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First of all, schools fail to foster students creativity. Creativity here is defined as an essential cognitive process by which ideas are generated, developed, and transformed. Creativity is well developed through the way children make a diversity of questions to draw newly profitable conclusions, nevertheless, in the majority of contemporary schooling systems, teachers impose their knowledge on their students, which eventually makes kids neglect to ask why. Most Vietnamese teachers, for instance, only train youngsters to solve equations with repeated formulas or write an essay with a detailed given outline but do not let them come up with anything original. Thus, all that children can do is become a copycat since they are forced to obey the rules as well as the formats of provided paradigms, and any novel idea made by children on their own that do not meet the mold is highly rejected. This passive teaching deprives students of their curiosity and the ability to discover new information about a problem and to create a new and u

nexpected solution (Gopnik, 20). In other words, current methods of teaching at schools are likely to make children become learners lacking their own initiative, hence not only do they not advance their creativity, but they show less interest in researching and extending their grasp of school subjects as well.
In the famous Ted-talk, Do schools kill creativity, Robinson (2007) claimed that schools kill creativity, arguing that we dont grow into creativity, we grow out of it. Or rather we get educated out of it. Like other recent studies, Robinsons statement proves that children’s creative ability is hindered by schools. According to Runco, Acar & Cayidgag (207), there was a discrepancy between creativity displayed in and outside of the school. Significantly more creativity was reported in the activities occurring outside compared to in school. A number of students surveyed say that they can obtain practically handy knowledge and trigger their imaginativeness thanks to outside experience rather than sole rigid lectures in class.