Creative thinking in 21st century schools
Today, when we are once again reading that learning is essentially a form of suffering, and that knowledge is acquired through extensive practice, it is worth heeding the warnings of futurists from the 1960s and 70s, as the future they predicted has now become our present. According to them, the rise or fall of cultures is linked to the kind of vision we have for the future. Fred L. Polak, a Dutch futurist, argued that a society’s positive self-image is inextricably tied to the flourishing of its culture, but once decline sets in, the society loses its vitality, and culture disappears (Polak 1961). Later, Alvin Toffler pointed out that rapid technological changes often elicit a reaction of “future shock” from society, which can lead to a retreat into the past or the proliferation of conspiracy theories (Toffler 1971). Not only futurists but also philosophers argue that creativity could be the answer to the problems of today, such as the climate crisis, mass migration, and rapid technological change. “We need a vision of the future where we can connect the disjointed parts, think multidimensionally and systemically, avoiding oversimplified and polarizing pseudo-solutions,” quoted Edgar Morin, a French philosopher (Montuori 2011: 225). To achieve this, we need to be able to live with uncertainty, contingency, and human vulnerability.
This approach, often considered a catastrophe from the perspective of those seeking eternal truth through authoritarian and closed thinking, can also be seen as a commitment to human creativity and responsibility. The collective creativity of complex dialogue can help us envision and realize possible and favorable future alternatives, where differences represent a creative force rather than the fragmentation of the future (Montuori 2011). According to Sardar (2010), we must rethink the concepts of progress and modernization, and only with the help of imagination can we “think our way” out of this state and create a new kind of normality. The challenges of the 21st century can primarily be tackled through imagination and creativity (Cilliers 2005). How well we can emerge from the chaotic present depends largely on the quality of our imagination (Montuori 2011). Economic actors are increasingly recognizing the importance of creativity. According to the World Economic Forum (WEF), analytical and creative thinking will remain among the most important skills for workers in the future. Furthermore, in the coming years, demand for skills in creative thinking and analytical ability, along with technological knowledge, as well as curiosity and lifelong learning, will grow the most, according to employers (WEF 2023). It is no coincidence, therefore, that one of the key areas of the latest 2022 OECD PISA study was creativity, or more precisely, critical and creative thinking.
