But I also think of it as a personal process, too. That’s what this new book I’ve written, The Element, is all about. It’s about people finding their particular, individual creative strengths, because we all have very different strengths and capacities. There are different types of intellectual strengths. Some people are very visual. Some are very verbal. Some people are good physically. Some people are good at mathematics, kind of naturally.

So that’s the first thing: Creativity can be facilitated in any sort of activity. Secondly that we can think about personal and general forms of creativity. When it comes to education, it has implications in three big areas. One of them is the curriculum. A lot of what I argue for in schools is we need to re-think the school curriculum. It has major implications for what it is people are meant to learn and understand, which is what the curriculum is. The second big piece of education is teaching, or pedagogy. There’s a question later on about this, so I’ll come to it there. And thirdly, there’s assessment — what we reward and the form the reward takes when we come to judge the work.

I did a big report for the British government called All Our Futures: Creativity, Culture and Education. It’s available online. The British government put together a national strategy to promote creativity in education. I also published a book a few years ago, Out of Our Minds: Learning to be Creative.

The idea is you have to make the idea of creativity clear and operational. Like we have done with literacy. And when you’ve done that, then the practical tasks become clearer.

http://blog.ted.com/2009/08/12/ted_and_reddit_1/  by Ken Robinson