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Jamesha Pete
April 17, 2014
D-3
Let 1
1. Distinguish between traits and activities of critical and creative thinks.
Critical thinking is a common "buzz phrase" in educational, psychological, and Philosophical, circles today. Much work has been completed in the name of critical thinking in education to date that not only leaves one wondering how it is measured, but also leaves one groping for a cognizant definition of critical thinking. Part of this ambiguity lies in the existence of multiple definitions for critical thinking. Creativity is a complex construct and is most commonly expressed through a broad range of intelligences including linguistic, musical, mathematical, spatial, kinesthetic, interpersonal, and perhaps even intrapersonal .In a classic study of creativity, Taylor proposed the existence of five typologies for creativity. These were expressive, productive, inventive, innovative, and emerge native. Expressive creativity is the type of spontaneous creativity often seen in children and is exemplified in drawings and play. Scientists and artists illustrate productive creativity. An element of spontaneous production remains, yet is characterized by the need to create rather being restricted by the need to express. The third classification is inventive creativity that may be described as a problem solving or a creation to improve an existing technology. An example would be an engine invented to make farm tractors more fuel-efficient. Innovative creativity deals with the capacity to improve or reinvent an existing organism or object through the utilization of conceptualization skills. An example is the recent movement to reinvent government, in which the existing governmental structure was redefined through reconceptualization. The final type of creative skill is emerging native. Creative thinking involves searching for meaningful new connections by generating many unusual, original, and varied possibilities, as well as details that expand or enrich
April 17, 2014
D-3
Let 1
1. Distinguish between traits and activities of critical and creative thinks.
Critical thinking is a common "buzz phrase" in educational, psychological, and Philosophical, circles today. Much work has been completed in the name of critical thinking in education to date that not only leaves one wondering how it is measured, but also leaves one groping for a cognizant definition of critical thinking. Part of this ambiguity lies in the existence of multiple definitions for critical thinking. Creativity is a complex construct and is most commonly expressed through a broad range of intelligences including linguistic, musical, mathematical, spatial, kinesthetic, interpersonal, and perhaps even intrapersonal .In a classic study of creativity, Taylor proposed the existence of five typologies for creativity. These were expressive, productive, inventive, innovative, and emerge native. Expressive creativity is the type of spontaneous creativity often seen in children and is exemplified in drawings and play. Scientists and artists illustrate productive creativity. An element of spontaneous production remains, yet is characterized by the need to create rather being restricted by the need to express. The third classification is inventive creativity that may be described as a problem solving or a creation to improve an existing technology. An example would be an engine invented to make farm tractors more fuel-efficient. Innovative creativity deals with the capacity to improve or reinvent an existing organism or object through the utilization of conceptualization skills. An example is the recent movement to reinvent government, in which the existing governmental structure was redefined through reconceptualization. The final type of creative skill is emerging native. Creative thinking involves searching for meaningful new connections by generating many unusual, original, and varied possibilities, as well as details that expand or enrich