The goal of cities which try to be creative is to create conditions which are open enough so that urban decision-makers can rethink potential, for example turning waste into a commercial resource; revalue hidden assets, for example discovering historic traditions that can be turned into a new product; reconceive and remeasure assets, for example understanding that developing social capital also generates wealth; reignite passion for the city by, for example, developing programmes so people can learn to love their city; rekindle the desire for learning and entrepreneurship by, for example, creating learning modules much more in tune with young peoples' desires; reinvest in your talent by not only importing outside talent but by fostering local talent; reassess what creativity for your city actually is by being honest about your obstacles and looking at your cultural resources afresh; realign rules and incentives to your new vision, rather than seeing your vision as being determined by existing rules; and reconfigure, reposition and represent where your city stands by knitting the threads together to retell your urban story, galvanizing citizens to act. To elaborate on learning, it might mean reconfiguring curricula to teach higherorder skills, like learning to learn and to think, rather than more topics, or alternatively to think across disciplines beyond the silos rather than learning facts. The resilience to survive requires new educational curricula. The Australian curriculum is an example of moving in this direction.
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