You sort-of have a point. Here's Eugene Ferguson on the Sputnik-triggered creativity fad of the 1950s:
More important to a designer than a set of techniques (empty of content) to induce creativity are a knowledge of current practice and products and a growing stock of firsthand knowledge and insights gained through critical field observation of engineering projects and industrial plants. In the 1950s, engineering schools still provided many opportunities to gather such knowledge. It is ironic that the radical change in curricula [introducing "creativity" courses] that occurred n the 1950s eliminated those activities that put the students in touch with the authentic world of engineering. - Engineering and the Mind's Eye, pp. 57-58
(For the record, I don't buy into your theory that China is a problem here at all.)
But, the article claims the worst decline is in children from kindergarten to sixth grade. I respectfully submit that such children are probably not taking geopolitical factors into account in their decision to not be creative.
I personally suspect that the test is a bit of a crock. Notwithstanding that, and a bit of the usual left brain/right brain nonsense thrown in, it actually seemed like a pretty good article (though probably not as good as if they'd left "creativity" out of it). An emphasis on rote learning and standardised tests, if that is indeed the way the system is going, is definitely going to have an impact on engagement if nothing else.
More important to a designer than a set of techniques (empty of content) to induce creativity are a knowledge of current practice and products and a growing stock of firsthand knowledge and insights gained through critical field observation of engineering projects and industrial plants. In the 1950s, engineering schools still provided many opportunities to gather such knowledge. It is ironic that the radical change in curricula [introducing "creativity" courses] that occurred n the 1950s eliminated those activities that put the students in touch with the authentic world of engineering. - Engineering and the Mind's Eye, pp. 57-58
(For the record, I don't buy into your theory that China is a problem here at all.)
But, the article claims the worst decline is in children from kindergarten to sixth grade. I respectfully submit that such children are probably not taking geopolitical factors into account in their decision to not be creative.
I personally suspect that the test is a bit of a crock. Notwithstanding that, and a bit of the usual left brain/right brain nonsense thrown in, it actually seemed like a pretty good article (though probably not as good as if they'd left "creativity" out of it). An emphasis on rote learning and standardised tests, if that is indeed the way the system is going, is definitely going to have an impact on engagement if nothing else.