This past week I received news that one of my poems was selected as the Poem of the Month for the National League of American Pen Women web site. This is th epoem:
A Poetic Meditation
On this earth, there is oneness.
A rhythmic flow, a great symphony that is life.
Trees with roots, stems and leaves
Shells, fins, furs and wings, all living things.
Each has a purpose and to each, an end
And then . . .a new beginning.
Let us recapture the imagination of a child
See once more the mystery, beauty and joy of God
Playing within and behind, beyond and above.
Unite with the intimacy of commitment.
Trust takes time
But the gift is there . . .waiting.
Newsletter Dated: 1/16/2012 7:53:44 AM
Subject: Creativity, at issue in the schools
Creativity is a topic that has been studied and debated for many years and from many perspectives. Any attempt to identify the essence of creativity raises questions about the nature of human thought, rational or irrational.
The main idea is not to "resolve" the issue of creativity. It is, by its own definition, open ended. Rather it is to raise awareness that the issue exists. So many times technocrats and scientists, neuroscientists in particular, state there are ultimately answers for everything including the beginning of time. In schools, instead of inspiring children to question, the learning process has been reduced to answering test questions. How do these two issues relate? While the arts are slowly and progressively pushed aside as being less significant, science is taught in such a way as to have children think that for every question, there is an answer. This may lead the child/student to believe scientists know or can know everything. A better education for children might focus on what scientists do not know and why they do not know it.
Sometimes there are no answers. Metaphysical, hypothetical, and/or abstract questions need to be addressed. Perhaps because I am older, I recognize what we have encouraged our children to lose is precisely what we need to develop, not only in our schools, but in all realms, from science to art to diplomacy. Under attack is creativity. While still in childhood, we naturally begin to shed the ability to express wonder and surprise and are encouraged to do so by our instructors. Analysis sets in and instinct/spontaneity/creativity is squelched. But I believe creative reasoning, inspiration and imagination will take children further than absolute facts.
In this era of high technology, the word ‘creativity’ is itself an anachronism. With computer networks, fiber optics, complex and intrinsically specialized data bases, and neurological research into the functions of specific parts of the brain, all of which require logical thought processes, a definite rationale with facts and information persists. In this environment, it is difficult to justify, much less explain, the need, actually the necessity, to take time out, to ‘listen’ to the silence, to gaze in wonderment as the sunset expresses itself in different hues every night, or to enjoy what Einstein calls the “most beautiful experience”: the “mysterious”.
A case should be made for non - rational or aesthetic thinking, although scientifically, such thought, if considered at all, is categorized as an enigma at best or simply unintelligible. But this is my premise. The whole person is precisely a person who has the capacity to understand both rationally and intuitively (i.e. non - rationally).
An attempt to bring technology and art together can be found in the expansion of public television into cyberspace. And since the arts provide a path to inspire the creative part of the psyche, they should be a required in the curriculum in schools.