Smartt14 - May I ask, are you a member of the class of 3/4E2 from Swiss Cottage Secondary School?

Wai Kit,

Good points! I wonder, when does this restraint start? Primary school? Do you hane any suggestions as to how we can stop it from happening?

Javier - Your point about enrichments and wanting be creative is pretty strong. Is this alright, though? When creativity is so important for the future, how can we just let people pass up the limited (or maybe not so limited) chances to be creative?

As for your point about time management, I see a bit of a flaw. If students are worried about time, how can the answer be to sign up for something outside of school that requires more of their time?

Rui Ying, I am really intrigued about the point you make in your last paragraph about confidence. Do you need to be practice being creative in order to reach your creativity potential because we need to be confident about our creative capacity?

You know how much I believe in confidence, so I am inclined to think that you do need confidence in order to be creative. Perhaps, even, you need confidence to Dare to Try being creative, especially so in a system that requires so much rigid knowledge (or textbook knowledge).

Jolin - you make excellent points and I agree with most of them. Your example about history is quite interesting (although, if you were to use something like that in an argumentative essay, I suggest you give an even more in depth example. Can you think of a particular history question where this happens or one where it happened to you). Your example about projects is also quite interesting.

You paint a picture of a very boring, dull, educational system. Do you think that even students who really want to be creative can at all? Even a little?

As for having time, take a look at this website. I'm not entirely convinced about it's credibility, but, it's saying that in order to be creative, people need to be aware of the creative process -- which takes TIME.

http://www.productiveflourishing.com/demystifying-the-creative-process/

Javier - interesting points.

I think that in a way, you are arguing that people need to have the motivation to be creative. Of course, you are all busy, as most people in the world are. If one truly wants to be a creative person, they must take the initiative to do so. In effect, it's not really about whether schools kill creativity or not. Am I on the right track?

I wonder where creative blocks (times or periods where people just cannot come up with new ideas) come into play with this all. think it's interesting that people take time away from it all just to be creative. These people suffer from creative blocks though too.

Jiaqi,

Please see the comment I made on Wan Bo's argument. You both are still not proving that knowledge is necessary for creativity. Although you provide analogies, I'm still not convinced that you need knowledge for creativity.

Children are creative, aren't they? Even very young children know how to pretend play, they are not necessarily using knowledge, they are using their imagination.

Which one comes first? I do no know that anyone has answered that question or will be able to.

Yoke Mun - Please see the points I made regarding Aloy's response. They are applicable to yours as well.

Aloy - What about the fact that you wear uniforms? That you are forced to maintain a certain hairstyle/hair colour? That you have a very limited number of subject options as an express student?

Based on what you have provided us, perhaps it is fair to say that you believe schools develop creativity, but they certainly are not allowing for full creative potential to be realised. You do not prove that at all.