Critical Thinking through Creative Thinking.

Autor/in	Bozik, Mary
Titel	Critical Thinking through Creative Thinking.
Quelle	(1987), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Communication; Cognitive Processes; Cognitive Style; Communication Research; Creative Thinking; Creativity; Critical Thinking; Higher Education; Learning Processes; Learning Theories; Logical Thinking; Metacognition; Secondary Education; Speech Communication; Speech Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Klassengespräch; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Kommunikationsforschung; Kreatives Denken; Kreativität; Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning theory; Lerntheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarbereich; Speech training; Sprechübung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While there has been much debate about defining and teaching critical thinking, little discussion has occurred regarding the connection between critical thinking and creative thinking, especially in relationship to teaching speech communication. While it was once thought that creativity is something that some are born with and some are not, recent research has found that creativity can be fostered like any other thinking skill. Findings have revealed that mastering any kind of knowledge requires both creativity and critical skills, while early stages of learning require simple memorization of rules. Both the "soft" thinking behaviors of creative thinking (such as dreams and fantasies) and the "hard" behaviors of critical thinking (such as reason and reality) are needed to solve complex problems. Thus, to encourage creative as well as critical thinking in speech classes, educators must take care to create classroom environments conducive to both kinds of thought. A nonthreatening atmosphere, emphasis on communication, and liberal doses of humor all support higher level thinking skills. A system of motivating rewards (for instance, showing how learning a skill connects with the students' lives) is also beneficial. Positive teacher attitudes, a belief that students can foster their own learning, and encouragement of classroom communication are other ways to help speech communication students develop creative and critical thinking skills. (SKC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01