Most of us take for granted both the creativity of children and its subsequent loss. We do not try to understand, let alone prevent, this loss. Yet the disappearance of creativity is not a mystery; the explanation lies in a query that Jules Henry (1963), an American anthropologist, once made: What would happen, he asked,
if all through school the young were provoked to question the Ten Commandments, the sanctity of revealed religion” the foundations of patriotism, the profit motive, the two party system, monogamy, the laws of incest, and so on …. (p.288)
The answer to Henry’s question is clear: society, its institutions, and the organizations operating within it would be radically transformed by the inquisitive generation thus produced. Herein lies the rub: most of the affluent do not want to transform society or its parts. They would rather sacrifice what future social progress creative minds might bring about than run the risk of losing the products of previous progress that less creative minds are managing to preserve. The principal beneficiaries of contemporary society do not want to risk the loss of the benefits they now enjoy. Therefore, they, and the educational institutions they control, suppress creativity before children acquire the competence that, together with creativity, would enable them to bring about radical social transformations. Most adults fear that the current form and functioning of our society, its institutions, and the organizations within it could not survive the simultaneous onslaught of youthful creativity and competence. Student behavior in the 1960s convinced them of this.
(Ackoff, 1978, p. 4)