Tag Archive: IELTS


Einstein, imagination and IELTS

einsteinI am currently doing online language lessons to a group of university students  who are preparing for the IELTS exam.

Last week I set them the writing task (at least 250 words) of considering to what extent they agree or disagee with this quote attributed to Albert Einstein: “Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”

I thought of this question without considering  how I would answer it myself.  Before correcting their work, therefore, I  wrote my own version which I submit here for your evaluation:

Before considering the correctness of this provocative statement, it is necessary to reflect on what Albert Einstein meant by the words and concepts of ‘imagination’ and ‘knowledge’.

Given the reputation of the celebrated physicist, this quote cannot simply be dismissed as a throwaway remark. In other words, it should not be viewed in the same way as the sound bites of politicians and celebrities which are designed merely to gain publicity rather than to enlighten the populace.

We should therefore assume Einstein was in earnest when praising the role of imagination in thinking. The suggestion is that creativity allows a greater scope and depth to our thoughts that are not possible when they are restricted to facts alone. In this regard, it is worth reflecting on what is commonly understood by the word ‘knowledge’.

The gaining of knowledge can be defined as the accumulation of facts and information which enable us to make rational decisions. Rationality and logic are key concepts here; these place a high value upon reason. Following instincts or ‘gut reactions’ to events or situations is implicitly frowned upon. Following such a philosophy rigidly appears to leave little space for creativity.

The danger of sticking solely to fact-based responses comes when applying this knowledge to complex problems or unexpected events. Innovative thinking usually requires taking a more lateral approach and this entails imagining less conventional options.

This is, in my view, the essence of what Einstein was recommending. His provocative remark should not be viewed as a dismissal of knowledge but rather as a reminder that sometimes we should give ourselves permission for the heart to rule the head. By imagining other ways of being and doing our minds are open to infinite possibilities.

In conclusion, I would agree with Einstein that knowledge tends to narrow down our options leading to blinkered thinking and predictable responses. With imagination in full flow, the world is our oyster.  (322 words)


What grade would you give me (from 0 to 9.0)?

 

 

With some relief, I have finally come to end of another term of teaching English as a foreign language at Bologna University.

How to end courses on a positive note is always an issue for me. I dislike scheduling an end of course test for the final lesson, preferring to get this out of the way beforehand.

In this way, I can set aside the last class to include a kind of ‘where can you go from here’ pep talk.

My model for this kind of address is David Foster Wallace’s amazing ‘this is water’ talk at South Kenyon college. Brilliant as this speech was, there’s also something reassuring about the fact that the students who heard his talk were not immediately in awe of Wallace’s brilliance.

I am happy if my more humble speech avoids sounding too pompous or obvious.

On the whole, I probably need to include more humour. For better or worse, here’s what I said [my bracketed comments were added afterwards]:

“Nowadays, it’s common to hear people talking about life-long learning.

[I ask who has heard of lifelong learning – nobody has!]

One time, there was the mistaken idea that when you finished school or university, your official period of learning was finished – your next goal was directed solely to working and earning a living.

Learning is not a finite thing.   In one sense it never ends.

[The students look as though they are thinking: ‘Where is all this leading? / Does he think we’re dumb?]

People who remain curious about the world are, in my view, those who are most alive.

Learning a language is a very particular case.

[The students look as though they are thinking: ‘He DOES think we’re dumb’]

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