Hackschooling to Foster Creativity in Students in China

This paper proposes a method for refining the lack of creativity existent on middle schools in China. Actual teaching methods at schools do not focus on fostering student’s imagination, setting efforts in other priorities when educating students from all ages. We examined and categorized the results of a quantitative examination applied to students and categorized feelings about their educational institution by mapping relations of pairs of data; students suggested several words and then selected two of which fitted on their accumulated emotions. Creativity theory and experts believe that kids have tremendous talents and schools squander them (Sir Ken Robinson, 2006). Schools are responsible for fostering student’s ability to innovate but they are not improving significantly, and this is not particularly a country problem, oppositely it is a global situation. Due to this circumstance, we analyzed the educational cycle in a middle school case intending to find the mainstay relations between student’s time consumption and student’s creative output from the daily school routine. The essential role of parents in home teaching, and the possible effects that “hackschooling” or “homeschooling” can have on student’s life and education, are essential as expected explanation to the lack of creativity advocated by schools in the short and medium course. Finding better ways to accomplish the same goals outside of the educational establishment is fundamental. In a second procedure, we will examine the success of Finland in hackschooling as a comparison, and evaluate the chances of adapting and introducing Finland hackschooling principles in China as an innovation multiplier on child’ lives.