Everybody possesses creativity, the urge to create, bring forth, turn something inside out that means the world, the connectivity, identity, to reveal a timeless form of life.
At some point in one’s educational career, the focus on creativity ceases and one is forced into a mould of canonical studies that consists of one-sided imperatives. They are so anchored in tradition and decades and generations that they have lost touch with the real world and its clockwork. The chasm between schools & universities and jobs & careers becomes bigger. The link is the human being, always. Alienated.
I have never experienced that ideas and creativity are useless; their meaning and helpfulness are always advantageous and should always be encouraged. They matter everywhere and can be applied to everything.
Whilst it’s important to have a universal knowledge of many things, plenty of hours spent at school were a waste of my time, not just because for every gem of a teacher I had at least 2 rotten apples that were more discouraging and disengaging than anything else, but also because at some point you commit to something, either out of passion or because you’re good at it, and the focus should lie on expanding that field which is always manifold.
Compartmentalising is a trap. What you are passionate about and excel at goes into many different directions, it’s not a flat surface, it branches out into different forms and mediums, use them all. I take everything of value to me, that I’ve created, out of the drawer, out of saved documents and USB sticks, and apply it, redistribute it to a wider audience and recreate it.
When looking back at those lost hours at school, I would have loved to learn more about my body, about nutrition and self-love. Silence and shame came instead. Skipping the human body in its omnifariousness. In a classroom everything is visible and transmittable. And if the wrong person for the job is standing there, teaching becomes toxic.
Going back to lost hours. It would come in handy to learn about as many other cultures as possible and as early as possible. About alternative ways to live and find happiness. About developing self-confidence. About mental health. Sexuality. History from all angles and not just blast the national anthem out. About feminism. About the corruption of the world and how we’re all pushed to contribute toward it instead of realising our purpose and make it a fairer place. About death. About bullying. The list goes on, the field is big. Instead of recycling the same old dogmas and material, take on new perspectives, new ways of thinking, new works, the world is moving, take your head out of the earth and look at what grew out of it. Don’t suck the life out of things.
I also wish we would have had more time to study Proust. Just saying. I am aware that the devil sits in the technicalities and budgets, but if we don’t invest in the best school system possible, than why teach in the first place? Teach what then, exactly? That we’re all expendable?
“Portrait of a demented woman or The monomaniac of jealousy or The Hyena of Salpêtrière” by Théodore Géricault (1791-1824)