“The Element” by Ken Robinson is a personal transformation, educational, and self-awareness book that seeks to provide helpful techniques for identifying one’s interest. The primary goal of the book is to enable readers to find their Element. Robinson describes the term “Element” as a point where individuals’ natural ability meets with their passion (Robinson & Aronica, 2010). He considers it essential for every person to understand and find his or her Element. From the stories presented in his book, it is clear that individuals are not guaranteed to discover their Element. Some may locate it in the course of their lives, while others may never find their Element. Robinson also notes that individuals who identify their Element earlier have a higher chance of making significant achievements in life than those who recognize it later. In a bid to enable readers to find their Element, Robinson incorporated several principles and stories in all the eleven chapters. He also poses different questions at the end of each chapter to enable readers to determine whether they have found their Element or not. Generally, Robinson’s central objective is to help readers find their Element, which will allow them to make greater achievement in their lives. This essay explores the means and importance of finding one’s Element by analyzing the various ideas, principles, and practical guidance presented in Robinson’s book.
In essence, Robinson’s book helps readers to explore how to identify their talents, passions and the ways of developing positive attitudes. It also encourages learners to try different kinds of study techniques to identify one that match their learning styles. Generally, Robinson places much emphasis on the view that students have diverse ways of learning. For some learners, using pastels, paper, and multiple visual imagery, such as vision-boarding, works best. Conversely, others may prefer the use sound, music or words. Each learner prefers different learning style, which often has greater influence on their academic success. Therefore, students should identify their most appropriate learning styles to realize the best of their academic abilities. Besides the students, Robinson’s book is designed for older readers. Specifically, the book provides practical guidance that older adults can use to identify their Element. Robison clarifies that individuals are constantly changing and growing and hence it is not too late for them to discover a fulfilling life of purpose and happiness (Robinson & Aronica, 2010). In essence, Robinson’s point is that people can find or expand their Element regardless of their age.
In chapter one, Robinson uses an often narrated story of a dancer named Gillian Lynne to demonstrate how some people find their Element. Like the majority of people who have identified their Element, Lynne initially had a poor school experience. Besides performing poorly, Gillian got considered as a disruption to her class due to her undesirable behaviors, such as noisy fidgeting and inability to pay attention (Robinson & Aronica, 2010). Thinking that she had a learning disorder, her teachers viewed that it might be suitable for her to get transferred to a special school. In a bid to solve this issue her mother took her to a psychologist who later discovered that Gillian was a dancer. After observing Gillian’s behaviors, such as her inability to sit still and her excitement towards music, the psychologist concluded that Gillian is a dancer and hence she needed to attend a dance school. She started attending dance school, which prepared her to be a professional dancer. The identification of her Element was facilitated by her parents and psychologists. Thus, this implies that people can find their Element through external support.
Robinson expounds his concept of Element with a similar example: Matt Groening. The key similarity between Matt and Gillian is that they both found their Element while in school. However, unlike Gillian, Matt had positive experience in school. He had decent grades and could pass all the key tests. Besides studies, Matt spent much of his time drawing different kinds of structures, which made him excel in art class. His artistic talent was later identified by his teachers and parents. Still, they advised him to pursue a different career other than arts. However, Matt made a decision to follow his artistic passion, which, in turn, enabled him to become a successful artist. By identifying his Element, Matt got empowered to make significant achievement in his life. The implication of Matt’s case is that individuals can identify their Element without any external aid. Focusing on one’s passion can enable a person to identify his or her Element individually.
Within the first chapter, Robinson also expresses his argument that the current education systems do not support learners in finding their Element. He therefore calls for educational reform. The various examples presented in this chapter, such as the Gillian’s case serves as an evidence of the ineffective education system. Schools that do not consider dance as a formal constituent of its curricula discourages students from developing their dancing talent. According to Robinson, one of the features contributing to this ineffectiveness is the preoccupation with specific kinds of academic ability (Robinson & Aronica, 2010). While academic abilities are essential, schools preoccupation with specific abilities, such as critical analysis and reasoning specifically with words inhibits students from thinking differently. Another feature of the current system is the hierarchy of subjects. In the current system, subjects, such as mathematics, sciences and languages gets placed at the top, while other subjects, such as arts are placed the bottom. This embedded structure in current education system reduces the capacity for most of the learners to use their formal education as a medium for exploring where they can try out many activities, and finally discover their Element (Robinson & Aronica, 2010). Robinson is mainly critical of standardized test that does not support the uniqueness of every learner. Generally, the above features of education system works against many students finding their Element.
In chapter 2, Robinson continues with his argument about education system by presenting the story of Mick Fleetwood who also had poor school experience due to the ineffectiveness of the education system in supporting non-academic abilities, such as artistic and musical abilities. Specifically, the system placed much emphasis on subjects such as math and other academic work that learners like Mick could not understand.
Robinsons further discusses the peoples’ tendency to overlook their senses and abilities. Applying the Kathry’s study, he argues for the acceptance of balance as the sixth sense. Others research by psychologist identifies four additional senses, which include temperature, pain, acceleration as well as kinesthetic senses. The author backs up this discussion with a story of an Olympic gymnast named Bart Conner. Early in his life, Bart realized that he could perform several startling actions due to his higher sense of balance. For instance, he could walk upside down using his hands. Although this ability did not have much practical use, it acted as an avenue to his gymnastic training, which later made him one of the most celebrated gymnast in the U.S. He has been a world champion, U.S.A champion, and Olympic champion. Such athletes help to prove the existences and importance of human sense, such as balance that people usually take for granted.
The chapter also covers the discussion of human intelligence. Robinson’s key point is that individuals should not gauge their intelligence using academic abilities exclusively because human intelligence goes beyond these abilities. In reality, people have multiple intelligence, such as mathematical, musical, inter and intra-personal, linguistic, spatial and Kinesthetic intelligence, which cannot be evaluated using a single measure. According to Psychologist Howard Garner, these forms of intelligence are not dependent of each other (Robinson & Aronica, 2010). Also each type of intelligence is essential and none is more valuable than other, although some might be more applicable than others. He argues that students have dissimilar strengths in different forms of intelligence. Therefore, education system should treat them equally to enable each student develop his or her individual abilities. Other psychologist, such as Robert Sternberg acknowledges the existence of multiple intelligence. However, unlike Garner, he categorizes intelligence into three types, which include the analytical, creative and practical intelligence (Robinson & Aronica, 2010). The analytical refers to the aptitude to resolve issues using academic skills, while creative intelligence denotes the ability to manage new situations and develop original solutions. Practical intelligence, on the other hand, refers to the ability to solve challenges in daily life. In general, the above description shows that human intelligence is diverse. Hence, individuals should strive to identify their specific forms of intelligence, which can enable them find their Element.
In chapter 3, Robinson uses a story of Faith Ringgold to discuss the concept of creativity. He presents the Ringgold educational background to demonstrate how creativity should get natured. Ringgold’s inability to attend school throughout her childhood gave her the freedom to try new things, which, in turn, contributed to the development of her artistic skills. Robinson argues that creativity requires a medium in which it can manifest itself (Robinson & Aronica, 2010). For that reason, education should support various kinds of activities, such as music and dance to allow each student nature his or her creativity. He also contends that individuals’ perceptions of creativity are inaccurate because they are shaped by the society’s limited understanding of what creativity means. Robinsons argues that like intelligence everyone has his or her own creativity. He contend that people can be creative in various activities ranging from art, music to business. In the third chapter, he also discusses the need for imagination in enhancing creativity. Robinson states that imagination should not get overlooked because imagining different possibilities is a part of the creative process.
In chapter 4, Robinson uses the term “Zone” to describe individuals who have identified their Element or people who are engaged in activities that they are passionate about. According to him, being in a “Zone” involves performing activities that one is naturally good at. Some of the major aspects that signify being in a zone includes freedom and authenticity. Individuals are more likely to feel their true sense of self when performing activities that they love. According to Robinson, some of the main features that characterizes being in a zone, include the meta-state, flow and optimal experience (Robinson & Aronica, 2010). The meta-state denotes a situation where ideas comes with ease, enabling one to accomplish his or her tasks effectively. Flow occurs when the psychic energy get invested in realistic objectives, and when abilities coincides with opportunities for action. The optimal experience, on the other hand, involve facing a problem that needs the application of a skill one already possesses. These features allows individuals to confirm whether they have found their Element or not.
In the fifth chapter “Finding your tribe”, Robinson argues that finding and spending time with a group of people who have similar passion can improve creativity and human potential. He regards such groups as a tribe. In many cases, the achievement of a tribe or a team is higher than that of an individual who works alone because a tribe provides synergy. A tribe also encourages one to perform excellently to keep up with his or her peers. In general, Robinson suggest that people should seek support in groups that shares their Element to improve or expand it.
In chapter 6, Robins explores the obstacles that can hinder one from finding his or her Element. He categorizes these barriers into three groups, which include the personal, social and cultural hurdles. Some of the personal barriers illustrated in this chapter include diseases and financial problems. Social barriers, on the other hand, include the fear of disapproval by the peer groups or family members who might have a different view on what one should do (Robinson & Aronica, 2010). Since culture is a system of permission it can act as a barrier to some of activities that might get viewed as unacceptable. One might find it challenging to identify his or her Element if his or her passions does not coincide with the cultural values. For each of these categories, Robinson uses explicit examples to demonstrate the obstacles. Chuck close exemplify someone who faced individual problems in the form of learning disability and family struggles. Social barrier also gets illustrated with the example of Paulo Coelho whose parents reacted negatively in response to his aspiration to write. Zaha Hadid, who pursued an architectural career that was considered as a career job for men, serves as an example of people facing cultural barriers.
In chapter 7, Robinson emphasizes the role of attitude in identifying one’s Element. He claims that it is a person’s attitude towards daily happenings that makes a difference in his or her life. Research shows that people with positive attitudes are luckier than those with negative attitudes, implying that the individual can shape their lives by developing the right frame of mind (Robinson & Aronica, 2010). Robinson uses the story of John Wilsonind, who got blinded by an explosion in the school laboratory. Instead of giving up on his educational dreams, Wilson developed a positive attitude towards his condition, which enabled him to continue his studies and succeed both in his life. Thus, this proves that it is the attitudes towards life events that make the difference.
Chapter 8 presents the need for mentors in ones’ lives and the importance of the mentoring process. Mentors serve several roles, including recognition, encouragement, enabling, and stretching (Robinson & Aronica, 2010). Regarding identification, mentors recognize people’s interests and help them identify the specific constituent of the specialty that fits their passion. Concerning encouragement, mentors lead individuals to believe that they can accomplish a goal that might seem impossible to them. They remind their mentees of their skills and abilities to achieve their goals. Regarding the enabling role, the mentors can lead their mentees towards their Element by offering them advice and approaches to deal with their challenges effectively. They also help them stretch beyond their limits and prevent them from underutilizing their abilities.
In general, finding one’s Element necessitates the help and guidance of others, particularly the mentors. Robinson presents his story to illustrate the importance of mentors. He refers to the period he attended a special needs school for the disabled while he had polio. In the course of schooling, Robinson associated with Charles Strafford, who worked as a senior educator. His specific role was to report about the conditions of the school. As a mentor, Strafford enabled Robinson to identify his intelligence level by leading him to take an IQ test (Robinson & Aronica, 2010). His excellent result earned him a scholarship that led to his transference from a special needs school to mainstream state education, where he developed several interests that shaped his life. The author also presents the story of how Warren Buffett benefited from his mentor, Benjamin Graham. In sum, mentors play an essential role in aiding people to find their Element.
Chapter 9 addresses the issue of timing in identifying one’s Element. Robinson encourages older readers to continue finding their Element regardless of their age. Individuals should not consider themselves too old to find their Element. Robinson notes that one of the common reasons people consider themselves too old to be who they wish to be is the notion that life is linear. They think that there are no alternatives in life, and hence everyone should keep going forward. If they missed anything at first, they cannot take a step back and retry because they believe that getting back to track later might become difficult. In this chapter, Robinson presents the life of Susan Jeffers, who started her writing in her forties, a time that many individuals could consider too late. Other noteworthy examples of people who began later in life include Julie Child and Harriet Doerr. Besides timing, Robinson emphasizes that most creative individuals lead cyclic and nonlinear lives and usually proceed in their Element into old age, for instance, Benjamin Franklin and Jessica Tandy. In general, the discussion within this chapter indicates that age is not a hindrance to finding one’s Element.
In chapter 10, Robinson emphasizes that people should strive to make money despite their specific Element. Rather than relying on their profession, individuals should occasionally engage in other activities to make a living. Robinson opens this chapter with a story of a musician named Gabriel Trop, who earns his livelihood from businesses unrelated to his career (Robinson & Aronica, 2010). The author also distinguishes two terms: amateur and professional, which often relates to quality and expertise. The term amateur refers to a person who performs a particular activity for the love of it. On the other hand, professionals engage in a specific task to generate money that can sustain their livelihood. In essence, Robinson attempt to illustrate that individuals’ Element should not necessarily be their daily job.
The final chapter stresses the need for educational reforms to create an academic environment that supports learners in finding their Element. As noted in the first chapter, the current system values academic abilities development, thereby undermining students with non-academic skills. Students with non-academic skills, such as artistic and musical skills, may find it challenging to identify their Element while in school, because arts and music are considered non-important (Robinson & Aronica, 2010). Thus, educational reform, for instance, through the elimination of hierarchies, should get implemented to provide more opportunities for students to find their Element.
In conclusion, The Element is a valuable book to both the old and young readers. Specifically, its content helps transform the lives of students and non-students. Specifically, the book covers the various ways that individuals can use to find and expand their Element. One way is by striving to follow one’s passion persistently. Robinson has highlighted several examples of people who focused on their interests, such as arts and music, since childhood. Individuals can also find their Element by seeking help from mentors, who often help identify their mentees’ interests. However, finding one’s Element can get hindered by barriers, such as individual, social and cultural hurdles. Besides, Robinson discusses the issues of timing in finding one’s Element. He states that everyone, including the older adults, can find their Element. He suggests that individuals should not consider themselves too old to find their Element. Finally, Robinson emphasizes his argument that the education system should be revised to allow more students to find their Element. Generally, Robinson uses his book “The Element” to illuminate the concept of Element and encourage both the young and older readers to find their Element.