What is the role of arts in education? Dan Pink, best-selling author of A Whole New Mind, contends that if schools are to successfully prepare students for the future, then we must take a whole new look at how we educate our students and in doing so, reconsider the traditional role of arts in education.
According to Pink, the two most common arguments for arts in education are what he calls the fundamental argument and the instrumental argument. The fundamental argument states that the arts are widely accepted as an integral part of a well-rounded education. Put another way, the arts are a key ingredient in educating the whole child.
The instrumental argument claims that the real value in the arts lies in its ability to enhance a student’s understanding of and performance in core academics classes. In its simplest form, this argument claims that the pay off in taking a stone carving course comes as it boosts a student’s understanding of and, subsequently, performance in geometry.
While both of these arguments have merit, Dan Pink posits a third argument for the inclusion of the arts in education – what he calls the "fundamental-instrumental" argument. Pink’s contention is that the arts teach essential qualities, or human abilities, which in and of themselves are indispensable in preparing our students for success. Specifically, it is through the arts that students develop six important capabilities – design, story, symphony, empathy, play and meaning – the mastery of which is essential to the future success and personal fulfillment of our students.
The basis of Mr. Pink’s "fundamental-instrumental" argument is grounded in his claim that our future belongs to a different kind of person with a different kind of mind. In his book, A Whole New Mind, Dan Pink lays out a map to where we need to be heading in the future.
Today the defining skills of the previous era – the “left brain” capabilities that powered the Information Age – are necessary but no longer sufficient. And the capabilities we once disdained or thought frivolous – the “right-brain” qualities of inventiveness, empathy, joyfulness and meaning – increasingly will determine who flourishes and who flounders. For individuals, families, and organizations, professional success and personal fulfillment now require a whole new mind. (Pink, 3)
Drawing on research and relying on the art of story-telling, Pink suggests that our generation has been taught from cradle to college that success comes to those who are able to effectively demonstrate a mastery of the left-brain capabilities – logical, sequential, linear, analytical thinking. We have come to believe, and justifiably so, that these essential skills give us the best chance of successfully navigating our way down the path toward opportunity and achievement, accepting potentially lucrative work in areas such as computer-programming, finance, and law.
Certainly, these capabilities are and will always remain vital to our success. However, the suggestion by Pink is that they alone will not sustain us if we are going to succeed in a future that is very different than the one you and I may have imagined while growing up. Capabilities that were once considered a lock for opportunity and success can no longer stand on their own. Instead, a new kind of mind is in demand, one that combines a mastery of the left-brain capabilities with those of our right-brain – holistic, inventive, empathetic, big-picture thinking.
Why the shift? According to Pink, the short answer lies in our changing social and economic landscape. Society has reached the point where today’s excess and abundance have left many searching for meaning as much as for material gain; skills that were once the cornerstone of our education and upbringing are being outsourced and displaced, leaving many looking for new skills for success; and white-collar jobs that were once considered solid careers guaranteeing the good life, are being lost to a better, faster, cheaper competitor – the computer, leaving the future in the hands of those who are able to approach it using the whole mind.
What are we at independent schools to do? The simplest answer is to stay true to our mission. An honest look at independent schools shows that we are doing a pretty good job of educating with a whole, new mind. Most would agree that the idea of giving full attention to the development of both the left-brain and right-brain capacities is one of the realities that distinguish independent education. The challenge for us is to bravely lead the charge of granting right-brain activities a more prominent role in our education. In doing so, we acknowledge the vital role that the arts play in the development of the six essential qualities – design, story, symphony, empathy, play and meaning – which Pink refers to as high-concept, high-touch senses (adapted from A Whole New Mind, 65-66):
Design – Rather than creating a product, service or functional experience, we must develop the capacity to create things that are also beautiful, whimsical and emotionally engaging.
Story – It is no longer sufficient to simply relay information. Instead, we must nurture the art of persuasion, communication and narration.
Symphony – The ability to take a group of seemingly disparate pieces and see the connection to the whole. To be able to cross boundaries, look at the big-picture and synthesize ideas.
Empathy – To be logical is to be human. However, in our evolving world of information exchange, logic alone will not suffice. The need to listen, forge relationships, and understand what makes another tick is essential for communication and connection.
Play – While there is a time for seriousness, a growing body of evidence points to the personal and professional benefits of laughter, lightheartedness, and humor.
Meaning – Even in a world of material plenty, there remains a need in most to pursue a life of purpose, transcendence, and personal fulfillment.
Dan Pink’s message will resonate with many in the independent school world - a validation for some, a call to action for others. Either way, the challenge for each is to continue to take seriously the responsibility of preparing our students for their future. Rather than standing still, we must forge ahead, achieve new heights, and embrace what is to come with a whole new mind.