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How to Prevent Another Leonardo da Vinci « Wandering Ink.

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Saved by 28 people (-1 private), first by anonymouse user on 2007-06-04


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This is how we kill each trait that may yield another Da Vinci:

1. Curiosita (from “How to Think Like Leonardo da Vinci”)
What? Intense and insatiable curiosity; constantly learning due to a desire to ask and answer questions
The Murder: In schools, for the most part, students learn only what the teacher decides they will learn. Student questions will often go unanswered if they lead away from the material (go off-topic), or if there are time constraints on what must be learned that leave no time for these questions in class.

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Intense and insatiable curiosity; constantly learning due to a desire to ask and answer questions

Highlighted by tarmotoikkanen

2. Dimostrazione (from “How to Think Like Leonardo da Vinci”)
What? Constant testing of knowledge through experience and persistence; accepting of and learning from mistakes
The Murder: Except in the sciences (and sometimes even then), knowledge is simply given and expected to be absorbed rather than questioned and tested. On tests and labs, wrong answers cost the students their grades, therefore it becomes unacceptable to make mistakes. Mistakes are less about learning experiences and more about losing marks. Questioning societal norms is a very negative thing, even if they don’t make sense.

Highlighted by inspirat

Constant testing of knowledge through experience and persistence; accepting of and learning from mistakes

Highlighted by tarmotoikkanen

3. Sensazione (from “How to Think Like Leonardo da Vinci”)
What? Fully noticing and observing things with all senses, but especially sight (seeing things that others miss, seeing the details)

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Fully noticing and observing things with all senses, but especially sight (seeing things that others miss, seeing the details)

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Classrooms and assignments may be incredibly unstimulating to most (or all) senses.

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4. Sfumato (from “How to Think Like Leonardo da Vinci”)
What? An acceptance of ambiguity, paradox, and uncertainty out of a realization that life is not black and white

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An acceptance of ambiguity, paradox, and uncertainty out of a realization that life is not black and white

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The Murder: A student’s answer is either right or wrong, usually with no middle ground tolerated.

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5. Arte/Scienza (From “How to Think Like Leonardo da Vinci”)
What? Interest in both the arts and sciences and interdisciplinary work that combines them

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Interest in both the arts and sciences and interdisciplinary work that combines them

Highlighted by tarmotoikkanen

The Murder: High school courses are most often strictly defined as an “Art” or a “Science”

Highlighted by inspirat

6. Corporalita (from “How to Think Like Leonardo da Vinci”)
What? Keeping one’s body in good shape

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Keeping one’s body in good shape; attending to nutrition, fitness, and general physical well-being

Highlighted by tarmotoikkanen

7. Connessione (from “How to Think Like Leonardo da Vinci”)
What? Acceptance and appreciation for the interconnectedness of everything in life; interdisciplinary approaches and thinking

Highlighted by inspirat

Acceptance and appreciation for the interconnectedness of everything in life; interdisciplinary approaches and thinking

Highlighted by tarmotoikkanen

The Murder: Facts and concepts are taught in specific classes that are independent of each other, and students are moved from individual class to individual class without knowledge of how the two might be connected.

Highlighted by inspirat

8. Drive, energy, intense focus (from various studies on creative genius)
What? Energy and desire to focus intensely on one’s work and interests (often the same thing); merging of work and play

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Energy and desire to focus intensely on one’s work and interests (often the same thing); merging of work and play

Highlighted by tarmotoikkanen

The Murder: Each class is allotted a certain period of time that is inflexible. Despite the student’s interest in a particular class, they must conform to this schedule.

Highlighted by inspirat

9. Confidence, willingness to take risks, and tolerance of failure (from various studies on creative genius)
What? Willing to continue on with creative work despite rejection; ability to sell oneself and one’s talents

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Willing to continue on with creative work despite rejection; ability to sell oneself and one’s talents

Highlighted by tarmotoikkanen

mistakes and failure are not tolerated in schools and this learned attitude may carry on throughout life. Instead of learning the value of taking risks, students are taught to fear any mistakes that might result.

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10. Independence, introversion (from various studies on creative genius)
What? Willingness to spend lots of time alone working and honing skills; acceptance of possible isolation

Highlighted by inspirat

Willingness to spend lots of time alone working and honing skills; acceptance of possible isolation

Highlighted by tarmotoikkanen

The Murder: The social climate of high school severely discourages spending time alone, especially when spent “working”, and loners are isolated and considered antisocial and friendless. Refusing to conform and “sticking out from the crowd” is highly discouraged by peers and teachers.

Highlighted by inspirat