Creative Thinking Vs Critical Thinking

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Inquiring – identifying, exploring and organising information and ideas This element involves students developing inquiry skills.

Students pose questions and identify and clarify information and ideas, and then organise and process information.

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.

Critical thinking is at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems.

Creative Thinking Vs Critical Thinking

Examples of critical thinking skills are interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing and generalising.Creative thinking involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome.This includes combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition.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.They become more confident and autonomous problem-solvers and thinkers.Responding to the challenges of the twenty-first century – with its complex environmental, social and economic pressures – requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully.In Chapter 3 of this book, the author does a great job explaining that these are completely different thinking processes.The author provides the following definitions: I hadn’t thought about the differences between these two types of thinking…in fact, I’ve even used them as interchangeable terms for the same thing!Students imagine possibilities and connect ideas through considering alternatives, seeking solutions and putting ideas into action.They explore situations and generate alternatives to guide actions and experiment with and assess options and actions when seeking solutions.

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