....Unfortunately, it is necessary to conclude from the investigation of many scholars, that our schools are the major culprits. Teachers, peers and the educational system as a whole diminish children's urge to expressive their creative possibilities.
(dacey&Lennon, 1998, p. 69)
This happens because traditional schools demand conformity and obedient. They are held accountable for passing as much of the prescribed content to children as possible. Thus their primary goal is to ensure that children comply with externally defined standard. Excessive focus on external indicators of success such as grades and test score can pressure children, sending the message that academic success is important, not for personal reasons, but to please others (Ablard,1997). As a result, children lose interest. Research has shown that parents of talented children pay little attention to external standards (Ablard & Parker, 1997) And the Summerhill experience shows that when schools do not pay attention to external standards, children become more confident and creative,
Traditional schools have been generally found to be either insignificant or suppressive of creativity. Boston College University psychology Professor John Dacey and his coauthor Kathleen Lennon wrote in their book Understanding Creativity: Thee Interplay of Biological, Psychological, and Social Factors:
Most young children are naturally curious and highly imaginative ....Unfortunately, it is necessary to conclude from the investigation of many scholars, that our schools are the major culprits. Teachers, peers and the educational system as a whole diminish children's urge to expressive their creative possibilities.
(dacey&Lennon, 1998, p. 69)
This happens because traditional schools demand conformity and obedient. They are held accountable for passing as much of the prescribed content to children as possible. Thus their primary goal is to ensure that children comply with externally defined standard. Excessive focus on external indicators of success such as grades and test score can pressure children, sending the message that academic success is important, not for personal reasons, but to please others (Ablard,1997). As a result, children lose interest. Research has shown that parents of talented children pay little attention to external standards (Ablard & Parker, 1997) And the Summerhill experience shows that when schools do not pay attention to external standards, children become more confident and creative,
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