1 september 2014. Gabo already denounced the necessary change in schools and universities, “Above all, in high school one must have had the opportunity to explore many fields and students must know what it is that appeals to them”… learning to search for their element. Teachers no longer focus on aptitude and vocation; an early detection is what the world needs most. “The basis is that if a child is presented with several different toys, he or she will end up choosing one, and the State’s duty should be to create conditions for that toy to last the child. I am convinced that this is the secret formula of happiness and longevity; that everyone may live and do only what they like, from the cradle to the grave”. See his Manual para ser niño.
For him, Journalism was the best job in the world because he was passionate about it, he was alarmed when he heard students say they wanted to be journalists because the media hide the truth or because it’s the best way to get into politics, until one student said his passion to inform others was greater than his passion to be informed. You learn journalism by being a journalist, just like any other job, with practice and getting things wrong and starting again; you learn by reading, educating yourself, not by becoming a specialist at photocopying or today’s equivalent, professional “cut-and-pasters” looking for the easiest possible shortcut, hostage of their own thoughtlessness, where what we should be teaching is how to think. Today’s talents are individual efforts that fight against academies. Young people only become journalists when they learn everything again through practice, the key today is to unlearn so that you can learn again with a “virgin mind”. It is inconceivable that the same university entrance exams are taken for different areas of study… Medicine, Engineering, Journalism. That is still the prevailing “academic logic”, but is that logical? 1996.
According to Robinson, intelligence has three fundamental characteristics: it is extremely diverse, tremendously dynamic and evolutionary, in the sense that it develops over time. It is also incredibly distinctive, a part of each one of us, and that which distinguishes us from everyone else. How many times have we heard stories about the music teacher telling the Beatles they weren’t cut out for music, or that Einstein found high school boring and was no good at Math? We also need to know that creativity and intelligence are not the same thing, although they are often confused. Creativity is like learning to read and write: everyone can be creative, it is a given that anyone can learn to read, write, and create something. The trick is developing creative capabilities, not memory. The creative process is open to everyone, we are all creative and it is a process that has nothing to do with age. It isn’t true that we stop being creative as we get older, it is rather a matter of attitude and habit. These theories are creating a new education paradigm.
Both García Márquez and Robinson have done the same, conceptually, at different moments in time and in their own distinct words; we need new ideas and innovation for an education driven by passion.
The picture shown of Gabo, was taken in my recent trip to Cartagena de Indias, it was posted in the bulletin Board of Cartagena University