“Many highly talented, brilliant, creative people think they’re not, because the thing they were good at in school wasn’t valued.” ~ Sir Ken Robinson
This perspective highlights the role of creativity, curiosity, and emotional engagement in redefining learning across both education and professional practice.
This quote expresses a key criticism of modern education: traditional systems often overlook and undervalue different types of intelligence and creativity. In a world that increasingly values adaptability and innovation, skills such as creative thinking and reflective learning are more important than ever. Educational thinkers such as Sir Ken Robinson and Robert Quinn (2021) argue that learning should go beyond rote memorization and standardized assessments. Robinson critiques how rigid educational models can unintentionally suppress creativity, while Quinn emphasizes learning as a dynamic, experiential process. Together, their perspectives suggest that education and professional development must prioritize creativity, self-reflection, and adaptability in order to prepare individuals for meaningful success in an ever-changing world.
Emotion and creativity are often overlooked in conversations about effective learning, yet they play a fundamental role in how people process and apply new information. Research consistently shows that when learners are emotionally engaged and can connect personally with the material, their understanding deepens. Quinn (2021) explains that emotional connection fosters meaningful mental models through reflection and feedback. Similarly, Robinson (2021) underscores the importance of supportive environments that encourage creative exploration, so learners feel safe enough to take risks and learn from failure. These perspectives reinforce the idea that intellectual growth is deeply intertwined with emotional and creative experiences.
These ideas are not limited to education as they resonate strongly in professional fields like real estate, where learning happens in real time through relationships and decisions. In this context, emotion and creativity are just as critical as market expertise and legal knowledge. Buying or selling a home is rarely just a financial transaction; it often reflects a client’s personal history, hopes, and emotions. Quinn’s emphasis on experiential learning applies directly to real estate, where each client interaction becomes an opportunity to learn from behavior, communication, and motivation. Likewise, Robinson’s focus on creativity aligns with the need for innovative thinking when marketing properties, staging homes, or navigating negotiations. Real estate professionals who lead with empathy and imagination are better equipped to offer thoughtful, personalized solutions, and to turn routine transactions into meaningful client experiences.
The more I reflect on the insights of Sir Ken Robinson and Robert Quinn, the more I recognize that learning, much like dance, is a form of movement that thrives on rhythm, balance, and the willingness to improvise. Both thinkers emphasize that genuine growth stems not from repetition, but from curiosity, experimentation, and risk. In my career as a realtor, every client interaction feels like a new choreography that’s fluid, unpredictable, and filled with opportunities for creative adaptation. By approaching challenges with empathy and innovation, I am continually reminded that learning is not a fixed destination but an evolving process. Viewing learning as movement has reshaped how I approach challenges, with greater flexibility, creativity, and openness to change. Ultimately, Robinson and Quinn affirm that creativity is not just an artistic skill but a mindset that sustains continuous growth, meaningful connections, and purposeful forward momentum.
References:
Quinn, C. (2021). Learning science for instructional designers: From cognition to application. Association for Talent Development.
Robinson, K. (2006, February). Do schools kill creativity? [Video]. TED Conferences. https://www.youtube.com/watch?v=iG9CE55wbtY
