Stimulating Creative Thinking

(To be Added.)

 

Brown & Walter (1983, 1993) discuss problem posing - strategies for determining what a problem really is or of presenting a problem succinctly for solution - as a basis for creative problem solving.

 

Amabile (1983) has proposed that there are three components that determine a person's creative output:

1. Domain-relevant skills. These include knowledge, experience, and talent in a particular area. These skills are often taught in content-area courses.

2. Creativity-relevant skills. These include cognitive styles (e.g., independent, flexible, and risk-oriented thinking), working styles (e.g., high energy and persistence), and the ability to view problems from new perspectives. These are often taught in creativity or thinking-skills programs, but they can be incorporated into classroom instruction.

3. Task motivation. This refers to the inclination of the person to engage in the specified activity. Task motivation is likely to be stronger when motivation is intrinsic rather than extrinsic.

 

Amabile (1983) has reviewed studies showing that the same factors that stimulate intrinsic motivation (discussed in Chapter 5) also stimulate creativity.

Online Links:
Creative Thinking

The Critical Thinking Community
http://www.criticalthinking.org/

This web site offers a wealth of well-organized information about critical thinking, as well as links to numerous other sources of information.

Click on a topic from the following list, or use your web browser to go where you want to go:

• Introduction
• Learning-to-Learn Skills
• Content Thinking Skills
• Basic Reasoning Skills
• Summary of Thinking Skills
• Metacognitive Skills
• Development of Thinking Skills
• Cognitive Skills Instruction
• Self-Regulation of Learning
• Notetaking
• Stimulating Creative Thinking <<You are here>>
• Stimulating Critical Thinking
• What Teachers and Parents Can Do to Simulate Thinking Skills
• What Students Can Do to Simulate Thinking Skills
• Summary
• Annotated Bibliography