The products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-generated output, or occur as virtual reality.
Concept formation is the mental activity that helps us compare, contrast and classify ideas, objects, and events.
Students identify, consider and assess the logic and reasoning behind choices.
They differentiate components of decisions made and actions taken and assess ideas, methods and outcomes against criteria.
I just started reading “Think Better: An Innovator’s Guide to Productive Thinking” by Tim Hurson.
I just started Chapter 3 and have become amazed that I hadn’t thought about the difference between Critical Thinking and Creative Thinking…though I’ve blogged about the subject in the past (see The Problem(s) with Linear Thinking, Critical Thinking Definitions, and my review of Jack’s Notebook).One paddle represents creative thinking while the other represents critical thinking.If you were to only use one paddle (i.e., creative thinking), you’d end up going in circles.They apply knowledge gained in one context to clarify another.In developing and acting with critical and creative thinking, students: This element involves students analysing, synthesising and evaluating the reasoning and procedures used to find solutions, evaluate and justify results or inform courses of action.Concept learning can be concrete or abstract and is closely allied with metacognition.What has been learnt can be applied to future examples. Dispositions such as inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, a readiness to try new ways of doing things and consider alternatives, and persistence promote and are enhanced by critical and creative thinking.They use questioning to investigate and analyse ideas and issues, make sense of and assess information and ideas, and collect, compare and evaluate information from a range of sources.In developing and acting with critical and creative thinking, students: This element involves students creating ideas and actions, and considering and expanding on known actions and ideas.The author argues that using both thinking processes together creates a much more productive thinking process.An interesting analogy that he uses in the book is: Think of the thinking process as a kayak with 2 paddles.