Creative Schools Chapter Summary

I enjoyed this book by Bell Hooks far more than I did Creative Schools by Ken Robinson. I thought this author had a better ability to lay out her thoughts and explain to the reader more efficiently her ideas. The chapters were fifty percent shorter as well, which helped the reading feel less drawn out and lengthy. The author did a better job providing examples from her life that related to the subject than Robinson did, although they were also rather lengthy. Creative Schools tended to have the examples seem more like tangents rather than supporting a point unlike this book so far. Although the Hooks’ experiences were valid, at some parts the story felt a little overwhelming with the larger vocabulary usage and the overuse of the word “pedagogy.” From the start, the book gives a clear and concise point that is worked within the rest of the chapter. Hooks states “To educate as the practice of freedom is a way of teaching that anyone can learn. That learning process comes easiest to those of us who teach who also believe that there is an aspect of our vocation that is sacred; who believe that our work is not merely to share information but to share in the
On page 18, chapter one the author states that she herself received teachings from Freire. She stated that she was “deeply moved by his presence, by the way in which his manner of teaching exemplified his pedagogical theory” (Hooks 18). This is not surprising due to the admiration the author had towards this man before she even met him. She went on to say that not everyone with teachings from Freire had a kindred positive experience. I thought this statement took away some of the power she had placed on the man. It made him seem more human, prone to mistakes, and probable to teach poorly if his pedagogical theories do not work. This devalues the ideology that the author has in her chapter based on his