Concepts of Creativity and Critical Thinking

Concepts of Creativity and hypercritical intellection thought process fictively, Thinking Critically (Group 3)AbstractsThese days, people often use the phase of Think sum forth of the box. Hence it related to term original cerebration and vituperative mentation. So, what ar those term means? Why it is important to rent these thought process skills? How does those kind of intending fit in modern study benefit and does it benefit scholars especially? This paper will introduce to the inventive and full of life cerebration non as definite, but to set up an theme on what is it ab break through. Next, sustain it in Hong Kong context.1.0IntroductionIts not easy to give an exact definition of creativity and slender persuasion. Both aspects harbor varying of elements which reserve effects on the flow of the thinking. For fanciful thinking, lots of researchers came out with their give definition based on their findings. Gardner (1993) defines creativity as the coge ncy to solve problems and fashion new products and to raise new dubiousnesss. However, this definition does not cover the whole term of creative creative is much much(prenominal) than that, but yes, it is a gist for others to branch out more on the term. Thus Gruber Wallace (1999) say that a creative idea must(prenominal) be new and must be given value by most external criteria followed by Robinson (2001) depicts creativity as imaginative processes with outcomes that are original and of value.Once the creative thinking has preceden place, and then it leads to the abutting part which is critical thinking. When someone has use their creative thinking, critical thinking comes in and evaluates ideas to narrow down the focus made by creative thinking and pick idea w here(predicate) it is the most relevant and or take aim potential to succeed (Ruggiero, 1999). Encouraging students to think critically involves, among other things, circumstances them to distinguish opinions from facts, to evaluate evidence, and to avoid shrent and illogical thinking. This approach is very important in helping to avoid (by recognizing) manipulation, which in turn potty allow intellectual independence and creativity to flourish (Browne Keely, 1993 Mayfield, 1997 Paul, 1995). correspond to Meyers (1986), he gives out four elements which are necessitate in learning environments to go on the evolution of critical thinking. First and foremost, the stimulation of students interest. It is required for the students to taken equivalent in a certain topic for them to study deeper in it. scholarly persons with interest is much better in waxing their critical thinking. Secondly, the creation of meaningful word of honor. Based on their liking, the students are more convenient and confidence to talk about it. Thirdly, the exposure to the thoughts and views of others. In this session, the students will larn various opinions and feedback from others. They will learn how to rea ct and give comments to those who agree or disagree with their opinion. Lastly, the fostering of a nutrimentive and trusting atmosphere. These kind of discussion is giving out positive vibes in student for their development in critical thinking. They layabout gain more confidence and hence helps their mind to become more mature and open to other position and out of their comfort zone.2.0Combination of Critical and Creative ThinkingThe combining between two types of thinking namely critical and creative thinking had been research by many a(prenominal) researchers in the world. consort to Julie (2008), he give tongue to that in study in order for the student to adapt with a changing world , he or she must change room of thinking different from the past. The benefits of this combination has been point out by many research such as can boots up student to take time to generate many ideas and argument , to ask penetrating questions and agnize the validity of arguments (Julie ,200 8).2.1Difference between Critical and Creative ThinkingAccording to fisherman ( 2002 ) , he has listed possible term to recount critical and creative thinking based on figure 1. According to this figure, the tendency for the people to think critical is more on left humor and think creative on right brain. Kendra (n.s) stated that the right brain has more abilities in expressive and creative task while in the left brain is more to asking that involve logic, language and analytical thinking. But , jibe to Julie ( 2008 ) , in order to encourage the student to think creative and critical , an approach that can combine critical and creative thinking needed to implemented instead and focussing scarcely the distinction.2.2Critical and Creative Thinking in Problem SolvingJulie (2008) stated that the benefits of critical thinking is it can help student to figure out and evaluate entropy that can be found via internet and mass media due to die hard of left hemisphere of the brain that has logical and analytic qualities ( Adam . ns). In addition to, creative thinking also has benefits in which this type of thinking can improve students academic performance if the student can identified their creative abilities. In order to combine some(prenominal) creative and critical thinking, one of the approaches that can help student is employ problem solving technique.Problem solving technique can be defined as a process in which we perceive and part a gap between a present situation and a desired goal, with the path to the goal blocked by known or unknown obstacles (William, n.s).According to King (2014) , to lot problem solving technique , on that point are seven step that need to focus such as analyse the problem , imagine the solution , plan solution , apply the solution , evaluate the solution , improve the solution and implement the solution.2.3Critical and Creative Thinking in take of LearningBlooms Taxonomy had been develop by Benjamin Bloom in order to cast up higher forms of thinking in education, such as analysing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). According to Julie (2008), bloom taxonomy populate of three domain namely affective (feeling, preferences and values) , psychomotor (physical and perceptual activities and skills) and cognitive (thinking , evaluating and synthesizing information).Julie (2008) stated that, bloom taxonomy (figure 3) consist of six categories or take aim which represented in a triangle. The number 1 level which the largest section at the base in the triangle is called Knowledge. According to bloom, in education level 95 % of test question only test the student to think at this basic level. For example in the classroom setting, the question is more likely to ask what is the definition of ..? . According to Leslie, the verb that related to this level are define recall, memorize and know identify. The hour level is known as comp rehension which involve interpretation and mixed bag of ideas. In this level, it more focusing on ability to create or interpret meaning from material such as report recognize, describe discuss and differentiate. For example question that related such as which is the top hat answer..? and more like question in multiple choice exam. The three level is application which also can be defined as using learned material in new situation. In this level, it more focusing to use learned material in new and specific solution.. In the classroom setting, the student will be test on question such as how would you show your chthonianstanding of ..?.The fourth level is analysis. Analysis can be defined as ability to differentiate material into component parts and present the relationship between those part. For example, the question that related to this level such as what inferences that can you make from. subtr achieve which places in level five can explain by relieve oneself the ability to put ideas together to form new ways that unique, innovate and creative. The question such as Can you predict the outcome if ..? can be used in synthesis level. The last level is military rating in which the level more focusing on ability to conduct judgement and critique the worth of ideas based on reviewing and evidence. For example in the classroom , the question such as Do you agree with the action / outcomes can be used to understanding of evaluation level.3.0 Malaysia education agreementGenerally, Malaysia education system is divided into two pre-tertiary and tertiary education. Pre-tertiary that includes primary and substitute(prenominal) education is regulated under Ministry of Education (MOE) whereas tertiary education is under the jurisdiction of the Ministry of Higher Education (MOHE). run into 4According to Figure 4, primary education begins at age of seven and lasts for six years, referred to twelvemonth 1 up until Year 6. Students are promoted to the next year di sregarding of their academic performances. Furthermore, most students who had completed their primary education are admitted to go to secondary education. As secondary education lasts for five years, referred to as clear 1 to 5. As stated at Figure 4, secondary education are divided into two levels which is from produce 1 to Form 3, are known as Lower Secondary whereas Form 4 and Form 5 are known as Upper Secondary.The government have provides 11 years of primary and secondary education to students. After triple-crown completion of 11 years of study, students are given the option to protract their studies in post-secondary schools to get a pre-university qualification (such as Matriculation programme) or further their study at higher level institution.3.1Gifted Education in Hong KongFigure 5The three-tier of empower education framework was take in 2000. Based on this figure, the Education Bureau of the Hong Kong Special administrative Region (HKSAR) stated in Education Com mis sion Report No.4 that Hong Kong should develop a school-based programme in mainstream schools. Hong Kong Academy of Gifted Education (HKAGE) has come up with these policy where they want to develop the potential of gifted students by providing them with opportunities to receive education at appropriate levels.According to Figure 5, here are the explanationsLevel 1 ATo immerse the core elements advocated in gifted education i.e. High-order thinking skills, creativity and personal-social competence in the platform for both students BTo differentiate teaching through appropriate assort of students to meet the different require of the groups with enrichment and extension of curriculum across ALL subjects in regular classrooms.Level 2 CTo conduct pull-out programmes of generic nature outside the regular classroom to allow systematic bringing up for a homogeneous group of students (e.g. Creativity training, leadership training, etc.) DTo conduct pull-out programme in specific areas ( e.g. Maths, Arts, etc.) outside the regular classroom to allow systematic training for students with outstanding performance in specific domains.Level 3 EThe HKAGE collaborates with tertiary institutions and other educational organizations / bodies to provide a wide and increasing range of programmes for exceptionally gifted studentsTo cater the educational needs of gifted students, they advocate the following guiding principlesNurturing multiple intelligences is a requirement of basic education for all students and should be part of the mission for all schoolsThe needs of gifted children are best met within their own schools though it is recognized that opportunities to learn with similarly gifted students are important. Schools have an obligation to provide stimulating and challenging learning opportunities for their studentsThe identification of gifted students should recognize the breadth of multiple intelligencesSchools should ensure that the social and emotional, as advantage ously as the intellectual, needs of gifted children are recognized and met.4.0ConclusionThe students must be given the motivation to think, the time to develop ideas, and the collaboration and support to encourage creative and critical thinking. Connecting ideas, seeing the similarities and differences, and the most important, be supple and curious in thinking are the important aspects that education needs in teachers and students.References1. Huitt, W. (1992). Problem solving and decision making Consideration of someone differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24,33-44.Retrievedfrom http//www.edpsycinteractive.org/papers/prbsmbti.html2. Sicinski, A. Visual Thinking Magic The Evolution of Extraordinary Intelligence Creativity Merging the left hand Right Brainhttp//www.visualthinkingmagic.com/creativity-left-right-brain3. King. Thoughtful Learning Blog Teaching origination and Problem Solvinghttp//thoughtfullearning.com/blogpost/teaching-i nnovation-and-problem-solving (Accessed 2014-04-22 )4. Forrrester , J.C. 2008. ThinkingCreativelyThinking Critically. Asian Social Science5.https//www.justlanded.com/ English/Malaysia/Malaysia-Guide/Education/Introduction6. http//www.edb.gov.hk/en/curriculum-development/major-level-of-edu/gifted/hong-kong-development/introduction.html