different creative and critical thinking

Creative Thinking vs. Critical Thinking

What's the difference.

Creative thinking and critical thinking are two distinct but equally important cognitive processes. Creative thinking involves generating new ideas, concepts, and solutions by exploring various possibilities and thinking outside the box. It encourages imagination, originality, and innovation. On the other hand, critical thinking involves analyzing, evaluating, and questioning ideas, arguments, and information to make informed decisions and judgments. It emphasizes logical reasoning, evidence-based thinking, and the ability to identify biases and fallacies. While creative thinking focuses on generating ideas, critical thinking focuses on evaluating and refining those ideas. Both thinking processes are essential for problem-solving, decision-making, and personal growth.

Further Detail

Introduction.

Creative thinking and critical thinking are two distinct cognitive processes that play crucial roles in problem-solving, decision-making, and innovation. While they share some similarities, they also have distinct attributes that set them apart. In this article, we will explore the characteristics of creative thinking and critical thinking, highlighting their differences and showcasing how they complement each other in various contexts.

Creative Thinking

Creative thinking is a cognitive process that involves generating new ideas, concepts, or solutions by exploring possibilities, making connections, and thinking outside the box. It is characterized by originality, flexibility, and fluency of thought. Creative thinkers often challenge conventional wisdom, embrace ambiguity, and are open to taking risks. They are adept at finding alternative perspectives and exploring multiple solutions to problems.

One of the key attributes of creative thinking is the ability to think divergently. This means being able to generate a wide range of ideas or possibilities, often through brainstorming or free association. Creative thinkers are not limited by constraints and are willing to explore unconventional or unorthodox approaches to problem-solving.

Another important aspect of creative thinking is the ability to make connections between seemingly unrelated concepts or ideas. This skill, known as associative thinking, allows creative thinkers to draw upon a diverse range of knowledge and experiences to generate innovative solutions. They can see patterns, analogies, and relationships that others may overlook.

Furthermore, creative thinking involves the willingness to take risks and embrace failure as a learning opportunity. Creative thinkers understand that not all ideas will be successful, but they are not deterred by setbacks. They view failures as stepping stones towards finding the right solution and are persistent in their pursuit of innovative ideas.

In summary, creative thinking is characterized by divergent thinking, associative thinking, risk-taking, and persistence. It encourages the exploration of new ideas and unconventional approaches to problem-solving.

Critical Thinking

Critical thinking, on the other hand, is a cognitive process that involves analyzing, evaluating, and interpreting information to form reasoned judgments or decisions. It is characterized by logical, systematic, and objective thinking. Critical thinkers are skilled at identifying biases, assumptions, and fallacies in arguments, and they strive to make well-informed and rational decisions based on evidence.

One of the key attributes of critical thinking is the ability to think analytically. Critical thinkers break down complex problems or situations into smaller components, examine the relationships between them, and evaluate the evidence or information available. They are adept at identifying logical inconsistencies or flaws in reasoning, which helps them make sound judgments.

Another important aspect of critical thinking is the ability to evaluate information objectively. Critical thinkers are skeptical and question the validity and reliability of sources. They seek evidence, consider alternative viewpoints, and weigh the strengths and weaknesses of different arguments before forming their own opinions. This attribute is particularly valuable in today's information-rich society, where misinformation and biased narratives are prevalent.

Furthermore, critical thinking involves the ability to think systematically. Critical thinkers follow a logical and structured approach to problem-solving, ensuring that all relevant factors are considered. They are skilled at identifying assumptions, clarifying concepts, and drawing logical conclusions based on the available evidence. This systematic approach helps minimize errors and biases in decision-making.

In summary, critical thinking is characterized by analytical thinking, objective evaluation, skepticism, and systematic reasoning. It emphasizes the importance of evidence-based decision-making and helps individuals navigate complex and information-rich environments.

Complementary Attributes

While creative thinking and critical thinking have distinct attributes, they are not mutually exclusive. In fact, they often complement each other and can be seen as two sides of the same coin.

Creative thinking can benefit from critical thinking by providing a framework for evaluating and refining ideas. Critical thinking helps creative thinkers assess the feasibility, viability, and desirability of their innovative ideas. It allows them to identify potential flaws, consider alternative perspectives, and make informed decisions about which ideas to pursue further.

On the other hand, critical thinking can benefit from creative thinking by expanding the range of possibilities and solutions. Creative thinking encourages critical thinkers to explore unconventional approaches, challenge assumptions, and consider alternative viewpoints. It helps them break free from rigid thinking patterns and discover innovative solutions to complex problems.

Moreover, both creative thinking and critical thinking require open-mindedness and a willingness to embrace ambiguity. They both involve a certain level of discomfort and uncertainty, as individuals venture into uncharted territories of thought. By combining creative and critical thinking, individuals can develop a well-rounded cognitive toolkit that enables them to tackle a wide range of challenges.

Creative thinking and critical thinking are two distinct cognitive processes that bring unique attributes to problem-solving, decision-making, and innovation. Creative thinking emphasizes divergent thinking, associative thinking, risk-taking, and persistence, while critical thinking emphasizes analytical thinking, objective evaluation, skepticism, and systematic reasoning.

While they have their differences, creative thinking and critical thinking are not mutually exclusive. They complement each other and can be seen as two sides of the same coin. Creative thinking benefits from critical thinking by providing a framework for evaluation and refinement, while critical thinking benefits from creative thinking by expanding the range of possibilities and solutions.

By cultivating both creative and critical thinking skills, individuals can enhance their ability to navigate complex problems, make well-informed decisions, and drive innovation in various domains. These cognitive processes are not only valuable in academic and professional settings but also in everyday life, where the ability to think creatively and critically can lead to personal growth and success.

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Key Difference

Know the Differences & Comparisons

Difference Between Creative Thinking and Critical Thinking

Table of Contents

Introduction

As our world becomes more complex and quickly changing, the ability to think both critically and creatively is increasingly prized.

Both creative thinking and critical thinking play crucial roles in problem-solving, decision making, and innovation – though they should be understood separately with different approaches from each one bringing something unique to the table.

Creative thinking encompasses brainstorming novel ideas, exploring possibilities and thinking out of the box. It fosters imagination and intuition while building connections between seemingly disparate concepts.

On the other hand, critical thinking involves evaluating information, challenging assumptions and applying logical reasoning in assessing validity of arguments or evidence presented against one.

Understanding the differences between creative thinking and critical thinking is vital for unlocking their full cognitive potential.

By investigating their respective characteristics, processes, and outcomes we can gain a more in-depth knowledge of both types of thinking as well as their roles and how they complement one another.

This content outline seeks to clearly differentiate creative thinking and critical thinking by outlining their unique features, approaches, and applications.

By understanding their differences as well as examining how they may work together in various situations, we can foster more holistic thinking skill sets while improving problem-solving capabilities in various contexts.

Definition of creative thinking

Creative thinking refers to the cognitive process of coming up with novel and original ideas or solutions by exploring various perspectives, making connections between seemingly disparate elements, and thinking beyond conventional boundaries.

Divergent thinking plays a central role in creative thinking by providing multiple possibilities and exploring various approaches; creative thinking often relies on imagination, intuition, and risk-taking; it involves divergent thinking as well.

Creative thinking relies on flexible mindsets openness to new experiences as well as transcendence from established norms and patterns in its pursuit.

Creativity plays an essential part in problem-solving, innovation as well as the creation of artistic, scientific, technological breakthroughs.

Definition of critical thinking

Critical thinking refers to the mental process of analyzing, evaluating, and interpreting information or situations logically and objectively.

Skillful reasoning involves being able to assess evidence objectively, identify logical fallacies, and apply reasoning skills in order to form rational judgements or conclusions.

Critical thinking involves critically analyzing assumptions, biases and arguments to ascertain the validity and reliability of information.

Critical thinking emphasizes evidence-based reasoning, logical consistency and being able to recognize and evaluate different perspectives or arguments in order to effectively solve problems, make informed decisions and form informed opinions across various domains – be they academic institutions, professional settings or daily life.

Comparison Table of Creative Thinking and Critical Thinking

Here’s a comparison table highlighting the key differences between creative thinking and critical thinking:

While creative thinking and critical thinking have distinct focuses and approaches, they are not mutually exclusive. In fact, they can complement and enhance each other.

By integrating creative thinking into critical thinking processes, new and innovative solutions can be explored, and by applying critical thinking to creative ideas, their feasibility and effectiveness can be evaluated.

Understanding the differences and connections between creative thinking and critical thinking provides individuals with a broader thinking toolkit, enabling them to approach problems and challenges from multiple angles and make more informed decisions.

Creative thinking focuses on generating new ideas and possibilities

Creative thinking primarily centers on developing novel ideas and possibilities. To do this effectively, creative thinkers often break away from conventional patterns of thought by opening themselves up to different perspectives and engaging in divergent thinking, which involves coming up with multiple ideas or solutions for any given situation.

Divergent thinking allows creative thinkers to expand the range of possible options available while considering unconventional or innovative approaches.

Creative thinking involves the willingness to explore unfamiliar territories, question assumptions and push the limits of what is considered possible.

This type of thinking encourages imagination, brainstorming and free association of ideas in order to generate fresh insights and unique solutions – the goal being originality, novelty and creativity in problem-solving decisions as well as art, literature, design or innovation projects.

Creative thinking unleashes new possibilities by sparking creative thought processes that produce fresh concepts.

Creative thinking paves the way for exploration and innovation, helping individuals to find unconventional solutions, uncover groundbreaking discoveries, and produce lasting impacts.

Critical thinking focuses on analyzing and evaluating information

Critical thinking involves the analysis and evaluation of information. This involves thoroughly scrutinizing evidence, arguments or situations to ascertain their validity, reliability and logical coherence before reaching informed judgments or decisions based on objective reasoning. Critical thinkers strive to use objective and rational analyses in making well-informed judgements or decisions.

Critical thinking requires individuals to engage in an active process of questioning assumptions, identifying biases, assessing arguments or evidence critically and attempting to comprehend its underlying reasoning – whether logical, supported by evidence, or susceptible to fallacies.

Critical thinking involves applying logic, evidence evaluation and systematic analysis in an organized fashion to make informed decisions, avoid misinformation or manipulation and gain a more nuanced understanding of complex issues.

Critically evaluating information allows individuals to make more informed decisions by recognizing patterns, drawing inferences and recognizing logical inconsistencies – this skill involves skills such as data analysis, pattern recognition and inferencing; critically analyzing it provides opportunities for more informed decisions that avoid misinform or manipulation and increases understanding more nuanced understanding of complex issues by critically analyzing it!

Critical thinking has many applications in academia, professional settings and everyday life. It allows individuals to evaluate the credibility of sources, identify flaws in arguments and navigate complex or ambiguous situations with an analytical mindset.

Complementary Relationship Between Creative and Critical Thinking

Creativity and critical thinking do not contradict each other; in fact, they form a complementary relationship that can enhance problem-solving and decision-making processes. Creative thinking generates new ideas while critical thinking provides an analytical framework to evaluate and refine those concepts. Here are some ways creative and critical thinking can work together:

Idea Generation and Evaluation: Creative thinking fosters an array of concepts, while critical thinking enables evaluation and selection of those most likely to bear fruit. Critical thinking allows objective evaluation, identification of any flaws or potential defects, consideration of practicality and feasibility and ultimately determines success or failure of projects.

Problem Identification and Analysis: Creative thinking allows us to quickly recognize problems or challenges by approaching them from different angles and considering multiple viewpoints, while critical thinking allows for an in-depth examination of its underlying causes and possible solutions.

Innovative Solutions and Refinement: Creative thinking fosters original and novel solutions, while critical analysis assesses them on viability, potential shortcomings and practical constraints to make sure they align.

Decision-Making: Creative thinking can provide a variety of options; critical thinking helps evaluate their advantages and disadvantages. Critical thinking allows a systematic consideration of evidence, logic reasoning, potential consequences and other forms of evidence resulting in more informed and effective decision-making processes.

Adaptation and Improvement: Creative thinking allows for flexibility and adaptation in response to changing circumstances or feedback, while critical thinking helps identify areas for improvement, recognize potential pitfalls, and refine ideas or strategies based on evidence or feedback.

Individuals can achieve more comprehensive and effective problem-solving, innovation, and decision making by integrating creative and critical thinking. This combination encourages exploration while still remaining analytical; ultimately producing more robust outcomes.

Importance of integrating both types of thinking

Integrating both creative and critical thinking skills is of critical importance for various reasons:

Holistic Problem-Solving: By integrating creative and critical thinking, individuals can approach problems from various angles. Creative thinking generates fresh concepts, while critical analysis provides tools to evaluate and refine these new ideas. By taking this holistic approach to problem-solving, individuals increase the odds of finding effective and well-rounded solutions.

Critical Thinking Improves Decision-Making: Critical thinking allows individuals to assess the feasibility, reliability and coherence of ideas generated through creative thinking, thus aiding individuals in making more informed and evidence-based decisions while considering both imaginative possibilities as well as real world realities.

Adaptability and Innovation: Creative thinking promotes flexibility, adaptability and thinking beyond established norms; critical thinking adds structure for evaluating creative ideas against viability and effectiveness criteria. Combining both types of thinking enables innovative forward-looking approaches while remaining grounded by rationality and evidence.

Overcoming Challenges: Meeting obstacles and complex problems requires both creative and critical thinking skills, with creative thought producing innovative perspectives and solutions while critical analysis evaluates each option’s merits and drawbacks. Combining both types of thinking allows individuals to tackle problems more effectively while developing comprehensive strategies.

Transdisciplinary Thinking: Many complex real-world problems and projects necessitate multidisciplinary or transdisciplinary approaches, where creative and critical thinking come together seamlessly to bring diverse fields, perspectives and methodologies together into a synthesis that fosters holistic understanding while also producing innovative and well-informed solutions. By merging creative and critical thinking approaches in such environments individuals are better able to draw from multiple fields, perspectives and methodologies in order to solve them successfully.

Lifelong Learning: Integrating creative and critical thinking fosters an attitude of curiosity, open-mindedness and continuous learning. Both forms of thinking involve actively engaging with information while questioning assumptions and exploring possibilities – these combined abilities equip individuals with valuable tools for lifelong education in an ever-evolving world.

By integrating creative and critical thinking, individuals can leverage both approaches for enhanced problem-solving, decision making, and creative endeavors.

Examples of how creative and critical thinking can work together

Absolutely! Below are a few examples of how creative and critical thinking work hand-in-hand:

Product Design: Creativity can lead to groundbreaking ideas for product designs, while critical analysis identifies any feasible, market demand or manufacturing challenges associated with each idea. By employing both aspects of thinking together, designers can produce products which fulfill both functional and creative criteria.

Scientific Research: Creative and critical thinking both play important roles in scientific inquiry. Creative thought can generate hypotheses and explore novel avenues of inquiry while critical thought ensures the research design is rigorous and data analysis valid. Integrating both types of thinking allows scientists to make groundbreaking discoveries while maintaining scientific integrity of their work.

Marketing Campaigns: Creative thinking provides imaginative and eye-catching marketing concepts, while critical analysis evaluates target audiences, market trends and potential effects of each concept. By combining creative with critical thinking, marketers can develop campaigns that not only catch attention but also resonate with target audiences to deliver desired outcomes.

Problem Solving in Business: Creative and critical thinking work together to generate many potential solutions to business issues, while creative thinkers generate numerous creative potential solutions while critical thinkers evaluate risks, costs and impacts of each solution.

By employing both types of thinking together, business professionals can come up with novel yet cost-effective strategies aligned with organizational goals.

Literary Analysis: Creative thinking allows for imaginative interpretations and exploration of themes and symbols within literature, while critical thinking assesses textual evidence, evaluates coherence of arguments, and considers author intent. When used together, literary scholars can produce sophisticated analyses of literary works that integrate creative and critical thought effectively.

Entrepreneurship: Creative thinking helps entrepreneurs identify new business opportunities and innovative business models, while critical analysis examines market potential, competitive landscape analysis and financial viability for each idea. By employing both forms of thinking to formulate successful ventures they can create sustainable and long-term ventures.

In these instances, the integration of creative and critical thinking leads to more robust and effective results. It allows innovative ideas to be evaluated, refined, and implemented logically and thoughtfully; ultimately resulting in solutions that are both innovative and pragmatic.

Creative and critical thinking are Complementary approaches to Problem-solving, decision-making and Innovation.

Creative thinking entails Brainstorming for new ideas while Exploring Possibilities; critical thinking uses objective evaluation of information to evaluate it logically and critically.

Integrating both types of thinking allows individuals to maximize both approaches and produce more comprehensive and effective results.

Creative thinking encourages innovation, broadens perspectives and fosters out-of-the-box thinking; critical thinking provides evidence-based analysis which verifies those ideas.

Integrating Creative and critical Thinking skills is crucial for both Personal and Professional growth, Adaptability, Informed decision-making, and the establishment of an environment of continuous learning and innovation.

Together these forms of thinking help individuals meet challenges with resilience, flexibility and balance that leads to improved problem-solving abilities, innovation and eventual success.

As part of your journey, embrace both creative thinking and critical thinking equally to unlock your full potential, broaden your horizons and lead you towards greater achievements in every area of life.

Recap of the key differences between creative thinking and critical thinking

Here’s an overview of the differences between creative thinking and critical thinking:

Creative Thinking: Engaging in creative thinking involves brainstorming new ideas, possibilities and solutions; emphasizing exploration, intuition and imagination; employing divergent thinking techniques in order to generate multiple solutions simultaneously; leading to innovative and original concepts.

Critical Thinking is used across artistic, scientific, and technological endeavors and emphasizes analysis, logic, and objectivity to assess information critically. Critical Thinking develops skills such as fluency, flexibility and originality of thinking that lead to positive results in any endeavor.

Eventually this leads to Critical Thinking being applied by experts in an academic environment for analysis purposes – typically this means writing essays for examination in exams! Utilizes convergent thinking to identify and select the optimal solutions, leading to informed decision-making and problem solving.

Also used for problem-solving, decision-making, and critical evaluation of information. Develops analytical, logical and evaluative skills. Though creative thinking and critical thinking may have different approaches and purposes, both types are equally essential in terms of effective problem-solving and decision making.

By integrating both types of thinking, individuals are better able to approach challenges from various angles, generate innovative ideas while critically assessing them for successful outcomes.

Importance of developing both types of thinking skills

Strengthening both creative thinking and critical thinking abilities is of great significance, for several reasons:

Comprehensive Problem Solving: Cultivating both types of thinking allows individuals to approach problems from multiple angles. Creative thinking helps generate innovative solutions while critical thinking provides analytical tools for evaluating and refining those ideas.

Combined together, this holistic approach enhances problem-solving abilities while increasing chances of finding effective and comprehensive solutions.

Adaptability and Resilience: In an ever-evolving world, being adaptable and creative are two vital skills. Creative thinking promotes flexibility, adaptability, and thinking outside established norms; critical thinking equips individuals with skills for evaluating creative ideas critically.

By cultivating both types of thinking simultaneously, individuals can more successfully navigate complex or changing situations with resilience and creativity.

Innovation and Entrepreneurship: Innovation and entrepreneurialism require creative thinking skills for success. Individuals who cultivate these abilities are better able to generate new ideas, identify opportunities, and think outside the box when developing products, services or solutions with innovative features or capabilities.

Meanwhile, critical thinking helps evaluate market potential and risks associated with such ideas – all essential elements for innovation and entrepreneurialism success.

Critical Thinking Skills Are Essential to Informed Decision-Making: Critical thinking skills are integral in making informed and effective decisions. Cultivating them allows individuals to evaluate evidence, consider opposing viewpoints and evaluate logical coherence of arguments; creative thinking adds variety and imagination that enables informed decisions with both practical and innovative potential in mind.

Personal and Professional Growth: Fostering creative and critical thinking abilities is central to personal and professional growth. Creative thinking develops imagination, open-mindedness and the capacity for forward-thinking; while critical thinking expands analytical, logical and evaluative capabilities.

Both skills can be utilized across various domains as transferrable assets that aid problem-solving, innovative thinking and lifelong learning.

As previously discussed, developing both creative thinking and critical thinking abilities is fundamental for effective problem-solving, adaptability, innovation, informed decision-making and personal growth.

By honing both forms of thinking simultaneously, individuals can approach challenges with an adaptive and balanced mindset for greater success and satisfaction across various aspects of life.

Encouragement for readers to embrace and cultivate both thinking approaches

As readers, I urge all to embrace and develop both creative thinking and critical thinking approaches. Doing so can open up new possibilities, enhance problem-solving abilities, and lead to greater success across various areas of life.

Here’s why both approaches should be explored:

Expand Your Perspectives: Embracing both creative and critical thinking will enable you to look at problems and opportunities from different angles. Creative thinking offers fresh approaches and imaginative solutions; critical analysis provides objective evaluation. By adopting both approaches simultaneously, your perspective broadens considerably while you gain greater insight into complex issues.

Creativity Fuels Innovation and Growth: Creativity is essential to innovation, driving both personal and professional success. By challenging conventional thinking patterns and considering unique solutions for issues that arise.

Critical Thinking serves to validate those unique concepts by making sure they’re practical, viable and well-reasoned; cultivating both ways of thinking will allow you to foster innovation while propelling you toward continuous development and success.

Enhance Problem-Solving Capabilities: Integrating creative and critical thinking creates an invaluable problem-solving arsenal. Creative thinking helps generate ideas, while critical thinking evaluates and refines them using evidence and logic – this combination gives you a powerful set of tools for taking on challenges effectively and finding lasting solutions.

Navigating Change with Resilience: In an ever-evolving world, adaptability is of the utmost importance. Creative thinking teaches you the ability to accept change with open arms, adapt with the times, and seize new opportunities with flexibility and curiosity.

Critical thinking complements this by making sure decisions are grounded in evidence and sound reasoning; together these approaches help you navigate uncertainties with grace and welcome change with resilience.

Making Informed Decisions: Critical thinking helps you assess information objectively, evaluate arguments fairly and make well-informed decisions. Creative thinking opens up more options and possibilities.

By combining both approaches together, you become a more thoughtful decision-maker who considers both innovative ideas as well as practical concerns when making choices.

Never stop working towards improving both creative and critical thinking abilities; it is a journey worth embarking upon. So nurture your curiosity, practice brainstorming sessions, seek diverse viewpoints, sharpen analytical abilities, embrace discomfort when exploring new ideas or challenging assumptions, cultivating both forms of thinking can unlock full cognitive potential while positioning you for success in an ever-evolving world.

Harness the power of creative and critical thinking together and allow them to drive you toward greater creativity, innovation, and success.

Related Posts

Creative Thinking vs. Critical Thinking: Unleashing the Power of Both

Annie Walls

Creative thinking and critical thinking are two essential cognitive skills that play a crucial role in problem-solving, decision-making, and innovation. While creative thinking involves generating new ideas, thinking outside the box, and exploring unconventional solutions, critical thinking focuses on analyzing, evaluating, and making logical judgments. Both thinking styles have their unique characteristics and benefits. However, the true power lies in the synergy of creative and critical thinking. By combining these two approaches, individuals can enhance their problem-solving skills, promote innovation, and foster growth. In this article, we will explore the definitions, characteristics, and benefits of both creative and critical thinking, and discuss practical strategies for developing these skills and integrating them in education.

Key Takeaways

• Creative thinking involves generating new ideas and exploring unconventional solutions.
• Critical thinking focuses on analyzing, evaluating, and making logical judgments.
• The synergy of creative and critical thinking enhances problem-solving skills.
• Combining creative and critical thinking promotes innovation and growth.
• Practical strategies can be used to develop and integrate creative and critical thinking skills in education.

Understanding Creative Thinking

Defining Creative Thinking

Creative thinking is the ability to generate new and innovative ideas, solutions, and perspectives. It involves thinking outside the box and challenging traditional ways of thinking. Creativity is a key driver of innovation and can lead to breakthrough ideas that can transform industries and solve complex problems. It is a dynamic and fluid process that requires an open mind and a willingness to explore different possibilities.

In the context of this article, creative thinking refers to the cognitive skills and mindset that enable individuals to come up with original and unconventional ideas. It is about pushing boundaries and embracing uncertainty to find unique solutions to challenges. Creative thinkers are often characterized by their curiosity , imagination , and willingness to take risks .

To better understand the concept of creative thinking, let's take a look at the following table that highlights some key characteristics of creative thinkers:

It is important to note that creative thinking is not limited to artistic or creative fields. It is a valuable skill that can be applied in any profession or industry. By cultivating creative thinking skills, individuals can enhance their problem-solving abilities, generate innovative ideas, and contribute to the growth and success of their organizations.

Characteristics of Creative Thinkers

Creative thinkers possess a unique set of characteristics that set them apart from others. They are known for their ability to think outside the box and come up with innovative solutions to problems. Curiosity is a key trait of creative thinkers, as they are constantly seeking new knowledge and experiences. They are also open-minded and willing to consider different perspectives and ideas. Additionally, creative thinkers are often risk-takers , unafraid to take chances and explore unconventional paths. They are flexible and adaptable, able to adjust their thinking and approach as needed. Finally, creative thinkers are persistent and determined, willing to overcome obstacles and continue pursuing their ideas.

Benefits of Creative Thinking

Creative thinking offers numerous benefits that can enhance various aspects of our lives. It allows us to think outside the box and come up with innovative solutions to problems. Creativity also promotes flexibility and adaptability , enabling us to navigate through challenges and embrace change. Additionally, creative thinking fosters self-expression and individuality , allowing us to express our unique perspectives and ideas. It encourages collaboration and teamwork , as it often involves bouncing ideas off others and building upon each other's creativity. Moreover, creative thinking can lead to personal growth and fulfillment , as it provides a sense of accomplishment and satisfaction when we create something new and meaningful.

Exploring Critical Thinking

Defining Critical Thinking

Critical thinking is the ability to analyze and evaluate information objectively and independently. It involves questioning assumptions, considering multiple perspectives, and making reasoned judgments based on evidence. Critical thinking is a key skill in problem-solving, decision-making, and effective communication. It helps individuals to identify biases, logical fallacies, and faulty reasoning, enabling them to make informed and rational choices. In order to develop critical thinking skills, it is important to practice active listening, ask probing questions, and seek out diverse sources of information. By cultivating critical thinking, individuals can become more discerning and analytical thinkers, capable of navigating complex issues and arriving at well-reasoned conclusions.

Here are some practical strategies for enhancing critical thinking:

• Question assumptions : Challenge preconceived notions and examine underlying assumptions.
• Consider multiple perspectives : Seek out diverse viewpoints and evaluate different arguments.
• Evaluate evidence : Assess the quality and reliability of information and sources.
• Identify biases : Recognize personal biases and strive for objectivity.
• Apply logical reasoning : Use logical and rational thinking to analyze and solve problems.

Remember, critical thinking is not about being critical for the sake of it, but rather about being thoughtful, analytical, and open-minded in our approach to information and ideas.

Characteristics of Critical Thinkers

Critical thinkers possess several key characteristics that set them apart. They are analytical and have a strong ability to evaluate information and arguments. They are also curious and have a desire to seek out new knowledge and perspectives. Critical thinkers are open-minded and willing to consider different viewpoints, even if they conflict with their own. They are skeptical and question assumptions and beliefs, looking for evidence and logical reasoning. Additionally, critical thinkers are reflective and take the time to analyze their own thinking and decision-making processes.

Benefits of Critical Thinking

Critical thinking has numerous benefits that can positively impact various aspects of life. It allows individuals to analyze information objectively and make informed decisions. Problem-solving is one of the key skills developed through critical thinking. By critically evaluating different options and considering various perspectives, individuals can find effective solutions to complex problems. Critical thinking also enhances communication skills , as it encourages individuals to articulate their thoughts and ideas clearly and logically. Additionally, critical thinking promotes creativity by challenging individuals to think outside the box and explore innovative solutions.

The Synergy of Creative and Critical Thinking

Complementary Nature of Creative and Critical Thinking

Creative thinking and critical thinking are not opposing forces, but rather complementary skills that work together to enhance problem-solving and promote innovation and growth. While creative thinking involves generating new ideas, thinking outside the box, and exploring possibilities, critical thinking involves analyzing and evaluating information, reasoning logically, and making informed decisions.

When combined, these two thinking styles create a powerful synergy that allows individuals to approach problems from multiple perspectives and find innovative solutions. By leveraging creative thinking to generate a wide range of ideas and critical thinking to evaluate and refine those ideas, individuals can develop more effective problem-solving skills.

In addition, the complementary nature of creative and critical thinking is essential for promoting innovation and growth. Creative thinking allows individuals to envision new possibilities and challenge the status quo, while critical thinking ensures that these ideas are carefully evaluated and implemented in a practical and effective manner.

To fully unleash the power of both creative and critical thinking, individuals and organizations can implement practical strategies such as brainstorming sessions, mind mapping, and design thinking to enhance creative thinking. Similarly, strategies such as analyzing data, conducting research, and engaging in logical reasoning can enhance critical thinking.

By integrating creative and critical thinking in education, students can develop a well-rounded set of thinking skills that will prepare them for future challenges and opportunities.

Enhancing Problem-Solving Skills

Enhancing problem-solving skills is crucial for individuals and organizations alike. It allows us to tackle complex challenges and find effective solutions. One important strategy for improving problem-solving skills is to analyze the problem thoroughly. By breaking down the problem into smaller components and examining each one, we can gain a deeper understanding of the issue at hand.

Another useful technique is to brainstorm multiple solutions. This involves generating a wide range of ideas without judgment or evaluation. By encouraging creativity and divergent thinking, we can uncover innovative approaches that may not have been initially apparent.

To ensure a structured approach, it can be helpful to use a table to organize and compare different solutions. This allows us to evaluate the pros and cons of each option and make informed decisions.

In addition, it is important to collaborate with others when solving problems. By leveraging the diverse perspectives and expertise of a team, we can generate more comprehensive solutions and avoid potential blind spots.

Remember, problem-solving is an iterative process. It is essential to iterate and refine our solutions based on feedback and new information. This continuous improvement mindset enables us to adapt and find better solutions over time.

As Albert Einstein once said, "We cannot solve our problems with the same thinking we used when we created them." By embracing creative and critical thinking, we can enhance our problem-solving skills and unlock new possibilities for growth and innovation.

Promoting Innovation and Growth

Promoting innovation and growth is a key outcome of combining creative and critical thinking. When these two thinking styles are integrated, individuals and organizations are able to approach challenges and opportunities with a holistic perspective. By leveraging creative thinking, new ideas and possibilities are generated, while critical thinking helps evaluate and refine these ideas to ensure their feasibility and effectiveness.

To promote innovation and growth, it is important to create an environment that encourages both creative and critical thinking. This can be achieved by fostering a culture of open-mindedness, curiosity, and experimentation. Encouraging collaboration and diverse perspectives also plays a crucial role in promoting innovation, as it allows for the exchange of ideas and the identification of new possibilities.

In addition, organizations can implement structured processes and frameworks that facilitate the integration of creative and critical thinking. This includes establishing clear problem-solving methodologies, providing training and resources for developing these thinking skills, and creating opportunities for reflection and continuous improvement.

By promoting the synergy of creative and critical thinking, organizations can unlock their full potential for innovation and growth, leading to competitive advantage and success in today's dynamic and rapidly changing world.

Developing Creative and Critical Thinking Skills

Practical Strategies for Enhancing Creative Thinking

There are several strategies that can help enhance creative thinking. One effective strategy is to embrace curiosity. Curiosity allows individuals to explore new ideas, ask questions, and seek out different perspectives. By being curious, individuals can uncover unique insights and connections that can lead to innovative solutions.

Another strategy is to encourage brainstorming . Brainstorming is a technique that involves generating a large number of ideas without judgment. This allows for the exploration of various possibilities and encourages out-of-the-box thinking.

Additionally, divergent thinking can be a valuable strategy. Divergent thinking involves generating multiple solutions or ideas to a problem. This approach encourages creativity by exploring different options and perspectives.

Lastly, taking breaks can also enhance creative thinking. Stepping away from a problem or task allows the mind to relax and recharge. This can lead to fresh insights and new perspectives when returning to the task at hand.

Practical Strategies for Enhancing Critical Thinking

When it comes to enhancing critical thinking skills, there are several effective strategies that can be implemented. These strategies are designed to help individuals develop their analytical and logical reasoning abilities, enabling them to make well-informed decisions and solve complex problems.

One practical strategy is to engage in active reading and reflection. This involves critically analyzing and evaluating the information presented in texts, articles, or research papers. By asking questions, identifying assumptions, and evaluating evidence, individuals can deepen their understanding and develop a more critical perspective.

Another strategy is to practice active listening and effective communication. By actively listening to others and engaging in meaningful discussions, individuals can challenge their own assumptions and broaden their perspectives. This not only enhances critical thinking but also promotes collaboration and the exchange of diverse ideas.

Additionally, seeking out diverse perspectives and alternative viewpoints is crucial for enhancing critical thinking. By exposing oneself to different opinions and considering multiple perspectives, individuals can develop a more comprehensive understanding of complex issues and avoid biases.

In summary, enhancing critical thinking requires active engagement, reflection, and seeking out diverse perspectives. By implementing these strategies, individuals can strengthen their analytical skills and become more effective problem solvers.

Integrating Creative and Critical Thinking in Education

Integrating creative and critical thinking in education is essential for fostering well-rounded and innovative individuals. By combining these two types of thinking, students are able to develop a holistic approach to problem-solving and decision-making. This integration allows students to think outside the box while also critically evaluating their ideas and solutions.

One practical strategy for integrating creative and critical thinking in education is through project-based learning. This approach encourages students to work on real-world problems and challenges, allowing them to apply both creative and critical thinking skills. By engaging in hands-on projects, students can explore different perspectives, generate innovative ideas, and analyze the effectiveness of their solutions.

Another effective strategy is to incorporate open-ended questions and discussions into the curriculum. This encourages students to think critically about complex issues and encourages them to explore multiple viewpoints. By engaging in thoughtful discussions, students can develop their analytical skills and learn to consider different perspectives and evidence.

Additionally, educators can promote the integration of creative and critical thinking by providing opportunities for reflection and self-assessment. By encouraging students to reflect on their thinking processes and evaluate the effectiveness of their solutions, educators can help students develop metacognitive skills and become more self-aware learners.

In summary, integrating creative and critical thinking in education is crucial for developing well-rounded individuals who can think innovatively and critically. By incorporating strategies such as project-based learning, open-ended discussions, and reflection, educators can empower students to become effective problem solvers and decision makers.

Developing creative and critical thinking skills is essential in today's fast-paced and ever-changing world. Whether you're a student, professional, or entrepreneur, the ability to think creatively and critically can give you a competitive edge and open doors to new opportunities. At Keynote Speaker James Taylor , we specialize in inspiring creative minds and helping individuals and organizations unlock their full potential . With our engaging and thought-provoking presentations, workshops, and coaching sessions, we empower individuals to tap into their creative genius and develop the critical thinking skills needed to thrive in the 21st century. Visit our website today to learn more about how we can help you unleash your creativity and enhance your problem-solving abilities.

In conclusion, both creative thinking and critical thinking are essential skills that complement each other in problem-solving and decision-making. While creative thinking allows us to generate innovative ideas and explore new possibilities, critical thinking helps us evaluate and analyze these ideas to make informed decisions. By harnessing the power of both types of thinking, individuals and organizations can unlock their full potential and achieve greater success. So, whether you are brainstorming new ideas or analyzing data, remember to embrace both creative and critical thinking to unleash your true potential.

Frequently Asked Questions

What is the difference between creative thinking and critical thinking.

Creative thinking involves generating new ideas, while critical thinking involves analyzing and evaluating existing ideas.

Can someone be both a creative thinker and a critical thinker?

Yes, individuals can develop and utilize both creative and critical thinking skills.

How can creative thinking benefit problem-solving?

Creative thinking allows for innovative and out-of-the-box solutions to problems.

What are the characteristics of a creative thinker?

Characteristics of a creative thinker include open-mindedness, curiosity, and willingness to take risks.

How does critical thinking contribute to decision-making?

Critical thinking helps in analyzing and evaluating options to make informed and logical decisions.

Is it possible to enhance creative and critical thinking skills?

Yes, through practice, exposure to diverse perspectives, and adopting creative thinking techniques.

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Critical thinking vs Creative thinking

Both critical thinking and creative thinking are used for solving problems , only in different ways. For critical thinking, the process is structured and methodical. For creative thinking, the process is fluid and somewhat experimental. Both thinking strategies are useful, with neither being innately superior to the other and in some unexpected ways even being linked. Now without further ado, let us explore the various components of critical thinking and creative thinking.

The Intersection of Critical Thinking & Creative Thinking

Critical thinking:

Critical thinking as we understand it can be traced all the way back to Ancient Greece in the thoughts of Socrates as recorded by Plato. Critical thinking can be summarized as the careful analysis of facts in order to form judgments. With critical, being derived from the word critic, to think critically is to critique the process of thinking itself. In layman’s terms, this means to develop an efficient and ordered system of both written and oral discourse. There are different subsets of critical thinking, which broadly speaking are; unbiased, skeptical, and rational. Let’s break down these different sections individually.

The unbiased system attempts to remove all possible biases from thinking. Everybody has some form of bias or another. Perhaps a personal bias that one has towards someone or something. Or be it a more ethnocentric bias that prevents an individual from being able to see past the beliefs instilled in them by their culture. The unbiased analysis aims to view things from an objective instead of a subjective stand-point.

The skeptical system is one that encourages both doubt and constant questioning. That includes careful examination of both longstanding beliefs and dogmas. As far as skeptics are concerned nothing is beyond the realms of inquisition. If evidence is not available to support beliefs, then they should not be accepted.

The rationality system is based on obtaining rationality, which can be defined as one being agreeable to reason. What is reason? In philosophical terms, reason is the ability to make sense of the world around us through the application of logic. Logic is a key tenet of the three systems and the cornerstone of critical thinking.

Logic is the systematic study of premises and the arguments that they form and is judged based on their validity (whether the statements make sense and lead to the conclusion) and their truth value (whether or not statements are true or false). There are three primary types of logical reasoning; deductive, inductive, and abductive. Deductive reasoning leads to certain conclusions, inductive reasoning leads to probable conclusions, and abductive reasoning is a quick and practical approach to logic.

When examining deductive arguments, we begin by not looking at the truth value of the premises, but if they lead to the conclusion in a coherent manner. If they do not then the argument is deemed invalid and unsound. If the argument is deemed valid we then examine the truth value of the premises. If true, then the argument is sound, if they are not true then the argument is still valid but unsound.

For inductive arguments, a very similar approach is taken to deductive arguments. First, we begin by examining the validity of the premises. If they are invalid the argument is weak and by extension uncogent. If the premises are valid, the argument is strong and we then examine their truth value. If false then the argument while strong is uncogent, if true however the argument is both strong and cogent.

Abductive arguments are drawn from the heuristic technique. The heuristic technique entails non-optimal problem-solving solutions, but are none the less sufficient for immediate decisions and approximations. Abductive reasoning includes such tactics as making an educated guess, following the general rule of thumb, or simple trial and error.

Creative thinking:

Creativity itself is the process where something truly new, but also valuable is formed. Be it a new idea, invention, or piece of art. Unlike logical thinking, there is no stringent set of rules or guidelines for how to undergo creative thinking. The process itself isn’t even entirely understood and there is much speculation and theorizing as to how creative thinking works, with no theory currently set in stone. This makes it a little more challenging to explain how to become a creative thinker. In attempting to do so we will go over some general principles of creative thinking and theories that may explain it.

One of the most obvious traits of creative thinkers is that they are open-minded individuals. Basically, they are willing to at least consider new ideas that other people would either never have thought of or would outright refuse due to a close-minded nature. Being open-minded doesn’t mean automatically accepting every new idea that comes your way. It just means having the willingness to unbiasedly look at things from a new perspective.

In a sense being open-minded can be viewed as somewhat pragmatic as it allows people to examine, chose, and combine different aspects of various ideas to make something both new and useful. Creative thinking also enhances communications as through being open to new experiences a person is better able to talk and work with those with different beliefs than oneself.

Creative thinking has been hypothesized by some scientists as being a part of the evolutionary process. Some scientists think that by thinking of things in abstract terms we were better able to come up with new and innovative solutions in changing environments. Various scientists and academics have attempted to map out the process of creative thinking, one popular theory being largely developed by the psychologist J.P Guilford. Guilford helped develop the theory of divergent thinking.

Divergent thinking is the process some think is responsible for producing creativity and this is done by examining many possible solutions. Divergent thinking is more spontaneous and doesn’t occur in a linear manner. With divergent thinking a great many possible activities are explored over a short period of time, often with unexpected yet original connections being made. Common activities to help engage in divergent thinking are to create a list of questions, taking the time to think and meditate on ideas, artistic endeavors such as writing and drawing are also encouraged.

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• F-10 curriculum
• General capabilities
• Critical and Creative Thinking

Critical and Creative Thinking (Version 8.4)

In the Australian Curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking involves students thinking broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.

Thinking that is productive, purposeful and intentional is at the centre of effective learning. By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can use whenever they encounter problems, unfamiliar information and new ideas. In addition, the progressive development of knowledge about thinking and the practice of using thinking strategies can increase students’ motivation for, and management of, their own learning. 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.

This capability combines two types of thinking: critical thinking and creative thinking. Though the two are not interchangeable, they are strongly linked, bringing complementary dimensions to thinking and learning.

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. 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 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. Concept learning can be concrete or abstract and is closely allied with metacognition. What has been learnt can be applied to future examples. It underpins the organising elements.

Dispositions such as inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, a readiness to try new ways of doing things and consider alternatives, and persistence promote and are enhanced by critical and creative thinking.

The key ideas for Critical and Creative Thinking are organised into four interrelated elements in the learning continuum, as shown in the figure below.

Inquiring – identifying, exploring and organising information and ideas

Organising elements for Critical and Creative Thinking 

The elements are not a taxonomy of thinking. Rather, each makes its own contribution to learning and needs to be explicitly and simultaneously developed.

This element involves students developing inquiry skills.

Students pose questions and identify and clarify information and ideas, and then organise and process information. They use questioning to investigate and analyse ideas and issues, make sense of and assess information and ideas, and collect, compare and evaluate information from a range of sources. In developing and acting with critical and creative thinking, students:

• pose questions
• identify and clarify information and ideas
• organise and process information.

Generating ideas, possibilities and actions

This element involves students creating ideas and actions, and considering and expanding on known actions and ideas.

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. In developing and acting with critical and creative thinking, students:

• imagine possibilities and connect ideas
• consider alternatives
• seek solutions and put ideas into action.

Reflecting on thinking and processes

This element involves students reflecting on, adjusting and explaining their thinking and identifying the thinking behind choices, strategies and actions taken.

Students think about thinking (metacognition), reflect on actions and processes, and transfer knowledge into new contexts to create alternatives or open up possibilities. They apply knowledge gained in one context to clarify another. In developing and acting with critical and creative thinking, students:

• think about thinking (metacognition)
• reflect on processes
• transfer knowledge into new contexts.

Analysing, synthesising and evaluating reasoning and procedures

This element involves students analysing, synthesising and evaluating the reasoning and procedures used to find solutions, evaluate and justify results or inform courses of action.

Students identify, consider and assess the logic and reasoning behind choices. They differentiate components of decisions made and actions taken and assess ideas, methods and outcomes against criteria. In developing and acting with critical and creative thinking, students:

• apply logic and reasoning
• draw conclusions and design a course of action
• evaluate procedures and outcomes.

Critical and Creative Thinking in the learning areas

The imparting of knowledge (content) and the development of thinking skills are accepted today as primary purposes of education. The explicit teaching and embedding of critical and creative thinking throughout the learning areas encourages students to engage in higher order thinking. By using logic and imagination, and by reflecting on how they best tackle issues, tasks and challenges, students are increasingly able to select from a range of thinking strategies and use them selectively and spontaneously in an increasing range of learning contexts.

Activities that foster critical and creative thinking should include both independent and collaborative tasks, and entail some sort of transition or tension between ways of thinking. They should be challenging and engaging, and contain approaches that are within the ability range of the learners, but also challenge them to think logically, reason, be open-minded, seek alternatives, tolerate ambiguity, inquire into possibilities, be innovative risk-takers and use their imagination.

Critical and creative thinking can be encouraged simultaneously through activities that integrate reason, logic, imagination and innovation; for example, focusing on a topic in a logical, analytical way for some time, sorting out conflicting claims, weighing evidence, thinking through possible solutions, and then, following reflection and perhaps a burst of creative energy, coming up with innovative and considered responses. Critical and creative thinking are communicative processes that develop flexibility and precision. Communication is integral to each of the thinking processes. By sharing thinking, visualisation and innovation, and by giving and receiving effective feedback, students learn to value the diversity of learning and communication styles.

The learning area or subject with the highest proportion of content descriptions tagged with Critical and Creative Thinking is placed first in the list.

F-6/7 Humanities and Social Sciences (HASS)

In the F–6/7 Australian Curriculum: Humanities and Social Sciences, students develop critical and creative thinking capability as they learn how to build discipline-specific knowledge about history, geography, civics and citizenship, and economics and business. Students learn and practise critical and creative thinking as they pose questions, research, analyse, evaluate and communicate information, concepts and ideas.

Students identify, explore and determine questions to clarify social issues and events, and apply reasoning, interpretation and analytical skills to data and information. Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, assess reliability when selecting information from resources, and develop an argument using evidence. Students develop critical thinking through geographical investigations that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers. Students learn to critically evaluate texts about people, places, events, processes and issues, including consumer and financial, for shades of meaning, feeling and opinion, by identifying subjective language, bias, fact and opinion, and how language and images can be used to manipulate meaning. They develop civic knowledge by considering multiple perspectives and alternatives, and reflecting on actions, values and attitudes, thus informing their decision-making and the strategies they choose to negotiate and resolve differences.

Students develop creative thinking through the examination of social, political, legal, civic, environmental and economic issues, past and present, that that are contested, do not have obvious or straightforward answers, and that require problem-solving and innovative solutions. Creative thinking is important in developing creative questions, speculation and interpretations during inquiry. Students are encouraged to be curious and imaginative in investigations and fieldwork, and to explore relevant imaginative texts.

Critical and creative thinking is essential for imagining probable, possible and preferred futures in relation to social, environmental, economic and civic sustainability and issues. Students think creatively about appropriate courses of action and develop plans for personal and collective action. They develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions, and think creatively about the impact of issues on their own lives and the lives of others.

7-10 History

In the Australian Curriculum: History, critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources. Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well understood.

7-10 Geography

In the Australian Curriculum: Geography, students develop critical and creative thinking as they investigate geographical information, concepts and ideas through inquiry-based learning. They develop and practise critical and creative thinking by using strategies that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers. Students learn the value and process of developing creative questions and the importance of speculation. Students are encouraged to be curious and imaginative in investigations and fieldwork. The geography curriculum also stimulates students to think creatively about the ways that the places and spaces they use might be better designed, and about possible, probable and preferable futures.

7-10 Civics and Citizenship

In the Australian Curriculum: Civics and Citizenship, students develop critical thinking skills in their investigation of Australia’s democratic system of government. They learn to apply decision-making processes and use strategies to negotiate and resolve differences. Students develop critical and creative thinking through the examination of political, legal and social issues that do not have obvious or straightforward answers and that require problem-solving and innovative solutions. Students consider multiple perspectives and alternatives, think creatively about appropriate courses of action and develop plans for action. The Australian Curriculum: Civics and Citizenship stimulates students to think creatively about the impact of civic issues on their own lives and the lives of others, and to consider how these issues might be addressed.

7-10 Economics and Business

In the Australian Curriculum: Economics and Business, students develop their critical and creative thinking as they identify, explore and determine questions to clarify economics and business issues and/or events and apply reasoning, interpretation and analytical skills to data and/or information. They develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions to economics and business issues and/or events.

In the Australian Curriculum: The Arts, critical and creative thinking is integral to making and responding to artworks. In creating artworks, students draw on their curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They consider possibilities and make choices that assist them to take risks and express their ideas, concepts, thoughts and feelings creatively. They consider and analyse the motivations, intentions and possible influencing factors and biases that may be evident in artworks they make to which they respond. They offer and receive effective feedback about past and present artworks and performances, and communicate and share their thinking, visualisation and innovations to a variety of audiences.

Technologies 

In the Australian Curriculum: Technologies, students develop capability in critical and creative thinking as they imagine, generate, develop and critically evaluate ideas. They develop reasoning and the capacity for abstraction through challenging problems that do not have straightforward solutions. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking. They identify, explore and clarify technologies information and use that knowledge in a range of situations.

Students think critically and creatively about possible, probable and preferred futures. They consider how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with digital tools, equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.

Health and Physical Education 

In the Australian Curriculum: Health and Physical Education (HPE), students develop their ability to think logically, critically and creatively in response to a range of health and physical education issues, ideas and challenges. They learn how to critically evaluate evidence related to the learning area and the broad range of associated media and other messages to creatively generate and explore original alternatives and possibilities. In the HPE curriculum, students’ critical and creative thinking skills are developed through learning experiences that encourage them to pose questions and seek solutions to health issues by exploring and designing appropriate strategies to promote and advocate personal, social and community health and wellbeing. Students also use critical thinking to examine their own beliefs and challenge societal factors that negatively influence their own and others’ identity, health and wellbeing.

The Australian Curriculum: Health and Physical Education also provides learning opportunities that support creative thinking through dance making, games creation and technique refinement. Students develop understanding of the processes associated with creating movement and reflect on their body’s responses and their feelings about these movement experiences. Including a critical inquiry approach is one of the five propositions that have shaped the HPE curriculum.

Critical and creative thinking are essential to developing analytical and evaluative skills and understandings in the Australian Curriculum: English. Students use critical and creative thinking through listening to, reading, viewing, creating and presenting texts, interacting with others, and when they recreate and experiment with literature, and discuss the aesthetic or social value of texts. Through close analysis of text and through reading, viewing and listening, students critically analyse the opinions, points of view and unstated assumptions embedded in texts. In discussion, students develop critical thinking as they share personal responses and express preferences for specific texts, state and justify their points of view and respond to the views of others.

In creating their own written, visual and multimodal texts, students also explore the influence or impact of subjective language, feeling and opinion on the interpretation of text. Students also use and develop their creative thinking capability when they consider the innovations made by authors, imagine possibilities, plan, explore and create ideas for imaginative texts based on real or imagined events. Students explore the creative possibilities of the English language to represent novel ideas.

Learning in the Australian Curriculum: Languages enables students to interact with people and ideas from diverse backgrounds and perspectives, which enhances critical thinking and reflection, and encourages creative, divergent and imaginative thinking. By learning to notice, connect, compare and analyse aspects of the target language, students develop critical, analytical and problem-solving skills.

Mathematics

In the Australian Curriculum: Mathematics, students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking solutions. Engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions are core parts of the Australian Curriculum: Mathematics.

Students are encouraged to be critical thinkers when justifying their choice of a calculation strategy or identifying relevant questions during a statistical investigation. They are encouraged to look for alternative ways to approach mathematical problems; for example, identifying when a problem is similar to a previous one, drawing diagrams or simplifying a problem to control some variables.

In the Australian Curriculum: Science, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In the science learning area, critical and creative thinking are embedded in the skills of posing questions, making predictions, speculating, solving problems through investigation, making evidence-based decisions, and analysing and evaluating evidence. Students develop understandings of concepts through active inquiry that involves planning and selecting appropriate information, evaluating sources of information to formulate conclusions and to critically reflect on their own and the collective process.

Creative thinking enables the development of ideas that are new to the individual, and this is intrinsic to the development of scientific understanding. Scientific inquiry promotes critical and creative thinking by encouraging flexibility and open-mindedness as students speculate about their observations of the world and the ability to use and design new processes to achieve this. Students’ conceptual understanding becomes more sophisticated as they actively acquire an increasingly scientific view of their world and the ability to examine it from new perspectives.

Work Studies

In the Australian Curriculum: Work Studies, Years 9–10, students develop an ability to think logically, critically and creatively in relation to concepts of work and workplaces contexts. These capabilities are developed through an emphasis on critical thinking processes that encourage students to question assumptions and empower them to create their own understanding of work and personal and workplace learning.

Students’ creative thinking skills are developed and practised through learning opportunities that encourage innovative, entrepreneurial and project-based activities, supporting creative responses to workplace, professional and industrial problems. Students also learn to respond to strategic and problem-based challenges using creative thinking. For example, a student could evaluate possible job scenarios based on local labour market data and personal capabilities.

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19 Creative Thinking Skills (and How to Use Them!)

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In a fast-moving world, being able to find new perspectives and create innovation is an increasingly valuable skill . Creative thinkers are often at the forefront of driving change, solving problems, and developing new ideas. Not only that, but those who bring creative thinking to how they work are often happier, more productive, and resilient too!

So you might be asking yourself, how can I develop my creative thinking skills and think more creatively at work?  Whether you want to supercharge your interpersonal skills, advance your career or be happier and more satisfied in the work you do, it pays to learn to think more creatively.

For many people, creative thinking is the key that unlocks solutions, promotes diverse thinking, and leads to better relationships and job satisfaction. So how can you get started with creative thinking?  As passionate believers in the value of creative thinking, we’re here to help and truly think unleashing your creativity can be key to your personal development!

In this post we’ll define what creative thinking is, highlight the benefits, explore 19 key creative thinking skills and give you some examples of how to apply them in the workplace . Let’s dig in!

What is creative thinking?

Why is creative thinking important, what are the benefits of creative thinking.

• What are creative thinking skills?  
• Examples of creative thinking skills (and how to use them)
• How to use creative thinking skills at work?

How to improve your creative thinking skills? 

Creative thinking is the ability to approach a problem or challenge from a new perspective, alternative angle, or with an atypical mindset. This might mean thinking outside of the box, taking techniques from one discipline and applying them to another, or simply creating space for new ideas and alternative solutions to present themselves through dialogue, experimentation, or reflection.

Bear in mind that the number of different creative approaches is as vast as the number of creative thinkers – if an approach helps you see things differently and approaching a challenge creatively, follow that impulse.

While there are some proven methods and guidelines that can help you be a better creative thinker, remember that everyone can be creative and finding what works for you is what is important, not the terminology or specific framework.

One misapprehension about creative thinking is that you have to be skilled at more traditional creative skills like drawing or writing. This isn’t true. What’s important is that you are open to exploring alternative solutions while employing fresh techniques and creative approaches to what you’re working on. 

You don’t need to be a great artist or even work in a traditionally creative field – we believe everyone is capable of creative thinking and that it enriches your personal and professional lives when you learn to be more creative.

Another misconception about creative thinking is that it applies only to the ideation or technically creative parts of the process. All aspects of our lives and interactions with people and challenges can benefit from creative thinking – from the ability to see things differently.

At work, thinking creatively might mean finding better ways to communicate, improve your working practices, or developing and implementing fresh solutions too.

Creative thinking is important because it drives new ideas, encourages learning, and creates a safe space for experimentation and risk-taking.

As organizations and people grow, they often develop tried and tested ways of operating. While it’s important to have solid working practices and processes, unswerving dedication to the norm can lead to stagnation and a lack of innovation and growth. 

Creative thinking is important because it drives new ideas, encourages learning and creates a safe space for experimentation and risk-taking. Simply put, creativity and creative thinking are part of what helps businesses and individuals succeed and grow .

Whether your team or business thinks of itself as a creative one, you can’t afford to miss out on the benefits of creative thinking if you want to grow , deliver change, and help your team bring their best selves to work. 

Using creative thinking skills at work creates b enefits not only in the ways we solve problems but also in how we approach everything from communication to self-fulfillment, task management, and growth . Bringing a culture of creative thinking into a workshop or group is often the job of a talented facilitator but whatever your role, there are benefits to thinking more creatively. Let’s explore some of the benefits of thinking creatively at work and in your everyday life!

Build empathy

• Bust assumptions  
• Become a better problem solver  

Find ways to move quickly and effectively

• Increase happiness

Discover new talents and promote learning

• Boost resilience and deal with adversity

Boost your CV and employability 

Empathy and creative thinking go hand-in-hand. By practicing creative thinking skills and regularly looking for new ideas and points of view, you can actively become better at understanding your colleagues, customers, and even your family and friends. One of the major barriers to having productive and meaningful relationships is an unwillingness to see things from a perspective other than your own or failing to understand how another person is feeling. 

By developing this skill, you can engage more meaningfully and honestly with people, ideas, and perspectives in all aspects of life. What’s more, because of the benefits that creative thinking can bring, you’ll actively want to see things from new perspectives and be more empathic : something that’s fundamental to creating real change.

Bust assumptions 

Assumptions can be harmful in both our personal and professional lives. Whether it’s making assumptions about why someone is behaving the way they are in a workshop or what features will make your customers happiest, holding onto incorrect or inadequately formed assumptions can be problematic . It can create difficulty and tension in relationships and what’s more, it can lead to the development or introduction of solutions that are simply unfit for purpose.

Using creative thinking skills to challenge assumptions, build clarity, and see things from new perspectives can be transformative. If an assumption someone else makes feels incorrect, think about why and try to find out more. If someone challenges an assumption you hold, be open and listen.

Become a better problem solver

An example of not being a creative thinker is sticking to a tried and tested approach and sticking to the norm in every situation without considering whether trying something new might not lead to better results.

When looking to solve a problem or create innovative solutions, going outside of what you know and being open to new ideas is not only exciting, but it can create more impactful solutions too. You might even try using problem-solving techniques alongside some of the creative thinking skills below to find the absolute best solutions!

Some processes and working practices can be slow, especially in large organizations with many moving parts – but do they all have to be? Thinking creatively can help you find lean, actionable solutions that you can put into practice quickly and test ahead of bigger changes .

Experimentation and a willingness to take risks are vital to growth and change, and creative thinking helps create a climate conducive to finding and trying quick, effective solutions. 

Increase happiness and satisfaction

Finding fresh, appropriate solutions to problems can be incredibly satisfying and is a fast-track to finding happiness both in and out of work. Bringing your whole self to a situation and being enabled to think outside of the box is a great way to feel valued and engaged with what you are doing.

Feeling frustrated with how a situation or process at work is going? Try developing and employing your creative thinking skills alongside your colleagues to find a better, happier way to collaborate! Feel unfulfilled or that not all of your skills and interests are being utilized? Consider how you might creatively deploy the skills or talents that make you happy and scratch that itch.

As children, we are encouraged to see things differently and try new things as part of our learning and growing process. There’s no reason we shouldn’t do this as adults too! Trying new things and learning to think creatively can help you find new skills, talents, and things you didn’t even know you were good at.

Staying curious and following what interests you with an open mind is a prime example of what a small change in thinking can achieve. Remember that creative thinking is a gateway to learning and by actively developing your creative toolset, you can grow and discover more in all walks of life – a surefire path to personal development.

Get better at dealing with adversity

It’s easy to get frustrated when problems seem to come thick and fast and existing solutions or methods don’t work. Adversity is something all of us will face at some point in our personal and professional lives but there are ways you can become more able to handle problems when they arise .

A strong suite of creative thinking skills is an important aspect of how we can build resilience and be more flexible when adapting or creating change. By exploring alternative ways of thinking, you’ll be better prepared to face adversity more openly and find alternative ways to resolve challenges in whatever context they emerge.

Creative thinkers are valuable employees at organizations of any size. Whether it’s championing innovation, creating change in policy, or finding better ways to collaborate, people who can effectively solve problems and leverage their creative thinking skills are better positioned for success at work.

Consider how you might plug your skills gap and boost your CV by developing your creative skillset and you won’t just be more successful – you’ll be happier and more engaged at work too! 

Whatever your background or role, you are capable of thinking creatively and bringing creativity into your life.

What are creative thinking skills? 

Creative thinking skills are the methods or approaches you might use when trying to solve a problem differently and explore a fresh perspective. While some of these skills might come naturally to you, others might need a more considered, purposeful approach.

For example, you might be a natural visual thinker who is great at presenting and interpreting visual information but you might not be so good at freely experimenting or creating space for reflection. In this case, you might try some brainstorming exercises to loosen up your experimentation muscles or create scheduled time for reflection in your working routine.

While creative professions like artists, writers, or designers may see more obvious uses for creative thinking skills, all professions can benefit from developing and deploying creative thinking . If you find yourself having difficulty at work or in need of inspiration or motivation, finding space to build on your creative skillset is a way to not only move forward but have fun while doing so.

If you think you’re not creative or have no creative thinking skills, we’re here to tell you that whatever your background or role, you are capable of thinking creatively and bringing creativity into your life : you might just need a little push or to reframe how you think about creativity!

Save time planning your next creative workshop

Examples of creative thinking skills (and how to use them) 

Creative thinking skills come in all shapes and sizes, ranging from things like abstract thinking and storytelling to finding ways to radically plan projects or recognize organizational patterns .

In this section, we’ll explore each of the example creative skills below and talk about how you might use them in your personal and professional practice. We’ll also point out some things to watch out for where appropriate so you can make the most out of your new creative skills and avoid potential setbacks.

We’ll also include a method from the SessionLab library that will help you practice and explore each skill, whether alone or with others .

Feel free to read and explore the creative thinking skill which feels most interesting or applicable to you and come back and experiment with others in the future!  

Some example creative thinking skills include:

Experimentation

Open-mindedness, lateral thinking.

• Pattern recognition   

Deep and active listening

Challenging norms, lean organization, simplification, radical planning.

• Collaborative thinking

Data collection

• Interpretation and analysis

Interdisciplinary thinking

Frameworks and rulesets, micro and macro thinking, visual thinking, abstract thinking, storytelling.

Note that this list is not exhaustive, and there are many more ways of thinking creatively – try to see these creative skills as a jumping-off point for seeing things differently and exploring creative thinking at work . 

Let’s get started!

A core creative skill is the ability to experiment and try new things, whether that’s in your personal practice, in a closed environment, or even in the field. It can be easy to fall short of implementing new ideas or following through with creative projects because critical judgment or overthinking gets in the way . A good experimenter is a self-starter who makes informed decisions to kickstart projects and test hypotheses. 

Think of a painter who throws paint at a canvas and introduces new materials without overthinking or being self-critical. While not everything they try will be perfect, that’s the point – not every experiment needs to be successful in order to teach you something useful. By experimenting, you can try things that might prove useful or will lead you towards new solutions and better ideas. Remember that the act of experimentation is generative and often fun so be sure to give it a try!

One thing to watch out for is being sure to effectively capture the results of your experiments and to continue developing and iterating on the results. Experimentation is a great place to start, but remember that it is part of a larger process. Without effective documentation, you might not trace what delivered the best results and be unable to reproduce the outcomes. Experimentation is a great example of why creative freedom should be paired with a strong process in order to be at its best. 

Four-Step Sketch   #design sprint   #innovation   #idea generation   #remote-friendly   The four-step sketch is an exercise that helps people to create well-formed concepts through a structured process that includes: Review key information Start design work on paper,  Consider multiple variations , Create a detailed solution . This exercise is preceded by a set of other activities allowing the group to clarify the challenge they want to solve. See how the Four Step Sketch exercise fits into a Design Sprint

Four-Step Sketch is a great method for promoting experimentation. By following a process that enables quick brainstorming before development, you can help build an experimental mindset that also generates results.

Open-mindedness is a critical element of creativity and one of the best creative thinking skills you can try to build if you’re new to the practice. Being open-minded means being receptive to new ideas, different ways of thinking, and perspectives which are not your own. It means not closing down conversations or ideas prematurely and trying to actively explore what is presented to you.

Imagine that a colleague comes up with an idea that is so far out of the status quo it seems off-the-wall and bizarre. Being open-minded means actively engaging with what is presented and to refrain from forming judgments before first understanding where your colleague is coming from .

Your colleagues’ initial idea might not be perfect, but being open-minded and truly attempting to understand their perspective means you can create dialogue, foster creativity, and move forward as a team. 

Being open-minded doesn’t mean accepting every new idea and agreeing wholesale with every different opinion. While you should always try to be open and receptive to new ideas and other perspectives, you should also critically appraise and engage with them as part of a larger creative process. Don’t be so open-minded you have no strong opinions of your own!

Heard, Seen, Respected (HSR)   #issue analysis   #empathy   #communication   #liberating structures   #remote-friendly   You can foster the empathetic capacity of participants to “walk in the shoes” of others. Many situations do not have immediate answers or clear resolutions. Recognizing these situations and responding with empathy can improve the “cultural climate” and build trust among group members. HSR helps individuals learn to respond in ways that do not overpromise or overcontrol. It helps members of a group notice unwanted patterns and work together on shifting to more productive interactions. Participants experience the practice of more compassion and the benefits it engenders.

Open-mindedness is particularly useful when it comes to meaningfully communicating with others. Whether its developing the ability to walk in the shoes of someone else or building empathy and listening skills, Heard, Seen, Respected is a great method to try when learning to be more open-minded.

Lateral thinking is a prime example of how we can creatively solve real-world problems in a measurable and easy-to-understand manner. Deploying lateral thinking means using reasoning or non-traditional logic to find an indirect or out-of-the-box approach to solving a problem. 

A simple example might be a challenge like: we need to increase revenue. Traditional thinking might mean considering hiring new salespeople to try and get more direct sales. A lateral approach might mean engaging more with current customers to reduce churn, working with external partners to get new leads, working to get sponsorship, piloting an affiliate scheme or any number of new ways to solve the existing problem.

Broadly speaking, lateral thinking often means stepping back and considering solutions or approaches outside of the immediately obvious.

One potential danger with lateral thinking is spending time to create new solutions to problems that don’t need them. Not every problem needs to be solved laterally and the best solution might actually be the most straightforward. Be sure to tap into existing knowledge and appraise a problem before trying something radical to avoid wasted time or frustration!  

The Creativity Dice   #creativity   #problem solving   #thiagi   #issue analysis   Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

Developing your lateral thinking skills comes more naturally to some than others. The Creativity Dice is a great method for getting out of linear thinking habits and moving into different ways of thinking.

Pattern recognition 

Pattern recognition is the ability to recognise existing or emerging patterns and make connections based on the patterns you have discerned . While pattern recognition goes back to our prehistoric roots, being able to spot patterns outside of the ordinary and consider what may not be immediately obvious is a vital creative thinking skill for today. 

Consider how meetings between some members of a team might often end in conflict. While it might first seem that these two people just can’t get along, it might actually be that certain emotional triggers are being tripped or the format of the conversation isn’t working. Looking beyond your initial impressions and from a new perspective might let you find a repeating pattern that isn’t immediately obvious.

When trying to spot patterns, try to be mindful of existing biases so you avoid bending what is happening to fit a pattern you might be expecting. Be sure to interpret all data fairly and honestly, even if you believe a pattern is already forming. 

Affinity Map   #idea generation   #gamestorming   Most of us are familiar with brainstorming—a method by which a group generates as many ideas around a topic as possible in a limited amount of time. Brainstorming works to get a high quantity of information on the table. But it begs the follow-up question of how to gather meaning from all the data. Using a simple Affinity Diagram technique can help us discover embedded patterns (and sometimes break old patterns) of thinking by sorting and clustering language-based information into relationships. It can also give us a sense of where most people’s thinking is focused

Pattern recognition is a skill that benefits from thoughtful practice. Try starting with a deliberate pattern-finding process like Affinity Map to build the ability to see patterns where they might not first be obvious.

While it might not seem like it at first, being a good listener is a creative thinking skill. It asks that a person not only try to understand what is being said but also to engage with the why and how of the conversation in order to reframe prior thinking and see things from a new perspective.

Deep listening or active listening is not only hearing the words that someone is saying but actively seeking to interpret their intent, understand their position, and create a positive space for further conversation. Not only does this create a deeper conversation for both parties, but this act of engagement and understanding leads to more creative and dynamic results too. 

Think of a workplace grievance that one person might have against another. Without actively listening and trying to understand the core issues from the perspective of everyone involved, you might not only fail to solve the issue but actually make staff feel less heard and valued too.

By employing this creative thinking skill in such a conversation you can see things more clearly and find a way to creatively satisfy the needs of everyone involved. 

Active Listening   #hyperisland   #skills   #active listening   #remote-friendly   This activity supports participants to reflect on a question and generate their own solutions using simple principles of active listening and peer coaching. It’s an excellent introduction to active listening but can also be used with groups that are already familiar with it. Participants work in groups of three and take turns being: “the subject”, the listener, and the observer.

Trying to be more present in conversations is a great place to begin building your deep listening and active listening skills . Want to supercharge the process as a group? Try a role-play activity like Active Listening to more thoughtfully see and reflect on how important this skill can be.

Not all established working practices are the best way of doing things. People who practice this creative thinking skill are likely to question the status quo in search of something new which can deliver meaningful change. While any challenge to the established order needs to be conducted respectfully and thoughtfully, thinking of how to go beyond the norm is how innovation occurs and where creative thinkers excel.

When trying to practice this skill, be prepared to question existing methods and frameworks and ask if there might be a better way outside of the limits of the current system. 

As with lateral thinking, it’s important to recognize that not everything is a problem that needs to be solved and so you may need to be selective in which norms should be challenged – otherwise, you may never make it out of the front door!

Additionally, challenging the established order often means questioning the work someone else has already done. While this is a necessary part of growth, it should always be done constructively and respectfully.  

W³ – What, So What, Now What?   #issue analysis   #innovation   #liberating structures   You can help groups reflect on a shared experience in a way that builds understanding and spurs coordinated action while avoiding unproductive conflict. It is possible for every voice to be heard while simultaneously sifting for insights and shaping new direction. Progressing in stages makes this practical—from collecting facts about What Happened to making sense of these facts with So What and finally to what actions logically follow with Now What . The shared progression eliminates most of the misunderstandings that otherwise fuel disagreements about what to do. Voila!

Challenging norms without a considered approach can be ineffective and potentially frustrating. Taking the time to build shared understanding and push in the same direction with What, So What, Now What? is a great way to explore how your existing process is or isn’t working and challenge norms productively.

Creative thinking doesn’t mean being disorganized or chaotic just because you have an abundance of ideas. In order to facilitate creative thinking, it’s important to stay organized and approach the process with the right framework, mindset, and space. As a creative thinking skill, lean organization means considering what you absolutely need to do in order to make things happen, versus what you don’t.

Think of how a large, multi-discipline team might go about organizing themselves for a big project. While it’s vital everyone is aligned and kept up to date, a traditional system of scheduled meetings might not be the most productive. Lean organization means considering the needs of the team, the project and thinking creatively about what you need to stay organized, and keeping unnecessary admin to a minimum.

Thinking creatively about organization is something all leaders should practice but any project can benefit from thinking through the process by which it will be accomplished. 

MoSCoW   #define intentions   #create   #design   #action   #remote-friendly   MoSCoW is a method that allows the team to prioritize the different features that they will work on. Features are then categorized into “Must have”, “Should have”, “Could have”, or “Would like but won‘t get”. To be used at the beginning of a timeslot (for example during Sprint planning) and when planning is needed.

Lean organization often means being honest and realistic about what is absolutely necessary versus nice to have. MoSCoW is an effective agile framework for planning work and also reframing your approach to organizing time, tasks and more!

Simplifying, presenting or decoding any information is a vital skill when working with others. In a creative thinking context, simplification is the act of seeing what is important about a task or piece of data and stripping away the extraneous parts to see things more clearly.

Some problems can feel unassailable because of their complexity or scale – simplification allows you to reconsider a problem in simple terms and reframe it in a way that means you can approach it productively. 

An example of using this creative thinking skill at work might be when presenting the results of a project to the rest of your organization. People working on other teams and in different disciplines could become disengaged if exposed to too many complex moving parts or it might simply be a waste of time to discuss every detail.

By simplifying a project into more succinct terms, you not only can help your group connect with the material swiftly but also boil a project down to its most important elements . This is a great way to creatively re-energize a project and identify where you can make an impact immediately. 

6 Words   #ufmcs   #red teaming   This tool is designed to help critical thinkers focus on a core idea by writing a short phrase summarizing their thoughts into a set number of words that are clear, concise, and accurate. This idea is based on a complete short story written by Ernest Hemingway: “For sale, baby shoes – never worn.” Six Words forces people to synthesize their ideas in a succinct and meaningful way, cutting away fluff and distilling the idea to its bare essence.

One way of practicing simplification is by summarising or condensing thoughts, ideas of stories into a more concise, compressed form . 6 Words is a method for cutting away extraneous material from ideas that engages creative thinking and reframing approachably – great for groups!

Any major project requires some measure of planning in order to succeed, especially when working with others. But are there times where overplanning or traditional working processes feel too slow or frustrating for the project at hand? This is where these creative thinking skills come in handy! Radical planning is a way of approaching project planning from an alternative angle in order to generate fast, effective results.  

When taking this planning approach, you will often shuffle the order of the normal planning process in order to create alternative outcomes and cut out elements you may not need. For example, with the backcasting workshop activity, the approach is to think of desired outcomes up to twenty years in the future and work backward to figure out how we can make small steps today.

You might also try planning with a mindset of what you and your team can each achieve immediately and in a more experimental fashion with an activity like 15% solutions . 

By approaching planning with a creative thinking mindset, you can surface ideas and plans which may not have come up with a more traditional planning process. Another great benefit is to question the normal manner in which your team or organisation approaches planning and can help your team find a method that works best for you!

Backcasting   #define intentions   #create   #design   #action   Backcasting is a method for planning the actions necessary to reach desired future goals. This method is often applied in a workshop format with stakeholders participating. To be used when a future goal (even if it is vague) has been identified.

Collaborative thinking 

Effective collaboration requires us to bring many different skills together, but consciously considering how to be a more effective collaborator is worth mentioning separately. When a creative thinker approaches collaboration, they will try to think of how to use alternative approaches to make the collaborative process more effective while also helping everyone on the team contribute and be heard.

An example is when it comes to getting work done in meetings – if the current process isn’t enabling everyone to collaborate effectively, you might employ creative thinking to try finding an alternative format, consider working asynchronously, or timeboxing parts of your agenda.

The best collaborators also find ways to champion the work of others and create a safe space for everyone to contribute – it might not be enough to assume collaboration will be accomplished when you get people in a room.

Employing this creative thinking skill can make all the difference when it comes to job satisfaction, interpersonal relationships and group outcomes too! Try approaching your collaborative projects more mindfully and see how it changes things for you!

Marshmallow challenge with debriefing   #teamwork   #team   #leadership   #collaboration   In eighteen minutes, teams must build the tallest free-standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow. The marshmallow needs to be on top. The Marshmallow Challenge was developed by Tom Wujec, who has done the activity with hundreds of groups around the world. Visit the Marshmallow Challenge website for more information. This version has an extra debriefing question added with sample questions focusing on roles within the team.

Working together on a task as a team is an effective way of kickstarting collaborative thinking, especially if you approach the task mindfully . The Marshamllow Challenge with debriefing is a proven method for engaging teamwork and by adding reflection time afterward, your group can share and build on what they learned.

Collecting data might seem like a solely analytical skill, but it is another area where creative thinking can lead to productive, unexpected and transformative results. Approaching the data collection process creatively might mean trying new techniques or sources, or simply reconsidering the how and why of your data collection processes.  

Imagine you are running a survey to measure customer happiness. You might try asking traditional survey questions, but find that your response rate is low and furthermore, your approach might be invasive and actively decrease happiness too!

If you were to approach this problem creatively, you might find that using a simplified form, asking for feedback at a different point in the customer journey, or utilizing an alternative measurement scheme delivers the data you are looking for. In many cases, thinking about the questions you are asking from a new point of view is what unlocks a better data collection process.

The key to this creative thinking skill is to try looking at the data collection process from a new, preferably customer-centric perspective while also considering why and how you are collecting data. You will likely find that by asking for input from your customers more creatively, you create space for more creative responses too!

3 Question Mingle   #hyperisland   #team   #get-to-know   An activity to support a group to get to know each other through a set of questions that they create themselves. The activity gets participants moving around and meeting each other one-on-one. It’s useful in the early stages of team development and/or for groups to reconnect with each other after a period of time apart.

3 Question Mingle is a get to know you activity that does double duty in demonstrating the power of approaching data collection creatively. By creating their own questions, a group can really think about what they want to know, how they ask questions, and how the results differ. Be sure to give it a try!

Interpretation and analysis

Interpretation skills can be varied though in a creative thinking context it means being able to successfully analyze an idea, solution, dataset, or conversation and draw effective conclusions. Great interpreters are people with a desire to listen, understand, and dig deeper in order to make their interpretation fully realised.

One of the ways creative thinking can improve interpretation is in helping us challenge assumptions or initial readings of data in order to consider other possible interpretations and perspectives.

Say your product is having a problem with losing lots of new customers shortly after signing up. You do a survey and people say that they leave because the product isn’t useful to them. Your initial interpretation of that data might be that you’re not the right fit for these customers or that the product needs new features.

If you were to apply creative thinking to the interpretation of this data, you might conduct further research and see that the product is fine, but people didn’t find the right features for them and that your onboarding process needs to be improved.

The key here is interpreting the data from various perspectives and then correlating that with other sources to form an accurate and representative interpretation, rather than going with your initial assumption . By following this process, you might also find that the way you are collecting data is flawed (perhaps not asking the right questions) or that more research and data collection is needed.

So long as you are sure to have data points and analysis to back up your findings, it pays to explore alternative interpretations so you can avoid bias and find the most accurate takeaways . 

Fishbone diagram   #frame insights   #create   #design   #issue analysis   Fishbone diagrams show the causes of a specific event.

Effective interpretation and analysis isn’t possible without a thorough exploration of the problem or topic at hand. Fishbone Diagram is a simple method for not only surfacing insights but framing them in a way that allows for proper and multi-perspective analysis.

Einstein is quoted as saying, “We cannot solve our problems with the same thinking we used when we created them.” In this mold, sometimes the best ideas and solutions come from fields and disciplines outside of our own. By considering how someone with a different skillset to your own would solve a problem or deploy solutions, you can often find ideas and techniques you may never have considered. 

Consider being tasked with improving employee happiness. A social media manager with a background in illustration and events management would likely try a very different approach to a sales manager who is used to a culture of incentives and bonuses. If you were trying to develop a new product, think of how a developer would approach deciding on key features versus an academic or a customer success manager? 

The important thing here is to try and use the perspective, skill set , and approach of another field or discipline to first consider and then solve a problem more fully . Where possible, try and include people from other disciplines in the process and try to avoid making assumptions.

As with all creative thinking skills, being open-minded and sourcing the expertise and opinions of others where necessary is vital when creating true innovation.

Mash-Up Innovation   #hyperisland   #innovation   #idea generation   Mash-ups is a collaborative idea generation method in which participants come up with innovative concepts by combining different elements together. In a first step, participants brainstorm around different areas, such as technologies, human needs, and existing services. In a second step, they rapidly combine elements from those areas to create new, fun and innovative concepts. Mash-ups demonstrates how fast and easy it can be to come up with innovative ideas.

Interdisciplinary thinking isn’t just for radical academics. By combining ideas from disparate fields in a fast, fun manner, Mash-Up Innovation is great for building creative thinking skills and generating results in one fell swoop!

All creative thinking skills are about reframing things in a new way of finding alternative approaches. This can often mean abandoning an existing framework and thinking outside of the box. That said , another way of applying creative thinking is by bringing rulesets, constraints, or frameworks to your approach in order to trigger deeper creative work and tap into a problem-solving mindset . 

Consider a simple task like trying to generate more customers. With free reign, there are innumerable ways to accomplish this. But what happens if you create a rule like, we cannot spend any money, or, these must be driven by social media alone. In order to accomplish your goal under these conditions, you must think more creatively and deeply, deploying more concentrated problem-solving skills than if you could try any approach you wanted. 

Alternatively, you might approach a problem with a framework that forces you to think under specific circumstances or with a rigid set of steps. Six thinking hats is a great workshop activity that asks participants to frame and reframe a problem from six different angles. While it might first seem counterintuitive, the use of rules or frameworks can create fertile ground for creative thinking and lead to more realized solutions!

The Six Thinking Hats   #creative thinking   #meeting facilitation   #problem solving   #issue resolution   #idea generation   #conflict resolution   The Six Thinking Hats are used by individuals and groups to separate out conflicting styles of thinking. They enable and encourage a group of people to think constructively together in exploring and implementing change, rather than using argument to fight over who is right and who is wrong.

Not all problems are created equal. Depending on how much it directly affects you, you might see a given problem as being more or less important than your colleagues, leading to a different response and approach to solving the problem. This creative thinking skill is all about being able to switch between seeing the bigger picture while also considering how something might manifest on a smaller scale.

Think of how frustrating it can be when an executive team makes sweeping changes that affect frontline staff in a way they might not have anticipated. Micro and macro thinking means seeing both problems and potential solutions from multiple perspectives and adjusting accordingly. 

Another key aspect of applying this approach is knowing the limits of your own knowledge and involving stakeholders from all levels of an organization to inform your ideation and problem-solving process.

If you’ve never worked in support and don’t regularly talk to your support team, you might not understand how a change to helpdesk software could impact your team and your clients – remember that a big part of any change in perspective is doing the research and talking to who will be affected ! 

Stakeholder Round Robin Brainstorm   #idea generation   #brainstorming   #perspectives   #remote-friendly   #online   A divergent process to generate ideas and understanding from different perspectives.

Learning to practice micro and macro thinking often starts with first listening to and understanding the needs and perspectives of others . Especially those who have varied positions in relation to the problem, solutions, or organization you are working with. Stakeholder Round Robin Brainstorm is an effective method of surfacing insights and perspectives quickly and productively.

Of all the creative thinking skills on this list, visual thinking might be one you are most familiar with. Visual thinking is a method of processing, learning, and presenting information and concepts with visual assets such as images.

Visual thinking is often associated with creative thinking because of the consumption and creation of images at its heart. Don’t let this make you think you have to be able to draw in order to be a visual thinker.

Applying this creative thinking skill means being able to interpret visual information, present concepts in an often simple visual manner, and communicate in a way that is more universally understood.  Drawing stick people is actively encouraged!

Visual approaches to problem-solving can help foster shared understanding and help people be more succinct or creative in their ideas. Remember: if an idea is too complex to be put into pictures, perhaps it needs further refinement .

Imagie-ination   #idea generation   #gamestorming   Images have the ability to spark insights and to create new associations and possible connections. That is why pictures help generate new ideas, which is exactly the point of this exercise.

While you might be able to jump straight into direct applications of visual thinking, it can help to try an exercise where you and a group explore using images simply and engagingly. Imagie-ination helps unlock the power of visual thinking as a team while also helping generate ideas too!

Abstraction or abstract thinking is the art of taking things out of their normal context and presenting them in a radical new light . While most creative thinking skills utilise abstraction in some form, it’s worth noting that actively trying to take an idea from one context and place it in another is a creative approach all on its own.

Think of Pablo Picasso’s cubist portraits – by taking something as common as a human face and bringing abstraction to his process, he created something radically different and innovative. You can create a similar effect by recontextualizing ideas, concepts, and problems and by looking at them from different, perhaps even conflicting points of view.

Abstract thinking is often built on engaging with absurdities, paradoxes, and unexpected connections . As such, it can often be fun, wild and surprising, and is a great way to generate creative ideas even in those who might be resistant to other forms of creative thinking. Lean into the weird!

Forced Analogy   #divergent thinking   #zoom   #virtual   #remote-friendly   People compare something (e.g. themselves, their company, their team) to an object.  

Forced Analogy is a quick, fun activity you can use to promote abstract thinking. Comparing one thing to another seemingly unrelated thing asks for a creative approach to context and metaphor and can really unlock a groups divergent thinking process.

Telling stories or narrativizing a problem can help us not only see things differently but understand where we share common ground with others. Everybody tells stories – whether that’s explaining our employment history, telling colleagues about what happened at the weekend, or when creating user personas and journeys. 

Leverage this inclination to help people not only realize they are creative thinkers by nature but to help them share something of themselves too!

As a creative thinking skill, storytelling is about applying our natural proclivity for stories into new situations or thinking about how to reappraise or present material narratively . Think of the basic storytelling concept like the idea that all stories have a beginning, middle, and end – how might we bring this thinking to a tough challenge, a new product, or when solving a customer complaint?

You might even use storytelling tropes like the hero’s journey when exploring ideas or company conflicts. Whichever way you go, remember that stories are a universal element of culture and you have a rich lineage to dip into if you need a new perspective. 

Telling Our Stories   #hyperisland   #team   #teambuilding   To work effectively together team members need to build relations, show trust, and be open with each other. This method supports those things through a process of structured storytelling. Team members answer questions related to their childhood, young adulthood, and now; then weave them into a story to share with the rest of their team.

Telling Stories in a collaborative space is one of the best ways you can approach creative thinking through narrative . By doing this activity as a team, you can help a group see the benefit of applying storytelling approaches outside of more traditional forms.

How many times have you had a tough problem that you can’t seem to solve so you get frustrated and leave your desk. Then, when you’re on a walk, standing in the supermarket, or falling asleep, a solution seems to arrive out of thin air? Often, you’ll find that creating space to reflect on a problem is an effective way to find a way forward.

The trick with making reflective space work as a larger part of your working practice is knowing when to take time to reflect, building space into your regular schedule, and finding techniques that allow things to surface effectively.

This might mean going for a walk with the intention to be present in noticing the world around you and gaining insights that can help your situation. It might also mean remembering to take time to rest or simply read and give your brain something good to chew on.

I notice, I wonder   #design   #observation   #empathy   #issue analysis   Learn through careful observation. Observation and intuition are critical design tools. This exercise helps you leverage both. Find clues about the context you’re designing for that may be hidden in plain sight.

In a creative thinking context, reflection often means giving an idea time to unfurl and to resist the temptation to force it – by creating space to observe and reflect with I notice, I wonder you might see new ways of thinking emerge naturally.

How to use creative thinking skills at work? 

At SessionLab, we’ve found many of the above creative thinking skills helpful when finding better ways to collaborate , handle workplace challenges or generate new ideas . Here are just a few small examples of things we’ve done that have benefited from thinking creatively as a team.

Using creative thinking to facilitate a site redesign

Using creative thinking to improve team communication, using creative thinking to improve collaboration.

Remember that creative thinking needn’t be explosive or radical to be useful – a simple shift in mindset or perspective can be all you need to create meaningful and impactful change.

When we began working on a site-wide redesign, we had to deploy a large number of creative thinking skills to make the process smooth and effective.

When first determining how to approach the project and scope the work, we reviewed how we had worked together on large projects in the past. While we saw there was room to improve, finding the best way to proceed and make the changes we needed was no easy task.

Challenging the entire process from start to finish with a creative thinking mindset and trying to stay open to alternative methods where possible was what unlocked the process for us. By reconsidering how we were running meetings, sharing feedback, and collaborating, we were able to identify where we were going wrong and then try alternative approaches more freely.

When it came to implementing solutions, we were also sure to  stay open to experimentation while challenging our core assumptions of what would work and wouldn’t. This really helped us refine the working process and tailor it to our particular team and goals.

Another example came with finding a new approach when work stalled on a specific page. For our features page, we began by following the standard approach we had developed – writing the copy and structuring the page first before then following with illustrations and images.

In this case, our existing approach got us to an impasse : it felt difficult for our designer to be creative and find the best way to translate ideas into images if the copy had already been defined and the structure felt too rigid. What we decided to do was to reverse the workflow completely and allow the designer to create design elements before we wrote the copy and implemented too rigid a structure.  

Throughout the project, creative thinking allowed us to challenge whether the existing way we did something was the right one and gave us scope to experiment and be open when finding solutions. Not only did this help us solve the immediate problems as they arose but they helped us come up with a great new design too! 

Creative thinking can come in extremely handy when it comes to communicating. If one form of communication or working process isn’t working, approaching the discussion with a creative thinking mindset can help resolve the immediate issue and create lasting change in how we converse and work together too. 

Like many virtual teams, we faced the challenge of some meetings feeling unproductive . The issues ranged from overrunning, crosstalk, not everyone feeling heard or able to contribute, or getting lost in ancillary discussions that were not productive or necessary. In an online setting, it can be hard to keep everyone on track and for things to run smoothly without accidentally talking over one another or causing frustration. 

When it came to crosstalk, we wanted to avoid the frustration of interruption and disruption but also wanted to ensure people did not feel like they couldn’t contribute . Using the finger rules technique in a remote setting allowed people to easily show when they wanted to speak and what they wanted to discuss without disrupting the flow of the meeting.

We also found that the reason some daily meetings felt unproductive was because the meetings were for the purpose of daily updates and there didn’t always feel like there was a lot to say, thus leading to frustration or unproductive time being spent in these meetings.

In this example, we moved to a weekly format while also ensuring that we continue daily check-ins on Slack. This approach meant that we cut down on unnecessary meetings while still ensuring everyone’s needs were met .

This method is an example of creatively approaching a communication problem by thinking outside of the box and being prepared to challenge core assumptions . While we all wanted to stay informed, it really helped to reconsider the methods for staying informed and whether our current approach was the best way to achieve what we needed. It was also useful to reassess how we approached meeting agendas and goal-setting – follow the link for more on that if you’re having difficulty with unproductive meetings!

Remember that creative thinking needn’t be explosive or radical to be useful – a simple shift in mindset or perspective can be all you need to create meaningful and impactful change .

Remember that looking to others and being inspired by how they did things can be as transformative as trying to reinvent the wheel!

A final example is how we approached collaborating on creating the new design. While all projects at SessionLab feature collaboration between multiple parties, in this case we wanted to create space for everyone on the team to contribute.

We found that when trying to collectively brainstorm in a live, remote session, it became difficult for everyone to contribute and reflect on what was being shared by other members of the team effectively .

Some people had been able to prepare less than others, other people were less aware of all the circumstances of the project, or others were less able to switch gears during their working day. This led to some contributions being missed, a messier working process, and a feeling of being rushed – all of which lead to less effective outcomes than we might have hoped for.

In this case, we thought of how asynchronous work , reflection time, and some small process changes might help solve the problems we were running into. We wanted to be able to respond to what was being shared more effectively while also creating space for everyone to contribute in a way that was most productive for them.

Starting the brainstorming session in personal MURAL boards asynchronously and on our own time meant everyone was able to ideate at the time that was best for them and without any distractions . By then encouraging review and reflection on other people’s boards ahead of the main session, we were able to properly take in ideas and let them develop without feeling hurried.

This approach reduced the amount of time we actively spent working together in a meeting while improving the quality of the work . It helped people engage with the process, reduced potential frustration, and also meant we were more able to respond fully to the suggestions of others. This was a great example of how thinking creatively and learning from others can help create better outcomes and a more streamlined process. 

It’s also worth noting that reflecting on our conversation with Anja Svetina Nabergoj regarding asynchronous learning and finding inspiration there was part of what helped this process along. Remember that looking to others and being inspired by how they did things can be as transformative as trying to reinvent the wheel!

Creative workshops and meetings made easy

Whether you find that creative thinking doesn’t come naturally, if your skills need some attention, or even if you just want to try new ways of working, it can be difficult to know where to begin .

Thinking about the creative thinking skills above and considering which you might be missing or could benefit from purposeful attention is a great place to start, though there are also some concrete ways you can approach the process and improve your creative thinking abilities in a pinch. Let’s see how! 

Be present and aware of how you feel

Create space for new ideas, look to others for inspiration, throw yourself into new things, encourage creative thinking in others.

All skills get better with practice and creative thinking is no exception. Whether it’s active listening, experimentation or any other creative thinking style, it’s okay to not get it right the first time . The very act of being open to new approaches and perspectives is itself a way to improve your creative thinking skill set. However you try to implement creative thinking, know that exploration, iteration, and practice are fundamental parts of the process.

Try starting small and practice your creative thinking skills in your interpersonal relationships and collaborative projects. Take note of how it goes and try building up to larger and larger implementations of your creative thinking approaches. 

A key part of cultivating or improving any new skill is to be fully present and aware when utilizing that skill. Consider how a sculptor needs to be aware of their materials, how they handle the material and place them on the board in order to be truly successful. Being present in the moment is important for any collaborative process, but is an especially vital aspect of creative thinking.

If you find yourself frustrated, excited, engaged, or stuck, make a mental note of how you are feeling and consider how you might do things differently. Staying present and actively engaging with how a situation makes you feel before responding is one of the most effective ways of cultivating and improving your creative thinking – be sure to give it a go! 

As with many aspects of creativity, it’s not always effective to force it. Good ideas and finding new approaches can take time and an important part of the creative thinking process is creating space not only for reflection but to rest and allow things to surface. This might mean building more quiet, mindful time into your routine, reading and finding new inspiration, or simply learning to take a break. 

While this can be difficult to get into the habit of, it does get easier with time. Try blocking out reflective time in your calendar or letting others know that you are taking the time in order to make it stick and avoid interruptions. Reflective space is important and useful, and by treating it as such, you can help ensure it happens and doesn’t get discarded or forgotten about.

One of the biggest barriers to thinking creatively is simply not being open to what is in front of you. Whether it’s rushing to use an existing solution without investigating alternatives, failing to listen or be present when something new is being presented, or sticking with your existing assumptions, a failure to stay open and reserve judgment can kill creative thinking.

Try to stay open and apply creative thinking without pressure or being overly critical in order to improve those skills and let more creative approaches surface in the future. 

One of the best ways to find new perspectives and alternative ways of thinking is by looking to others. Whether it’s finding inspiration from other creative thinkers via conversation, reading and researching new sources, or simply listening and observing, looking outside of yourself is one of the most effective ways you can jolt your creative thinking. 

Try finding sources outside of your normal circles, whatever the medium. It can be very easy to get into creative bubbles that might unwittingly exclude new forms of thinking. By broadening your social, creative and critical circles , you can be exposed to all kinds of potentially inspiring or creatively engaging ways of thinking and doing.

It’s hard to create space and an opportunity for new ways of thinking if you stick to the same routines and activities. You’ll often find that trying new things and exposing yourself to new hobbies, skills and approaches can be massively engaging and exciting too.

An important aspect of creative thinking is applying the learnings from one discipline or approach to another. If a developer were to throw themselves into learning how to dance, they might learn something they can apply to their role as a developer.

An open and honest desire to explore new experiences in and outside of your working life is a vital ingredient in the creative thinking process. Try saying yes to doing new things wherever you can find them – being alive to possibility and engaging in the world is a great way of supercharging your creativity! 

Creativity is even better when shared. Whether it’s crowdsourcing new ideas, iterating together, or helping others build their creative thinking skills, sharing the experience is often a useful and generative process for all involved.

Try bringing a group together to explore thinking creatively together or run a workshop on developing creative thinking skills in the workplace. Not only will it help your participants with their own creative discovery, but it will also help you develop your own creative skills. 

Over to you

As facilitators and advocates of the power of workshops, we’re passionate about how creative thinking can improve many aspects of a group’s personal and working lives. At its heart, creative thinking is an empathic, generative act, and by bringing those concepts to the fore, we believe everyone can see better outcomes when solving problems, generating ideas or communicating with others. 

We hope we’ve given you some great examples of creative thinking at work and how you might discover and nurture your own creative thinking skills . That said, this list is by no means exhaustive and there are many more ways you might try thinking creatively. Think of this post as a jumping-off point for further exploration and creative development!

Do you have any concepts or approaches you’ve used to become a better creative thinker? Did you find any of the creative thinking methods above particularly helpful? We’d love to hear about your experience in the comments below!

Very nice information. Thanks for posting such an informative blog. Creative thinking is an unconventional thinking that looks at an issue from different perspectives. Innovative thinking is a thinking that converts / commercializes a creative idea into practical application.

The Fosbury Flop is a very good example of a creative idea and trend when we apply “the learnings from one discipline or approach [Engineering] to another [High Jump].”

thanks alot…very informative and thoroug

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Critical Thinking

Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus. Its adoption as an educational goal has been recommended on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship. “Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate. The abilities can be identified directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities. Standardized tests have been developed to assess the degree to which a person possesses such dispositions and abilities. Educational intervention has been shown experimentally to improve them, particularly when it includes dialogue, anchored instruction, and mentoring. Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

2.1 Dewey’s Three Main Examples

2.2 dewey’s other examples, 2.3 further examples, 2.4 non-examples, 3. the definition of critical thinking, 4. its value, 5. the process of thinking critically, 6. components of the process, 7. contributory dispositions and abilities, 8.1 initiating dispositions, 8.2 internal dispositions, 9. critical thinking abilities, 10. required knowledge, 11. educational methods, 12.1 the generalizability of critical thinking, 12.2 bias in critical thinking theory and pedagogy, 12.3 relationship of critical thinking to other types of thinking, other internet resources, related entries.

Use of the term ‘critical thinking’ to describe an educational goal goes back to the American philosopher John Dewey (1910), who more commonly called it ‘reflective thinking’. He defined it as

active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends. (Dewey 1910: 6; 1933: 9)

and identified a habit of such consideration with a scientific attitude of mind. His lengthy quotations of Francis Bacon, John Locke, and John Stuart Mill indicate that he was not the first person to propose development of a scientific attitude of mind as an educational goal.

In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942). Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students. Bloom’s influential taxonomy of cognitive educational objectives (Bloom et al. 1956) incorporated critical thinking abilities. Ennis (1962) proposed 12 aspects of critical thinking as a basis for research on the teaching and evaluation of critical thinking ability.

Since 1980, an annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world. Also since 1980, the state university system in California has required all undergraduate students to take a critical thinking course. Since 1983, the Association for Informal Logic and Critical Thinking has sponsored sessions in conjunction with the divisional meetings of the American Philosophical Association (APA). In 1987, the APA’s Committee on Pre-College Philosophy commissioned a consensus statement on critical thinking for purposes of educational assessment and instruction (Facione 1990a). Researchers have developed standardized tests of critical thinking abilities and dispositions; for details, see the Supplement on Assessment . Educational jurisdictions around the world now include critical thinking in guidelines for curriculum and assessment.

For details on this history, see the Supplement on History .

2. Examples and Non-Examples

Before considering the definition of critical thinking, it will be helpful to have in mind some examples of critical thinking, as well as some examples of kinds of thinking that would apparently not count as critical thinking.

Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking. The examples range from the everyday to the scientific.

Transit : “The other day, when I was down town on 16th Street, a clock caught my eye. I saw that the hands pointed to 12:20. This suggested that I had an engagement at 124th Street, at one o’clock. I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. I might save twenty minutes by a subway express. But was there a station near? If not, I might lose more than twenty minutes in looking for one. Then I thought of the elevated, and I saw there was such a line within two blocks. But where was the station? If it were several blocks above or below the street I was on, I should lose time instead of gaining it. My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey. I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68–69; 1933: 91–92)

Ferryboat : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip. It suggested a flagpole when I first saw it; its color, shape, and gilded ball agreed with this idea, and these reasons seemed to justify me in this belief. But soon difficulties presented themselves. The pole was nearly horizontal, an unusual position for a flagpole; in the next place, there was no pulley, ring, or cord by which to attach a flag; finally, there were elsewhere on the boat two vertical staffs from which flags were occasionally flown. It seemed probable that the pole was not there for flag-flying.

“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament. But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected. (b) Possibly it was the terminal of a wireless telegraph. But the same considerations made this improbable. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house. (c) Its purpose might be to point out the direction in which the boat is moving.

“In support of this conclusion, I discovered that the pole was lower than the pilot house, so that the steersman could easily see it. Moreover, the tip was enough higher than the base, so that, from the pilot’s position, it must appear to project far out in front of the boat. Moreover, the pilot being near the front of the boat, he would need some such guide as to its direction. Tugboats would also need poles for such a purpose. This hypothesis was so much more probable than the others that I accepted it. I formed the conclusion that the pole was set up for the purpose of showing the pilot the direction in which the boat pointed, to enable him to steer correctly.” (Dewey 1910: 69–70; 1933: 92–93)

Bubbles : “In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. Why? The presence of bubbles suggests air, which I note must come from inside the tumbler. I see that the soapy water on the plate prevents escape of the air save as it may be caught in bubbles. But why should air leave the tumbler? There was no substance entering to force it out. It must have expanded. It expands by increase of heat, or by decrease of pressure, or both. Could the air have become heated after the tumbler was taken from the hot suds? Clearly not the air that was already entangled in the water. If heated air was the cause, cold air must have entered in transferring the tumblers from the suds to the plate. I test to see if this supposition is true by taking several more tumblers out. Some I shake so as to make sure of entrapping cold air in them. Some I take out holding mouth downward in order to prevent cold air from entering. Bubbles appear on the outside of every one of the former and on none of the latter. I must be right in my inference. Air from the outside must have been expanded by the heat of the tumbler, which explains the appearance of the bubbles on the outside. But why do they then go inside? Cold contracts. The tumbler cooled and also the air inside it. Tension was removed, and hence bubbles appeared inside. To be sure of this, I test by placing a cup of ice on the tumbler while the bubbles are still forming outside. They soon reverse” (Dewey 1910: 70–71; 1933: 93–94).

Dewey (1910, 1933) sprinkles his book with other examples of critical thinking. We will refer to the following.

Weather : A man on a walk notices that it has suddenly become cool, thinks that it is probably going to rain, looks up and sees a dark cloud obscuring the sun, and quickens his steps (1910: 6–10; 1933: 9–13).

Disorder : A man finds his rooms on his return to them in disorder with his belongings thrown about, thinks at first of burglary as an explanation, then thinks of mischievous children as being an alternative explanation, then looks to see whether valuables are missing, and discovers that they are (1910: 82–83; 1933: 166–168).

Typhoid : A physician diagnosing a patient whose conspicuous symptoms suggest typhoid avoids drawing a conclusion until more data are gathered by questioning the patient and by making tests (1910: 85–86; 1933: 170).

Blur : A moving blur catches our eye in the distance, we ask ourselves whether it is a cloud of whirling dust or a tree moving its branches or a man signaling to us, we think of other traits that should be found on each of those possibilities, and we look and see if those traits are found (1910: 102, 108; 1933: 121, 133).

Suction pump : In thinking about the suction pump, the scientist first notes that it will draw water only to a maximum height of 33 feet at sea level and to a lesser maximum height at higher elevations, selects for attention the differing atmospheric pressure at these elevations, sets up experiments in which the air is removed from a vessel containing water (when suction no longer works) and in which the weight of air at various levels is calculated, compares the results of reasoning about the height to which a given weight of air will allow a suction pump to raise water with the observed maximum height at different elevations, and finally assimilates the suction pump to such apparently different phenomena as the siphon and the rising of a balloon (1910: 150–153; 1933: 195–198).

Diamond : A passenger in a car driving in a diamond lane reserved for vehicles with at least one passenger notices that the diamond marks on the pavement are far apart in some places and close together in others. Why? The driver suggests that the reason may be that the diamond marks are not needed where there is a solid double line separating the diamond lane from the adjoining lane, but are needed when there is a dotted single line permitting crossing into the diamond lane. Further observation confirms that the diamonds are close together when a dotted line separates the diamond lane from its neighbour, but otherwise far apart.

Rash : A woman suddenly develops a very itchy red rash on her throat and upper chest. She recently noticed a mark on the back of her right hand, but was not sure whether the mark was a rash or a scrape. She lies down in bed and thinks about what might be causing the rash and what to do about it. About two weeks before, she began taking blood pressure medication that contained a sulfa drug, and the pharmacist had warned her, in view of a previous allergic reaction to a medication containing a sulfa drug, to be on the alert for an allergic reaction; however, she had been taking the medication for two weeks with no such effect. The day before, she began using a new cream on her neck and upper chest; against the new cream as the cause was mark on the back of her hand, which had not been exposed to the cream. She began taking probiotics about a month before. She also recently started new eye drops, but she supposed that manufacturers of eye drops would be careful not to include allergy-causing components in the medication. The rash might be a heat rash, since she recently was sweating profusely from her upper body. Since she is about to go away on a short vacation, where she would not have access to her usual physician, she decides to keep taking the probiotics and using the new eye drops but to discontinue the blood pressure medication and to switch back to the old cream for her neck and upper chest. She forms a plan to consult her regular physician on her return about the blood pressure medication.

Candidate : Although Dewey included no examples of thinking directed at appraising the arguments of others, such thinking has come to be considered a kind of critical thinking. We find an example of such thinking in the performance task on the Collegiate Learning Assessment (CLA+), which its sponsoring organization describes as

a performance-based assessment that provides a measure of an institution’s contribution to the development of critical-thinking and written communication skills of its students. (Council for Aid to Education 2017)

A sample task posted on its website requires the test-taker to write a report for public distribution evaluating a fictional candidate’s policy proposals and their supporting arguments, using supplied background documents, with a recommendation on whether to endorse the candidate.

Immediate acceptance of an idea that suggests itself as a solution to a problem (e.g., a possible explanation of an event or phenomenon, an action that seems likely to produce a desired result) is “uncritical thinking, the minimum of reflection” (Dewey 1910: 13). On-going suspension of judgment in the light of doubt about a possible solution is not critical thinking (Dewey 1910: 108). Critique driven by a dogmatically held political or religious ideology is not critical thinking; thus Paulo Freire (1968 [1970]) is using the term (e.g., at 1970: 71, 81, 100, 146) in a more politically freighted sense that includes not only reflection but also revolutionary action against oppression. Derivation of a conclusion from given data using an algorithm is not critical thinking.

What is critical thinking? There are many definitions. Ennis (2016) lists 14 philosophically oriented scholarly definitions and three dictionary definitions. Following Rawls (1971), who distinguished his conception of justice from a utilitarian conception but regarded them as rival conceptions of the same concept, Ennis maintains that the 17 definitions are different conceptions of the same concept. Rawls articulated the shared concept of justice as

a characteristic set of principles for assigning basic rights and duties and for determining… the proper distribution of the benefits and burdens of social cooperation. (Rawls 1971: 5)

Bailin et al. (1999b) claim that, if one considers what sorts of thinking an educator would take not to be critical thinking and what sorts to be critical thinking, one can conclude that educators typically understand critical thinking to have at least three features.

• It is done for the purpose of making up one’s mind about what to believe or do.
• The person engaging in the thinking is trying to fulfill standards of adequacy and accuracy appropriate to the thinking.
• The thinking fulfills the relevant standards to some threshold level.

One could sum up the core concept that involves these three features by saying that critical thinking is careful goal-directed thinking. This core concept seems to apply to all the examples of critical thinking described in the previous section. As for the non-examples, their exclusion depends on construing careful thinking as excluding jumping immediately to conclusions, suspending judgment no matter how strong the evidence, reasoning from an unquestioned ideological or religious perspective, and routinely using an algorithm to answer a question.

If the core of critical thinking is careful goal-directed thinking, conceptions of it can vary according to its presumed scope, its presumed goal, one’s criteria and threshold for being careful, and the thinking component on which one focuses. As to its scope, some conceptions (e.g., Dewey 1910, 1933) restrict it to constructive thinking on the basis of one’s own observations and experiments, others (e.g., Ennis 1962; Fisher & Scriven 1997; Johnson 1992) to appraisal of the products of such thinking. Ennis (1991) and Bailin et al. (1999b) take it to cover both construction and appraisal. As to its goal, some conceptions restrict it to forming a judgment (Dewey 1910, 1933; Lipman 1987; Facione 1990a). Others allow for actions as well as beliefs as the end point of a process of critical thinking (Ennis 1991; Bailin et al. 1999b). As to the criteria and threshold for being careful, definitions vary in the term used to indicate that critical thinking satisfies certain norms: “intellectually disciplined” (Scriven & Paul 1987), “reasonable” (Ennis 1991), “skillful” (Lipman 1987), “skilled” (Fisher & Scriven 1997), “careful” (Bailin & Battersby 2009). Some definitions specify these norms, referring variously to “consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1910, 1933); “the methods of logical inquiry and reasoning” (Glaser 1941); “conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication” (Scriven & Paul 1987); the requirement that “it is sensitive to context, relies on criteria, and is self-correcting” (Lipman 1987); “evidential, conceptual, methodological, criteriological, or contextual considerations” (Facione 1990a); and “plus-minus considerations of the product in terms of appropriate standards (or criteria)” (Johnson 1992). Stanovich and Stanovich (2010) propose to ground the concept of critical thinking in the concept of rationality, which they understand as combining epistemic rationality (fitting one’s beliefs to the world) and instrumental rationality (optimizing goal fulfillment); a critical thinker, in their view, is someone with “a propensity to override suboptimal responses from the autonomous mind” (2010: 227). These variant specifications of norms for critical thinking are not necessarily incompatible with one another, and in any case presuppose the core notion of thinking carefully. As to the thinking component singled out, some definitions focus on suspension of judgment during the thinking (Dewey 1910; McPeck 1981), others on inquiry while judgment is suspended (Bailin & Battersby 2009, 2021), others on the resulting judgment (Facione 1990a), and still others on responsiveness to reasons (Siegel 1988). Kuhn (2019) takes critical thinking to be more a dialogic practice of advancing and responding to arguments than an individual ability.

In educational contexts, a definition of critical thinking is a “programmatic definition” (Scheffler 1960: 19). It expresses a practical program for achieving an educational goal. For this purpose, a one-sentence formulaic definition is much less useful than articulation of a critical thinking process, with criteria and standards for the kinds of thinking that the process may involve. The real educational goal is recognition, adoption and implementation by students of those criteria and standards. That adoption and implementation in turn consists in acquiring the knowledge, abilities and dispositions of a critical thinker.

Conceptions of critical thinking generally do not include moral integrity as part of the concept. Dewey, for example, took critical thinking to be the ultimate intellectual goal of education, but distinguished it from the development of social cooperation among school children, which he took to be the central moral goal. Ennis (1996, 2011) added to his previous list of critical thinking dispositions a group of dispositions to care about the dignity and worth of every person, which he described as a “correlative” (1996) disposition without which critical thinking would be less valuable and perhaps harmful. An educational program that aimed at developing critical thinking but not the correlative disposition to care about the dignity and worth of every person, he asserted, “would be deficient and perhaps dangerous” (Ennis 1996: 172).

Dewey thought that education for reflective thinking would be of value to both the individual and society; recognition in educational practice of the kinship to the scientific attitude of children’s native curiosity, fertile imagination and love of experimental inquiry “would make for individual happiness and the reduction of social waste” (Dewey 1910: iii). Schools participating in the Eight-Year Study took development of the habit of reflective thinking and skill in solving problems as a means to leading young people to understand, appreciate and live the democratic way of life characteristic of the United States (Aikin 1942: 17–18, 81). Harvey Siegel (1988: 55–61) has offered four considerations in support of adopting critical thinking as an educational ideal. (1) Respect for persons requires that schools and teachers honour students’ demands for reasons and explanations, deal with students honestly, and recognize the need to confront students’ independent judgment; these requirements concern the manner in which teachers treat students. (2) Education has the task of preparing children to be successful adults, a task that requires development of their self-sufficiency. (3) Education should initiate children into the rational traditions in such fields as history, science and mathematics. (4) Education should prepare children to become democratic citizens, which requires reasoned procedures and critical talents and attitudes. To supplement these considerations, Siegel (1988: 62–90) responds to two objections: the ideology objection that adoption of any educational ideal requires a prior ideological commitment and the indoctrination objection that cultivation of critical thinking cannot escape being a form of indoctrination.

Despite the diversity of our 11 examples, one can recognize a common pattern. Dewey analyzed it as consisting of five phases:

• suggestions , in which the mind leaps forward to a possible solution;
• an intellectualization of the difficulty or perplexity into a problem to be solved, a question for which the answer must be sought;
• the use of one suggestion after another as a leading idea, or hypothesis , to initiate and guide observation and other operations in collection of factual material;
• the mental elaboration of the idea or supposition as an idea or supposition ( reasoning , in the sense on which reasoning is a part, not the whole, of inference); and
• testing the hypothesis by overt or imaginative action. (Dewey 1933: 106–107; italics in original)

The process of reflective thinking consisting of these phases would be preceded by a perplexed, troubled or confused situation and followed by a cleared-up, unified, resolved situation (Dewey 1933: 106). The term ‘phases’ replaced the term ‘steps’ (Dewey 1910: 72), thus removing the earlier suggestion of an invariant sequence. Variants of the above analysis appeared in (Dewey 1916: 177) and (Dewey 1938: 101–119).

The variant formulations indicate the difficulty of giving a single logical analysis of such a varied process. The process of critical thinking may have a spiral pattern, with the problem being redefined in the light of obstacles to solving it as originally formulated. For example, the person in Transit might have concluded that getting to the appointment at the scheduled time was impossible and have reformulated the problem as that of rescheduling the appointment for a mutually convenient time. Further, defining a problem does not always follow after or lead immediately to an idea of a suggested solution. Nor should it do so, as Dewey himself recognized in describing the physician in Typhoid as avoiding any strong preference for this or that conclusion before getting further information (Dewey 1910: 85; 1933: 170). People with a hypothesis in mind, even one to which they have a very weak commitment, have a so-called “confirmation bias” (Nickerson 1998): they are likely to pay attention to evidence that confirms the hypothesis and to ignore evidence that counts against it or for some competing hypothesis. Detectives, intelligence agencies, and investigators of airplane accidents are well advised to gather relevant evidence systematically and to postpone even tentative adoption of an explanatory hypothesis until the collected evidence rules out with the appropriate degree of certainty all but one explanation. Dewey’s analysis of the critical thinking process can be faulted as well for requiring acceptance or rejection of a possible solution to a defined problem, with no allowance for deciding in the light of the available evidence to suspend judgment. Further, given the great variety of kinds of problems for which reflection is appropriate, there is likely to be variation in its component events. Perhaps the best way to conceptualize the critical thinking process is as a checklist whose component events can occur in a variety of orders, selectively, and more than once. These component events might include (1) noticing a difficulty, (2) defining the problem, (3) dividing the problem into manageable sub-problems, (4) formulating a variety of possible solutions to the problem or sub-problem, (5) determining what evidence is relevant to deciding among possible solutions to the problem or sub-problem, (6) devising a plan of systematic observation or experiment that will uncover the relevant evidence, (7) carrying out the plan of systematic observation or experimentation, (8) noting the results of the systematic observation or experiment, (9) gathering relevant testimony and information from others, (10) judging the credibility of testimony and information gathered from others, (11) drawing conclusions from gathered evidence and accepted testimony, and (12) accepting a solution that the evidence adequately supports (cf. Hitchcock 2017: 485).

Checklist conceptions of the process of critical thinking are open to the objection that they are too mechanical and procedural to fit the multi-dimensional and emotionally charged issues for which critical thinking is urgently needed (Paul 1984). For such issues, a more dialectical process is advocated, in which competing relevant world views are identified, their implications explored, and some sort of creative synthesis attempted.

If one considers the critical thinking process illustrated by the 11 examples, one can identify distinct kinds of mental acts and mental states that form part of it. To distinguish, label and briefly characterize these components is a useful preliminary to identifying abilities, skills, dispositions, attitudes, habits and the like that contribute causally to thinking critically. Identifying such abilities and habits is in turn a useful preliminary to setting educational goals. Setting the goals is in its turn a useful preliminary to designing strategies for helping learners to achieve the goals and to designing ways of measuring the extent to which learners have done so. Such measures provide both feedback to learners on their achievement and a basis for experimental research on the effectiveness of various strategies for educating people to think critically. Let us begin, then, by distinguishing the kinds of mental acts and mental events that can occur in a critical thinking process.

• Observing : One notices something in one’s immediate environment (sudden cooling of temperature in Weather , bubbles forming outside a glass and then going inside in Bubbles , a moving blur in the distance in Blur , a rash in Rash ). Or one notes the results of an experiment or systematic observation (valuables missing in Disorder , no suction without air pressure in Suction pump )
• Feeling : One feels puzzled or uncertain about something (how to get to an appointment on time in Transit , why the diamonds vary in spacing in Diamond ). One wants to resolve this perplexity. One feels satisfaction once one has worked out an answer (to take the subway express in Transit , diamonds closer when needed as a warning in Diamond ).
• Wondering : One formulates a question to be addressed (why bubbles form outside a tumbler taken from hot water in Bubbles , how suction pumps work in Suction pump , what caused the rash in Rash ).
• Imagining : One thinks of possible answers (bus or subway or elevated in Transit , flagpole or ornament or wireless communication aid or direction indicator in Ferryboat , allergic reaction or heat rash in Rash ).
• Inferring : One works out what would be the case if a possible answer were assumed (valuables missing if there has been a burglary in Disorder , earlier start to the rash if it is an allergic reaction to a sulfa drug in Rash ). Or one draws a conclusion once sufficient relevant evidence is gathered (take the subway in Transit , burglary in Disorder , discontinue blood pressure medication and new cream in Rash ).
• Knowledge : One uses stored knowledge of the subject-matter to generate possible answers or to infer what would be expected on the assumption of a particular answer (knowledge of a city’s public transit system in Transit , of the requirements for a flagpole in Ferryboat , of Boyle’s law in Bubbles , of allergic reactions in Rash ).
• Experimenting : One designs and carries out an experiment or a systematic observation to find out whether the results deduced from a possible answer will occur (looking at the location of the flagpole in relation to the pilot’s position in Ferryboat , putting an ice cube on top of a tumbler taken from hot water in Bubbles , measuring the height to which a suction pump will draw water at different elevations in Suction pump , noticing the spacing of diamonds when movement to or from a diamond lane is allowed in Diamond ).
• Consulting : One finds a source of information, gets the information from the source, and makes a judgment on whether to accept it. None of our 11 examples include searching for sources of information. In this respect they are unrepresentative, since most people nowadays have almost instant access to information relevant to answering any question, including many of those illustrated by the examples. However, Candidate includes the activities of extracting information from sources and evaluating its credibility.
• Identifying and analyzing arguments : One notices an argument and works out its structure and content as a preliminary to evaluating its strength. This activity is central to Candidate . It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue.
• Judging : One makes a judgment on the basis of accumulated evidence and reasoning, such as the judgment in Ferryboat that the purpose of the pole is to provide direction to the pilot.
• Deciding : One makes a decision on what to do or on what policy to adopt, as in the decision in Transit to take the subway.

By definition, a person who does something voluntarily is both willing and able to do that thing at that time. Both the willingness and the ability contribute causally to the person’s action, in the sense that the voluntary action would not occur if either (or both) of these were lacking. For example, suppose that one is standing with one’s arms at one’s sides and one voluntarily lifts one’s right arm to an extended horizontal position. One would not do so if one were unable to lift one’s arm, if for example one’s right side was paralyzed as the result of a stroke. Nor would one do so if one were unwilling to lift one’s arm, if for example one were participating in a street demonstration at which a white supremacist was urging the crowd to lift their right arm in a Nazi salute and one were unwilling to express support in this way for the racist Nazi ideology. The same analysis applies to a voluntary mental process of thinking critically. It requires both willingness and ability to think critically, including willingness and ability to perform each of the mental acts that compose the process and to coordinate those acts in a sequence that is directed at resolving the initiating perplexity.

Consider willingness first. We can identify causal contributors to willingness to think critically by considering factors that would cause a person who was able to think critically about an issue nevertheless not to do so (Hamby 2014). For each factor, the opposite condition thus contributes causally to willingness to think critically on a particular occasion. For example, people who habitually jump to conclusions without considering alternatives will not think critically about issues that arise, even if they have the required abilities. The contrary condition of willingness to suspend judgment is thus a causal contributor to thinking critically.

Now consider ability. In contrast to the ability to move one’s arm, which can be completely absent because a stroke has left the arm paralyzed, the ability to think critically is a developed ability, whose absence is not a complete absence of ability to think but absence of ability to think well. We can identify the ability to think well directly, in terms of the norms and standards for good thinking. In general, to be able do well the thinking activities that can be components of a critical thinking process, one needs to know the concepts and principles that characterize their good performance, to recognize in particular cases that the concepts and principles apply, and to apply them. The knowledge, recognition and application may be procedural rather than declarative. It may be domain-specific rather than widely applicable, and in either case may need subject-matter knowledge, sometimes of a deep kind.

Reflections of the sort illustrated by the previous two paragraphs have led scholars to identify the knowledge, abilities and dispositions of a “critical thinker”, i.e., someone who thinks critically whenever it is appropriate to do so. We turn now to these three types of causal contributors to thinking critically. We start with dispositions, since arguably these are the most powerful contributors to being a critical thinker, can be fostered at an early stage of a child’s development, and are susceptible to general improvement (Glaser 1941: 175)

8. Critical Thinking Dispositions

Educational researchers use the term ‘dispositions’ broadly for the habits of mind and attitudes that contribute causally to being a critical thinker. Some writers (e.g., Paul & Elder 2006; Hamby 2014; Bailin & Battersby 2016a) propose to use the term ‘virtues’ for this dimension of a critical thinker. The virtues in question, although they are virtues of character, concern the person’s ways of thinking rather than the person’s ways of behaving towards others. They are not moral virtues but intellectual virtues, of the sort articulated by Zagzebski (1996) and discussed by Turri, Alfano, and Greco (2017).

On a realistic conception, thinking dispositions or intellectual virtues are real properties of thinkers. They are general tendencies, propensities, or inclinations to think in particular ways in particular circumstances, and can be genuinely explanatory (Siegel 1999). Sceptics argue that there is no evidence for a specific mental basis for the habits of mind that contribute to thinking critically, and that it is pedagogically misleading to posit such a basis (Bailin et al. 1999a). Whatever their status, critical thinking dispositions need motivation for their initial formation in a child—motivation that may be external or internal. As children develop, the force of habit will gradually become important in sustaining the disposition (Nieto & Valenzuela 2012). Mere force of habit, however, is unlikely to sustain critical thinking dispositions. Critical thinkers must value and enjoy using their knowledge and abilities to think things through for themselves. They must be committed to, and lovers of, inquiry.

A person may have a critical thinking disposition with respect to only some kinds of issues. For example, one could be open-minded about scientific issues but not about religious issues. Similarly, one could be confident in one’s ability to reason about the theological implications of the existence of evil in the world but not in one’s ability to reason about the best design for a guided ballistic missile.

Facione (1990a: 25) divides “affective dispositions” of critical thinking into approaches to life and living in general and approaches to specific issues, questions or problems. Adapting this distinction, one can usefully divide critical thinking dispositions into initiating dispositions (those that contribute causally to starting to think critically about an issue) and internal dispositions (those that contribute causally to doing a good job of thinking critically once one has started). The two categories are not mutually exclusive. For example, open-mindedness, in the sense of willingness to consider alternative points of view to one’s own, is both an initiating and an internal disposition.

Using the strategy of considering factors that would block people with the ability to think critically from doing so, we can identify as initiating dispositions for thinking critically attentiveness, a habit of inquiry, self-confidence, courage, open-mindedness, willingness to suspend judgment, trust in reason, wanting evidence for one’s beliefs, and seeking the truth. We consider briefly what each of these dispositions amounts to, in each case citing sources that acknowledge them.

• Attentiveness : One will not think critically if one fails to recognize an issue that needs to be thought through. For example, the pedestrian in Weather would not have looked up if he had not noticed that the air was suddenly cooler. To be a critical thinker, then, one needs to be habitually attentive to one’s surroundings, noticing not only what one senses but also sources of perplexity in messages received and in one’s own beliefs and attitudes (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Habit of inquiry : Inquiry is effortful, and one needs an internal push to engage in it. For example, the student in Bubbles could easily have stopped at idle wondering about the cause of the bubbles rather than reasoning to a hypothesis, then designing and executing an experiment to test it. Thus willingness to think critically needs mental energy and initiative. What can supply that energy? Love of inquiry, or perhaps just a habit of inquiry. Hamby (2015) has argued that willingness to inquire is the central critical thinking virtue, one that encompasses all the others. It is recognized as a critical thinking disposition by Dewey (1910: 29; 1933: 35), Glaser (1941: 5), Ennis (1987: 12; 1991: 8), Facione (1990a: 25), Bailin et al. (1999b: 294), Halpern (1998: 452), and Facione, Facione, & Giancarlo (2001).
• Self-confidence : Lack of confidence in one’s abilities can block critical thinking. For example, if the woman in Rash lacked confidence in her ability to figure things out for herself, she might just have assumed that the rash on her chest was the allergic reaction to her medication against which the pharmacist had warned her. Thus willingness to think critically requires confidence in one’s ability to inquire (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Courage : Fear of thinking for oneself can stop one from doing it. Thus willingness to think critically requires intellectual courage (Paul & Elder 2006: 16).
• Open-mindedness : A dogmatic attitude will impede thinking critically. For example, a person who adheres rigidly to a “pro-choice” position on the issue of the legal status of induced abortion is likely to be unwilling to consider seriously the issue of when in its development an unborn child acquires a moral right to life. Thus willingness to think critically requires open-mindedness, in the sense of a willingness to examine questions to which one already accepts an answer but which further evidence or reasoning might cause one to answer differently (Dewey 1933; Facione 1990a; Ennis 1991; Bailin et al. 1999b; Halpern 1998, Facione, Facione, & Giancarlo 2001). Paul (1981) emphasizes open-mindedness about alternative world-views, and recommends a dialectical approach to integrating such views as central to what he calls “strong sense” critical thinking. In three studies, Haran, Ritov, & Mellers (2013) found that actively open-minded thinking, including “the tendency to weigh new evidence against a favored belief, to spend sufficient time on a problem before giving up, and to consider carefully the opinions of others in forming one’s own”, led study participants to acquire information and thus to make accurate estimations.
• Willingness to suspend judgment : Premature closure on an initial solution will block critical thinking. Thus willingness to think critically requires a willingness to suspend judgment while alternatives are explored (Facione 1990a; Ennis 1991; Halpern 1998).
• Trust in reason : Since distrust in the processes of reasoned inquiry will dissuade one from engaging in it, trust in them is an initiating critical thinking disposition (Facione 1990a, 25; Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001; Paul & Elder 2006). In reaction to an allegedly exclusive emphasis on reason in critical thinking theory and pedagogy, Thayer-Bacon (2000) argues that intuition, imagination, and emotion have important roles to play in an adequate conception of critical thinking that she calls “constructive thinking”. From her point of view, critical thinking requires trust not only in reason but also in intuition, imagination, and emotion.
• Seeking the truth : If one does not care about the truth but is content to stick with one’s initial bias on an issue, then one will not think critically about it. Seeking the truth is thus an initiating critical thinking disposition (Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001). A disposition to seek the truth is implicit in more specific critical thinking dispositions, such as trying to be well-informed, considering seriously points of view other than one’s own, looking for alternatives, suspending judgment when the evidence is insufficient, and adopting a position when the evidence supporting it is sufficient.

Some of the initiating dispositions, such as open-mindedness and willingness to suspend judgment, are also internal critical thinking dispositions, in the sense of mental habits or attitudes that contribute causally to doing a good job of critical thinking once one starts the process. But there are many other internal critical thinking dispositions. Some of them are parasitic on one’s conception of good thinking. For example, it is constitutive of good thinking about an issue to formulate the issue clearly and to maintain focus on it. For this purpose, one needs not only the corresponding ability but also the corresponding disposition. Ennis (1991: 8) describes it as the disposition “to determine and maintain focus on the conclusion or question”, Facione (1990a: 25) as “clarity in stating the question or concern”. Other internal dispositions are motivators to continue or adjust the critical thinking process, such as willingness to persist in a complex task and willingness to abandon nonproductive strategies in an attempt to self-correct (Halpern 1998: 452). For a list of identified internal critical thinking dispositions, see the Supplement on Internal Critical Thinking Dispositions .

Some theorists postulate skills, i.e., acquired abilities, as operative in critical thinking. It is not obvious, however, that a good mental act is the exercise of a generic acquired skill. Inferring an expected time of arrival, as in Transit , has some generic components but also uses non-generic subject-matter knowledge. Bailin et al. (1999a) argue against viewing critical thinking skills as generic and discrete, on the ground that skilled performance at a critical thinking task cannot be separated from knowledge of concepts and from domain-specific principles of good thinking. Talk of skills, they concede, is unproblematic if it means merely that a person with critical thinking skills is capable of intelligent performance.

Despite such scepticism, theorists of critical thinking have listed as general contributors to critical thinking what they variously call abilities (Glaser 1941; Ennis 1962, 1991), skills (Facione 1990a; Halpern 1998) or competencies (Fisher & Scriven 1997). Amalgamating these lists would produce a confusing and chaotic cornucopia of more than 50 possible educational objectives, with only partial overlap among them. It makes sense instead to try to understand the reasons for the multiplicity and diversity, and to make a selection according to one’s own reasons for singling out abilities to be developed in a critical thinking curriculum. Two reasons for diversity among lists of critical thinking abilities are the underlying conception of critical thinking and the envisaged educational level. Appraisal-only conceptions, for example, involve a different suite of abilities than constructive-only conceptions. Some lists, such as those in (Glaser 1941), are put forward as educational objectives for secondary school students, whereas others are proposed as objectives for college students (e.g., Facione 1990a).

The abilities described in the remaining paragraphs of this section emerge from reflection on the general abilities needed to do well the thinking activities identified in section 6 as components of the critical thinking process described in section 5 . The derivation of each collection of abilities is accompanied by citation of sources that list such abilities and of standardized tests that claim to test them.

Observational abilities : Careful and accurate observation sometimes requires specialist expertise and practice, as in the case of observing birds and observing accident scenes. However, there are general abilities of noticing what one’s senses are picking up from one’s environment and of being able to articulate clearly and accurately to oneself and others what one has observed. It helps in exercising them to be able to recognize and take into account factors that make one’s observation less trustworthy, such as prior framing of the situation, inadequate time, deficient senses, poor observation conditions, and the like. It helps as well to be skilled at taking steps to make one’s observation more trustworthy, such as moving closer to get a better look, measuring something three times and taking the average, and checking what one thinks one is observing with someone else who is in a good position to observe it. It also helps to be skilled at recognizing respects in which one’s report of one’s observation involves inference rather than direct observation, so that one can then consider whether the inference is justified. These abilities come into play as well when one thinks about whether and with what degree of confidence to accept an observation report, for example in the study of history or in a criminal investigation or in assessing news reports. Observational abilities show up in some lists of critical thinking abilities (Ennis 1962: 90; Facione 1990a: 16; Ennis 1991: 9). There are items testing a person’s ability to judge the credibility of observation reports in the Cornell Critical Thinking Tests, Levels X and Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). Norris and King (1983, 1985, 1990a, 1990b) is a test of ability to appraise observation reports.

Emotional abilities : The emotions that drive a critical thinking process are perplexity or puzzlement, a wish to resolve it, and satisfaction at achieving the desired resolution. Children experience these emotions at an early age, without being trained to do so. Education that takes critical thinking as a goal needs only to channel these emotions and to make sure not to stifle them. Collaborative critical thinking benefits from ability to recognize one’s own and others’ emotional commitments and reactions.

Questioning abilities : A critical thinking process needs transformation of an inchoate sense of perplexity into a clear question. Formulating a question well requires not building in questionable assumptions, not prejudging the issue, and using language that in context is unambiguous and precise enough (Ennis 1962: 97; 1991: 9).

Imaginative abilities : Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations. Thinking about what policy or plan of action to adopt requires generation of options and consideration of possible consequences of each option. Domain knowledge is required for such creative activity, but a general ability to imagine alternatives is helpful and can be nurtured so as to become easier, quicker, more extensive, and deeper (Dewey 1910: 34–39; 1933: 40–47). Facione (1990a) and Halpern (1998) include the ability to imagine alternatives as a critical thinking ability.

Inferential abilities : The ability to draw conclusions from given information, and to recognize with what degree of certainty one’s own or others’ conclusions follow, is universally recognized as a general critical thinking ability. All 11 examples in section 2 of this article include inferences, some from hypotheses or options (as in Transit , Ferryboat and Disorder ), others from something observed (as in Weather and Rash ). None of these inferences is formally valid. Rather, they are licensed by general, sometimes qualified substantive rules of inference (Toulmin 1958) that rest on domain knowledge—that a bus trip takes about the same time in each direction, that the terminal of a wireless telegraph would be located on the highest possible place, that sudden cooling is often followed by rain, that an allergic reaction to a sulfa drug generally shows up soon after one starts taking it. It is a matter of controversy to what extent the specialized ability to deduce conclusions from premisses using formal rules of inference is needed for critical thinking. Dewey (1933) locates logical forms in setting out the products of reflection rather than in the process of reflection. Ennis (1981a), on the other hand, maintains that a liberally-educated person should have the following abilities: to translate natural-language statements into statements using the standard logical operators, to use appropriately the language of necessary and sufficient conditions, to deal with argument forms and arguments containing symbols, to determine whether in virtue of an argument’s form its conclusion follows necessarily from its premisses, to reason with logically complex propositions, and to apply the rules and procedures of deductive logic. Inferential abilities are recognized as critical thinking abilities by Glaser (1941: 6), Facione (1990a: 9), Ennis (1991: 9), Fisher & Scriven (1997: 99, 111), and Halpern (1998: 452). Items testing inferential abilities constitute two of the five subtests of the Watson Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), two of the four sections in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), three of the seven sections in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), 11 of the 34 items on Forms A and B of the California Critical Thinking Skills Test (Facione 1990b, 1992), and a high but variable proportion of the 25 selected-response questions in the Collegiate Learning Assessment (Council for Aid to Education 2017).

Experimenting abilities : Knowing how to design and execute an experiment is important not just in scientific research but also in everyday life, as in Rash . Dewey devoted a whole chapter of his How We Think (1910: 145–156; 1933: 190–202) to the superiority of experimentation over observation in advancing knowledge. Experimenting abilities come into play at one remove in appraising reports of scientific studies. Skill in designing and executing experiments includes the acknowledged abilities to appraise evidence (Glaser 1941: 6), to carry out experiments and to apply appropriate statistical inference techniques (Facione 1990a: 9), to judge inductions to an explanatory hypothesis (Ennis 1991: 9), and to recognize the need for an adequately large sample size (Halpern 1998). The Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) includes four items (out of 52) on experimental design. The Collegiate Learning Assessment (Council for Aid to Education 2017) makes room for appraisal of study design in both its performance task and its selected-response questions.

Consulting abilities : Skill at consulting sources of information comes into play when one seeks information to help resolve a problem, as in Candidate . Ability to find and appraise information includes ability to gather and marshal pertinent information (Glaser 1941: 6), to judge whether a statement made by an alleged authority is acceptable (Ennis 1962: 84), to plan a search for desired information (Facione 1990a: 9), and to judge the credibility of a source (Ennis 1991: 9). Ability to judge the credibility of statements is tested by 24 items (out of 76) in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) and by four items (out of 52) in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). The College Learning Assessment’s performance task requires evaluation of whether information in documents is credible or unreliable (Council for Aid to Education 2017).

Argument analysis abilities : The ability to identify and analyze arguments contributes to the process of surveying arguments on an issue in order to form one’s own reasoned judgment, as in Candidate . The ability to detect and analyze arguments is recognized as a critical thinking skill by Facione (1990a: 7–8), Ennis (1991: 9) and Halpern (1998). Five items (out of 34) on the California Critical Thinking Skills Test (Facione 1990b, 1992) test skill at argument analysis. The College Learning Assessment (Council for Aid to Education 2017) incorporates argument analysis in its selected-response tests of critical reading and evaluation and of critiquing an argument.

Judging skills and deciding skills : Skill at judging and deciding is skill at recognizing what judgment or decision the available evidence and argument supports, and with what degree of confidence. It is thus a component of the inferential skills already discussed.

Lists and tests of critical thinking abilities often include two more abilities: identifying assumptions and constructing and evaluating definitions.

In addition to dispositions and abilities, critical thinking needs knowledge: of critical thinking concepts, of critical thinking principles, and of the subject-matter of the thinking.

We can derive a short list of concepts whose understanding contributes to critical thinking from the critical thinking abilities described in the preceding section. Observational abilities require an understanding of the difference between observation and inference. Questioning abilities require an understanding of the concepts of ambiguity and vagueness. Inferential abilities require an understanding of the difference between conclusive and defeasible inference (traditionally, between deduction and induction), as well as of the difference between necessary and sufficient conditions. Experimenting abilities require an understanding of the concepts of hypothesis, null hypothesis, assumption and prediction, as well as of the concept of statistical significance and of its difference from importance. They also require an understanding of the difference between an experiment and an observational study, and in particular of the difference between a randomized controlled trial, a prospective correlational study and a retrospective (case-control) study. Argument analysis abilities require an understanding of the concepts of argument, premiss, assumption, conclusion and counter-consideration. Additional critical thinking concepts are proposed by Bailin et al. (1999b: 293), Fisher & Scriven (1997: 105–106), Black (2012), and Blair (2021).

According to Glaser (1941: 25), ability to think critically requires knowledge of the methods of logical inquiry and reasoning. If we review the list of abilities in the preceding section, however, we can see that some of them can be acquired and exercised merely through practice, possibly guided in an educational setting, followed by feedback. Searching intelligently for a causal explanation of some phenomenon or event requires that one consider a full range of possible causal contributors, but it seems more important that one implements this principle in one’s practice than that one is able to articulate it. What is important is “operational knowledge” of the standards and principles of good thinking (Bailin et al. 1999b: 291–293). But the development of such critical thinking abilities as designing an experiment or constructing an operational definition can benefit from learning their underlying theory. Further, explicit knowledge of quirks of human thinking seems useful as a cautionary guide. Human memory is not just fallible about details, as people learn from their own experiences of misremembering, but is so malleable that a detailed, clear and vivid recollection of an event can be a total fabrication (Loftus 2017). People seek or interpret evidence in ways that are partial to their existing beliefs and expectations, often unconscious of their “confirmation bias” (Nickerson 1998). Not only are people subject to this and other cognitive biases (Kahneman 2011), of which they are typically unaware, but it may be counter-productive for one to make oneself aware of them and try consciously to counteract them or to counteract social biases such as racial or sexual stereotypes (Kenyon & Beaulac 2014). It is helpful to be aware of these facts and of the superior effectiveness of blocking the operation of biases—for example, by making an immediate record of one’s observations, refraining from forming a preliminary explanatory hypothesis, blind refereeing, double-blind randomized trials, and blind grading of students’ work. It is also helpful to be aware of the prevalence of “noise” (unwanted unsystematic variability of judgments), of how to detect noise (through a noise audit), and of how to reduce noise: make accuracy the goal, think statistically, break a process of arriving at a judgment into independent tasks, resist premature intuitions, in a group get independent judgments first, favour comparative judgments and scales (Kahneman, Sibony, & Sunstein 2021). It is helpful as well to be aware of the concept of “bounded rationality” in decision-making and of the related distinction between “satisficing” and optimizing (Simon 1956; Gigerenzer 2001).

Critical thinking about an issue requires substantive knowledge of the domain to which the issue belongs. Critical thinking abilities are not a magic elixir that can be applied to any issue whatever by somebody who has no knowledge of the facts relevant to exploring that issue. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat. Critical thinkers thus need a rich fund of subject-matter knowledge relevant to the variety of situations they encounter. This fact is recognized in the inclusion among critical thinking dispositions of a concern to become and remain generally well informed.

Experimental educational interventions, with control groups, have shown that education can improve critical thinking skills and dispositions, as measured by standardized tests. For information about these tests, see the Supplement on Assessment .

What educational methods are most effective at developing the dispositions, abilities and knowledge of a critical thinker? In a comprehensive meta-analysis of experimental and quasi-experimental studies of strategies for teaching students to think critically, Abrami et al. (2015) found that dialogue, anchored instruction, and mentoring each increased the effectiveness of the educational intervention, and that they were most effective when combined. They also found that in these studies a combination of separate instruction in critical thinking with subject-matter instruction in which students are encouraged to think critically was more effective than either by itself. However, the difference was not statistically significant; that is, it might have arisen by chance.

Most of these studies lack the longitudinal follow-up required to determine whether the observed differential improvements in critical thinking abilities or dispositions continue over time, for example until high school or college graduation. For details on studies of methods of developing critical thinking skills and dispositions, see the Supplement on Educational Methods .

12. Controversies

Scholars have denied the generalizability of critical thinking abilities across subject domains, have alleged bias in critical thinking theory and pedagogy, and have investigated the relationship of critical thinking to other kinds of thinking.

McPeck (1981) attacked the thinking skills movement of the 1970s, including the critical thinking movement. He argued that there are no general thinking skills, since thinking is always thinking about some subject-matter. It is futile, he claimed, for schools and colleges to teach thinking as if it were a separate subject. Rather, teachers should lead their pupils to become autonomous thinkers by teaching school subjects in a way that brings out their cognitive structure and that encourages and rewards discussion and argument. As some of his critics (e.g., Paul 1985; Siegel 1985) pointed out, McPeck’s central argument needs elaboration, since it has obvious counter-examples in writing and speaking, for which (up to a certain level of complexity) there are teachable general abilities even though they are always about some subject-matter. To make his argument convincing, McPeck needs to explain how thinking differs from writing and speaking in a way that does not permit useful abstraction of its components from the subject-matters with which it deals. He has not done so. Nevertheless, his position that the dispositions and abilities of a critical thinker are best developed in the context of subject-matter instruction is shared by many theorists of critical thinking, including Dewey (1910, 1933), Glaser (1941), Passmore (1980), Weinstein (1990), Bailin et al. (1999b), and Willingham (2019).

McPeck’s challenge prompted reflection on the extent to which critical thinking is subject-specific. McPeck argued for a strong subject-specificity thesis, according to which it is a conceptual truth that all critical thinking abilities are specific to a subject. (He did not however extend his subject-specificity thesis to critical thinking dispositions. In particular, he took the disposition to suspend judgment in situations of cognitive dissonance to be a general disposition.) Conceptual subject-specificity is subject to obvious counter-examples, such as the general ability to recognize confusion of necessary and sufficient conditions. A more modest thesis, also endorsed by McPeck, is epistemological subject-specificity, according to which the norms of good thinking vary from one field to another. Epistemological subject-specificity clearly holds to a certain extent; for example, the principles in accordance with which one solves a differential equation are quite different from the principles in accordance with which one determines whether a painting is a genuine Picasso. But the thesis suffers, as Ennis (1989) points out, from vagueness of the concept of a field or subject and from the obvious existence of inter-field principles, however broadly the concept of a field is construed. For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs. A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.

The thesis of empirical subject-specificity raises the general problem of transfer. If critical thinking abilities and dispositions have to be developed independently in each school subject, how are they of any use in dealing with the problems of everyday life and the political and social issues of contemporary society, most of which do not fit into the framework of a traditional school subject? Proponents of empirical subject-specificity tend to argue that transfer is more likely to occur if there is critical thinking instruction in a variety of domains, with explicit attention to dispositions and abilities that cut across domains. But evidence for this claim is scanty. There is a need for well-designed empirical studies that investigate the conditions that make transfer more likely.

It is common ground in debates about the generality or subject-specificity of critical thinking dispositions and abilities that critical thinking about any topic requires background knowledge about the topic. For example, the most sophisticated understanding of the principles of hypothetico-deductive reasoning is of no help unless accompanied by some knowledge of what might be plausible explanations of some phenomenon under investigation.

Critics have objected to bias in the theory, pedagogy and practice of critical thinking. Commentators (e.g., Alston 1995; Ennis 1998) have noted that anyone who takes a position has a bias in the neutral sense of being inclined in one direction rather than others. The critics, however, are objecting to bias in the pejorative sense of an unjustified favoring of certain ways of knowing over others, frequently alleging that the unjustly favoured ways are those of a dominant sex or culture (Bailin 1995). These ways favour:

• reinforcement of egocentric and sociocentric biases over dialectical engagement with opposing world-views (Paul 1981, 1984; Warren 1998)
• distancing from the object of inquiry over closeness to it (Martin 1992; Thayer-Bacon 1992)
• indifference to the situation of others over care for them (Martin 1992)
• orientation to thought over orientation to action (Martin 1992)
• being reasonable over caring to understand people’s ideas (Thayer-Bacon 1993)
• being neutral and objective over being embodied and situated (Thayer-Bacon 1995a)
• doubting over believing (Thayer-Bacon 1995b)
• reason over emotion, imagination and intuition (Thayer-Bacon 2000)
• solitary thinking over collaborative thinking (Thayer-Bacon 2000)
• written and spoken assignments over other forms of expression (Alston 2001)
• attention to written and spoken communications over attention to human problems (Alston 2001)
• winning debates in the public sphere over making and understanding meaning (Alston 2001)

A common thread in this smorgasbord of accusations is dissatisfaction with focusing on the logical analysis and evaluation of reasoning and arguments. While these authors acknowledge that such analysis and evaluation is part of critical thinking and should be part of its conceptualization and pedagogy, they insist that it is only a part. Paul (1981), for example, bemoans the tendency of atomistic teaching of methods of analyzing and evaluating arguments to turn students into more able sophists, adept at finding fault with positions and arguments with which they disagree but even more entrenched in the egocentric and sociocentric biases with which they began. Martin (1992) and Thayer-Bacon (1992) cite with approval the self-reported intimacy with their subject-matter of leading researchers in biology and medicine, an intimacy that conflicts with the distancing allegedly recommended in standard conceptions and pedagogy of critical thinking. Thayer-Bacon (2000) contrasts the embodied and socially embedded learning of her elementary school students in a Montessori school, who used their imagination, intuition and emotions as well as their reason, with conceptions of critical thinking as

thinking that is used to critique arguments, offer justifications, and make judgments about what are the good reasons, or the right answers. (Thayer-Bacon 2000: 127–128)

Alston (2001) reports that her students in a women’s studies class were able to see the flaws in the Cinderella myth that pervades much romantic fiction but in their own romantic relationships still acted as if all failures were the woman’s fault and still accepted the notions of love at first sight and living happily ever after. Students, she writes, should

be able to connect their intellectual critique to a more affective, somatic, and ethical account of making risky choices that have sexist, racist, classist, familial, sexual, or other consequences for themselves and those both near and far… critical thinking that reads arguments, texts, or practices merely on the surface without connections to feeling/desiring/doing or action lacks an ethical depth that should infuse the difference between mere cognitive activity and something we want to call critical thinking. (Alston 2001: 34)

Some critics portray such biases as unfair to women. Thayer-Bacon (1992), for example, has charged modern critical thinking theory with being sexist, on the ground that it separates the self from the object and causes one to lose touch with one’s inner voice, and thus stigmatizes women, who (she asserts) link self to object and listen to their inner voice. Her charge does not imply that women as a group are on average less able than men to analyze and evaluate arguments. Facione (1990c) found no difference by sex in performance on his California Critical Thinking Skills Test. Kuhn (1991: 280–281) found no difference by sex in either the disposition or the competence to engage in argumentative thinking.

The critics propose a variety of remedies for the biases that they allege. In general, they do not propose to eliminate or downplay critical thinking as an educational goal. Rather, they propose to conceptualize critical thinking differently and to change its pedagogy accordingly. Their pedagogical proposals arise logically from their objections. They can be summarized as follows:

• Focus on argument networks with dialectical exchanges reflecting contesting points of view rather than on atomic arguments, so as to develop “strong sense” critical thinking that transcends egocentric and sociocentric biases (Paul 1981, 1984).
• Foster closeness to the subject-matter and feeling connected to others in order to inform a humane democracy (Martin 1992).
• Develop “constructive thinking” as a social activity in a community of physically embodied and socially embedded inquirers with personal voices who value not only reason but also imagination, intuition and emotion (Thayer-Bacon 2000).
• In developing critical thinking in school subjects, treat as important neither skills nor dispositions but opening worlds of meaning (Alston 2001).
• Attend to the development of critical thinking dispositions as well as skills, and adopt the “critical pedagogy” practised and advocated by Freire (1968 [1970]) and hooks (1994) (Dalgleish, Girard, & Davies 2017).

A common thread in these proposals is treatment of critical thinking as a social, interactive, personally engaged activity like that of a quilting bee or a barn-raising (Thayer-Bacon 2000) rather than as an individual, solitary, distanced activity symbolized by Rodin’s The Thinker . One can get a vivid description of education with the former type of goal from the writings of bell hooks (1994, 2010). Critical thinking for her is open-minded dialectical exchange across opposing standpoints and from multiple perspectives, a conception similar to Paul’s “strong sense” critical thinking (Paul 1981). She abandons the structure of domination in the traditional classroom. In an introductory course on black women writers, for example, she assigns students to write an autobiographical paragraph about an early racial memory, then to read it aloud as the others listen, thus affirming the uniqueness and value of each voice and creating a communal awareness of the diversity of the group’s experiences (hooks 1994: 84). Her “engaged pedagogy” is thus similar to the “freedom under guidance” implemented in John Dewey’s Laboratory School of Chicago in the late 1890s and early 1900s. It incorporates the dialogue, anchored instruction, and mentoring that Abrami (2015) found to be most effective in improving critical thinking skills and dispositions.

What is the relationship of critical thinking to problem solving, decision-making, higher-order thinking, creative thinking, and other recognized types of thinking? One’s answer to this question obviously depends on how one defines the terms used in the question. If critical thinking is conceived broadly to cover any careful thinking about any topic for any purpose, then problem solving and decision making will be kinds of critical thinking, if they are done carefully. Historically, ‘critical thinking’ and ‘problem solving’ were two names for the same thing. If critical thinking is conceived more narrowly as consisting solely of appraisal of intellectual products, then it will be disjoint with problem solving and decision making, which are constructive.

Bloom’s taxonomy of educational objectives used the phrase “intellectual abilities and skills” for what had been labeled “critical thinking” by some, “reflective thinking” by Dewey and others, and “problem solving” by still others (Bloom et al. 1956: 38). Thus, the so-called “higher-order thinking skills” at the taxonomy’s top levels of analysis, synthesis and evaluation are just critical thinking skills, although they do not come with general criteria for their assessment (Ennis 1981b). The revised version of Bloom’s taxonomy (Anderson et al. 2001) likewise treats critical thinking as cutting across those types of cognitive process that involve more than remembering (Anderson et al. 2001: 269–270). For details, see the Supplement on History .

As to creative thinking, it overlaps with critical thinking (Bailin 1987, 1988). Thinking about the explanation of some phenomenon or event, as in Ferryboat , requires creative imagination in constructing plausible explanatory hypotheses. Likewise, thinking about a policy question, as in Candidate , requires creativity in coming up with options. Conversely, creativity in any field needs to be balanced by critical appraisal of the draft painting or novel or mathematical theory.

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Critical Thinking Definition, Skills, and Examples

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Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.

Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions. These skills are especially helpful at school and in the workplace, where employers prioritize the ability to think critically. Find out why and see how you can demonstrate that you have this ability.

Examples of Critical Thinking

The circumstances that demand critical thinking vary from industry to industry. Some examples include:

• A triage nurse analyzes the cases at hand and decides the order by which the patients should be treated.
• A plumber evaluates the materials that would best suit a particular job.
• An attorney reviews the evidence and devises a strategy to win a case or to decide whether to settle out of court.
• A manager analyzes customer feedback forms and uses this information to develop a customer service training session for employees.

Why Do Employers Value Critical Thinking Skills?

Employers want job candidates who can evaluate a situation using logical thought and offer the best solution.

Someone with critical thinking skills can be trusted to make decisions independently, and will not need constant handholding.

Hiring a critical thinker means that micromanaging won't be required. Critical thinking abilities are among the most sought-after skills in almost every industry and workplace. You can demonstrate critical thinking by using related keywords in your resume and cover letter and during your interview.

How to Demonstrate Critical Thinking in a Job Search

If critical thinking is a key phrase in the job listings you are applying for, be sure to emphasize your critical thinking skills throughout your job search.

Add Keywords to Your Resume

You can use critical thinking keywords (analytical, problem solving, creativity, etc.) in your resume. When describing your work history, include top critical thinking skills that accurately describe you. You can also include them in your resume summary, if you have one.

For example, your summary might read, “Marketing Associate with five years of experience in project management. Skilled in conducting thorough market research and competitor analysis to assess market trends and client needs, and to develop appropriate acquisition tactics.”

Mention Skills in Your Cover Letter

Include these critical thinking skills in your cover letter. In the body of your letter, mention one or two of these skills, and give specific examples of times when you have demonstrated them at work. Think about times when you had to analyze or evaluate materials to solve a problem.

Show the Interviewer Your Skills

You can use these skill words in an interview. Discuss a time when you were faced with a particular problem or challenge at work and explain how you applied critical thinking to solve it.

Some interviewers will give you a hypothetical scenario or problem, and ask you to use critical thinking skills to solve it. In this case, explain your thought process thoroughly to the interviewer. He or she is typically more focused on how you arrive at your solution rather than the solution itself. The interviewer wants to see you analyze and evaluate (key parts of critical thinking) the given scenario or problem.

Of course, each job will require different skills and experiences, so make sure you read the job description carefully and focus on the skills listed by the employer.

Top Critical Thinking Skills

Keep these in-demand skills in mind as you refine your critical thinking practice —whether for work or school.

Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with analytical skills can examine information, understand what it means, and properly explain to others the implications of that information.

• Asking Thoughtful Questions
• Data Analysis
• Interpretation
• Questioning Evidence
• Recognizing Patterns

Communication

Often, you will need to share your conclusions with your employers or with a group of classmates or colleagues. You need to be able to communicate with others to share your ideas effectively. You might also need to engage in critical thinking in a group. In this case, you will need to work with others and communicate effectively to figure out solutions to complex problems.

• Active Listening
• Collaboration
• Explanation
• Interpersonal
• Presentation
• Verbal Communication
• Written Communication

Critical thinking often involves creativity and innovation. You might need to spot patterns in the information you are looking at or come up with a solution that no one else has thought of before. All of this involves a creative eye that can take a different approach from all other approaches.

• Flexibility
• Conceptualization
• Imagination
• Drawing Connections
• Synthesizing

Open-Mindedness

To think critically, you need to be able to put aside any assumptions or judgments and merely analyze the information you receive. You need to be objective, evaluating ideas without bias.

• Objectivity
• Observation

Problem-Solving

Problem-solving is another critical thinking skill that involves analyzing a problem, generating and implementing a solution, and assessing the success of the plan. Employers don’t simply want employees who can think about information critically. They also need to be able to come up with practical solutions.

• Attention to Detail
• Clarification
• Decision Making
• Groundedness
• Identifying Patterns

More Critical Thinking Skills

• Inductive Reasoning
• Deductive Reasoning
• Noticing Outliers
• Adaptability
• Emotional Intelligence
• Brainstorming
• Optimization
• Restructuring
• Integration
• Strategic Planning
• Project Management
• Ongoing Improvement
• Causal Relationships
• Case Analysis
• Diagnostics
• SWOT Analysis
• Business Intelligence
• Quantitative Data Management
• Qualitative Data Management
• Risk Management
• Scientific Method
• Consumer Behavior

Key Takeaways

• Demonstrate you have critical thinking skills by adding relevant keywords to your resume.
• Mention pertinent critical thinking skills in your cover letter, too, and include an example of a time when you demonstrated them at work.
• Finally, highlight critical thinking skills during your interview. For instance, you might discuss a time when you were faced with a challenge at work and explain how you applied critical thinking skills to solve it.

University of Louisville. " What is Critical Thinking ."

American Management Association. " AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century ."

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Enhancing Creativity and Critical Thinking Skills: A Comprehensive Guide

Introduction.

In today’s rapidly evolving world, creativity and critical thinking have become invaluable skills for navigating the complexities of life. Whether you’re a student, professional, or simply someone seeking personal growth, developing these skills can greatly enhance your problem-solving abilities, decision-making processes, and overall mental agility. In this comprehensive guide, we will explore various strategies and techniques to foster creativity and critical thinking, empowering you to approach challenges with a fresh perspective and uncover innovative solutions.

Table of Contents

Understanding Creativity and Critical Thinking

Creativity refers to the ability to generate original ideas, approaches, and solutions. It involves thinking beyond conventional boundaries, connecting seemingly unrelated concepts, and exploring new perspectives. On the other hand, critical thinking is the process of analyzing and evaluating information, arguments, and situations in a logical and systematic manner. It involves questioning assumptions, considering multiple viewpoints, and making informed judgments based on evidence and reasoning.

The Importance of Creativity and Critical Thinking

Creativity and critical thinking are vital skills that have a profound impact on various aspects of our lives. In academic settings, they promote deeper understanding, encourage independent thinking, and foster innovative problem-solving abilities. In professional environments, they enable individuals to adapt to changing circumstances, identify opportunities, and make sound decisions. Moreover, in everyday life, these skills empower us to navigate complex challenges, effectively communicate our ideas, and lead fulfilling lives.

Strategies for Enhancing Creativity and Critical Thinking

Embracing curiosity and open-mindedness.

Curiosity is the driving force behind creativity and critical thinking. Cultivating a sense of wonder and actively seeking knowledge about diverse subjects expands our mental horizons and stimulates new ideas. By maintaining an open mind, we become receptive to different perspectives and are more likely to challenge assumptions, explore alternatives, and arrive at novel solutions.

Engaging in Diverse Perspectives

Exposing ourselves to a range of viewpoints and experiences broadens our understanding and nurtures creativity and critical thinking. Actively seeking out diverse sources of information, engaging in discussions with people from different backgrounds, and embracing multicultural experiences can significantly enhance our ability to think critically and generate innovative ideas.

Practicing Reflective Thinking

Reflective thinking involves examining our thoughts, actions, and experiences with a critical lens. By intentionally reflecting on our successes, failures, and the lessons learned, we gain valuable insights that shape our future endeavors. Journaling, meditation, and engaging in meaningful conversations with mentors or peers are effective ways to cultivate reflective thinking.

Encouraging Brainstorming and Idea Generation

Brainstorming is a powerful technique for stimulating creativity and critical thinking. By creating a supportive environment that encourages free-flowing idea generation, we can unlock our imaginative potential. This process involves suspending judgment, allowing for unconventional ideas, and building upon the contributions of others. Collaboration and team-based brainstorming sessions can yield remarkable results by harnessing collective intelligence.

Seeking Feedback and Constructive Criticism

Seeking feedback from trusted sources can provide valuable insights and help refine our creative and critical thinking skills. Constructive criticism enables us to identify blind spots, overcome biases, and enhance the quality of our ideas and arguments. By actively seeking diverse feedback, we open ourselves to continuous improvement and personal growth.

Applying Creativity and Critical Thinking in Different Domains

Education and learning.

Creativity and critical thinking are essential for effective learning. Students who actively engage in these skills are better equipped to analyze information, develop logical arguments, and apply knowledge in real-world scenarios. Educators can facilitate creativity and critical thinking by designing interactive lessons, encouraging active participation, and providing opportunities for independent exploration.

Problem Solving in the Workplace

In today’s competitive job market, creativity and critical thinking are highly sought-after skills. Employers value individuals who can approach problems from different angles, propose innovative solutions, and adapt to rapidly changing circumstances. By leveraging creativity and critical thinking, employees can navigate complex challenges, improve efficiency, and contribute to the overall growth of their organizations.

Everyday Life Challenges

Creativity and critical thinking extend beyond academic and professional contexts. They empower us to approach everyday life challenges with resilience and resourcefulness. Whether it’s finding alternative routes during a traffic jam, coming up with unique gift ideas, or making informed decisions about personal finances, these skills enhance our ability to navigate various situations and seize opportunities.

Overcoming Barriers to Creativity and Critical Thinking

Fear of failure.

Fear of failure often hinders creative and critical thinking processes. To overcome this barrier, it’s important to reframe failure as a valuable learning experience. Embracing a growth mindset allows us to view setbacks as opportunities for growth and improvement. By acknowledging that failures are stepping stones to success, we become more open to taking risks and exploring new ideas.

Narrow-Mindedness and Biases

Narrow-mindedness and biases limit our ability to think critically and inhibit creativity. Recognizing our own biases and actively seeking diverse perspectives can help overcome this barrier. Engaging in empathy-building exercises, exploring opposing viewpoints, and fostering inclusive environments enable us to challenge our assumptions and broaden our perspectives.

Lack of Exposure to Diverse Ideas

Exposure to diverse ideas is crucial for stimulating creativity and critical thinking. Actively seeking out new experiences, exploring different cultures, and engaging with a variety of disciplines can break the monotony and expand our knowledge base. By embracing diversity in all its forms, we foster a rich environment for creative and critical exploration.

External Pressures and Time Constraints

External pressures and time constraints can stifle creativity and critical thinking. Prioritizing self-care, setting aside dedicated time for reflection, and establishing a supportive network can alleviate these challenges. Creating a conducive environment that allows for uninterrupted focus and creative expression is essential for nurturing these skills.

Cultivating a Creative and Critical Mindset

Embracing a growth mindset.

A growth mindset is the belief that intelligence and abilities can be developed through dedication and hard work. By adopting a growth mindset, we embrace challenges, persist in the face of obstacles, and see failures as opportunities for growth. This mindset fosters a sense of curiosity, resilience, and a willingness to experiment, ultimately enhancing creativity and critical thinking.

Developing a Habit of Continuous Learning

Continuous learning is the cornerstone of creativity and critical thinking. Cultivating a habit of seeking knowledge, exploring new fields, and staying updated with emerging trends nurtures our intellectual curiosity and broadens our perspectives. Embracing lifelong learning not only enhances our skills but also keeps us adaptable and open to new ideas and possibilities.

Engaging in Creative and Intellectual Pursuits

Engaging in creative and intellectual pursuits is an excellent way to exercise and enhance our creativity and critical thinking skills. Activities such as writing, painting, playing musical instruments, solving puzzles, or participating in debates and discussions provide avenues for self-expression, problem-solving, and exploring new ideas. By actively engaging in these pursuits, we unlock our creative potential and sharpen our critical thinking abilities.

Tools and Resources for Enhancing Creativity and Critical Thinking

Online courses and workshops.

Online platforms offer a wealth of courses and workshops designed to enhance creativity and critical thinking. Websites like Coursera, Udemy, and FutureLearn provide a wide range of options, from introductory courses to advanced programs. These resources offer structured learning experiences and opportunities to engage with instructors and fellow learners, facilitating the development of these skills.

Books and Reading Materials

Books and reading materials are invaluable sources for enhancing creativity and critical thinking. Authors such as Sir Ken Robinson, Daniel Kahneman, and Steven Johnson provide insights into the creative process, cognitive biases, and innovative thinking. Reading works from different genres, including fiction and non-fiction, exposes us to diverse perspectives and nurtures our intellectual curiosity.

Collaborative Platforms and Idea-sharing Communities

Collaborative platforms and idea-sharing communities foster a supportive environment for creativity and critical thinking. Platforms like GitHub, Stack Overflow, and TED Talks enable individuals to connect with like-minded individuals, share ideas, and collaborate on projects. Engaging with these communities not only provides exposure to diverse perspectives but also allows for valuable feedback and collaborative problem-solving.

Enhancing creativity and critical thinking is a continuous journey that opens doors to innovation, personal growth, and a deeper understanding of the world around us. By embracing curiosity, seeking diverse perspectives, practicing reflective thinking, and engaging in creative pursuits, we can cultivate these skills and apply them in various domains of our lives. Overcoming barriers, adopting a growth mindset, and utilizing available tools and resources further strengthen our creative and critical thinking abilities. Let us embark on this empowering journey of self-discovery, armed with the power of creativity and critical thinking.

Read More: For further insights into creativity and critical thinking, consider exploring the following resources:

• The Harvard Business Review provides a wealth of articles and research papers on critical thinking, its applications, and its impact on decision-making processes.
• TED Talks features engaging talks by experts from various fields, sharing their insights and experiences related to critical thinking and its significance in today’s world.

Q: How can creativity and critical thinking benefit me in my professional life? A: Creativity and critical thinking are highly valued in the professional sphere. They enable individuals to adapt to changing circumstances, identify innovative solutions, and make informed decisions. These skills can contribute to professional growth, open up new opportunities, and enhance problem-solving abilities.

Q: Can creativity and critical thinking be developed, or are they innate abilities? A: While some individuals may have a natural inclination towards creativity and critical thinking, these skills can be developed and nurtured through practice, exposure to diverse perspectives, and continuous learning. Adopting a growth mindset and actively engaging in activities that stimulate these skills can significantly enhance them over time.

Q: How can I overcome the fear of failure and embrace creative thinking? A: Overcoming the fear of failure requires a shift in mindset. Viewing failures as learning opportunities and reframing them as stepping stones to success can help mitigate the fear. Embracing a growth mindset and surrounding yourself with a supportive environment that encourages experimentation and risk-taking can also foster creative thinking.

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Creativity and Critical Thinking

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The twenty-first century has seen a rapid growth of curriculum initiatives that consider the development of cross-curriculum competencies as a core issue, and significant for every discipline area. Both because of such cross-curriculum developments and because of the nature of STEM itself, the integration of the particular core competencies of ‘creativity’ and ‘critical thinking’ across the STEM disciplines has also grown rapidly in educational importance. Creativity and critical thinking in education are best viewed from the perspectives of both learner development and teacher expertise, with the attributes specific to each concept appropriately seen as increasing in sophistication or complexity over time. A broad examination of each of the two concepts and their interrelatedness, and the consequent implications for educational practice concerned with developing them, creates a lens through which to view the application of creativity and critical thinking across the complexity and diversity of the STEM disciplines and their integrated forms.

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Ellerton, P., Kelly, R. (2021). Creativity and Critical Thinking. In: Berry, A., Buntting, C., Corrigan, D., Gunstone, R., Jones, A. (eds) Education in the 21st Century. Springer, Cham. https://doi.org/10.1007/978-3-030-85300-6_2

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Critical Thinking

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In today’s dynamic and fast-paced world, critical thinking stands out as an essential competency, seamlessly bridging the gap between soft and hard skills . As we navigate complex challenges and make informed decisions, the ability to think critically enhances our overall skill set. Critical thinking stands at the core of effective decision-making and problem-solving in today’s complex world. It involves analyzing information, evaluating evidence, and considering multiple perspectives to make informed judgments. In a society flooded with information, the ability to think critically ensures that individuals can distinguish between credible sources and misinformation. It empowers people to approach challenges logically and creatively, fostering innovation and resilience. By honing critical thinking skills, individuals enhance their capacity to navigate personal and professional landscapes with clarity and confidence.

What is Critical Thinking?

Critical thinking is the process of actively and skillfully analyzing, evaluating, and synthesizing information gathered from various sources, including observations , experiences, and communication. It involves using logic and reasoning to identify connections, draw conclusions, and make informed decisions, while remaining open-minded and aware of potential biases.

Critical Thinking Examples

• Analyzing News Reports : Evaluating the credibility of sources, checking for biases, and verifying facts before accepting news stories as true.
• Problem-Solving in the Workplace : Identifying the root cause of a problem, considering multiple solutions, and weighing the pros and cons before deciding on the best course of action.
• Scientific Research : Formulating hypotheses, designing experiments to test them, analyzing data objectively, and drawing conclusions based on evidence.
• Budgeting : Assessing income and expenses, prioritizing spending, and making informed decisions to stay within budget while saving for future needs.
• Reading Literature : Interpreting themes, symbols, and character motivations in a novel or poem, and considering how they relate to broader societal issues.
• Debating : Constructing logical arguments, anticipating counterarguments, and using evidence to support one’s position while also listening to and understanding opposing views.
• Medical Diagnosis : Doctors evaluating symptoms, considering possible conditions, ordering tests, and interpreting results to make accurate diagnoses and treatment plans.
• Educational Assessment : Teachers designing fair and effective assessments that measure student understanding and skills, and using the results to improve teaching strategies.
• Ethical Decision-Making : Weighing the moral implications of actions, considering the impact on stakeholders, and making choices that align with ethical principles.
• Legal Analysis : Lawyers analyzing case law, statutes, and evidence to build strong legal arguments and anticipate the strategies of opposing counsel.
• Marketing Strategy : Analyzing market trends, customer needs, and competitor actions to develop effective marketing campaigns that resonate with target audiences.
• Programming : Writing efficient code by understanding the problem, breaking it into smaller parts, and testing and debugging to ensure it works correctly.
• Urban Planning : Evaluating the needs of a community, considering environmental impact, and planning sustainable and functional urban spaces.
• Historical Analysis : Examining historical events, considering the context, and understanding the causes and effects while avoiding presentism (judging the past by today’s standards).
• Personal Decision-Making : Weighing the benefits and drawbacks of significant life choices, such as career changes or moving to a new city, and making decisions based on careful consideration and long-term goals.

For Students

• Activity : Organize debates on current events or controversial topics.
• Example : Have students debate the pros and cons of renewable energy sources versus fossil fuels.
• Activity : Present students with complex problems to solve in groups.
• Example : Task students with designing a plan to reduce plastic waste in their school.
• Activity : Analyze case studies relevant to their subjects.
• Example : In a business class, analyze a company’s decision-making process during a crisis.
• Activity : Conduct Socratic seminars where students discuss philosophical or ethical questions.
• Example : Discuss the ethical implications of artificial intelligence in society.
• Activity : Facilitate brainstorming sessions to generate creative solutions to problems.
• Example : Brainstorm ideas for a community service project to help local residents.
• Activity : Assign research projects requiring critical analysis of sources.
• Example : Research the impact of social media on teenage mental health and present findings.
• Activity : Engage students in role-playing exercises to explore different perspectives.
• Example : Role-play a historical event, with each student taking on the role of a key figure.
• Activity : Use logic puzzles and games to develop reasoning skills.
• Example : Solve Sudoku puzzles or play strategy games like chess.
• Activity : Encourage students to write reflectively about their learning experiences.
• Example : Write an essay on how their views on a topic have changed after a class discussion.
• Activity : Analyze the techniques used in advertisements to influence consumers.
• Example : Evaluate an advertisement’s claims and discuss the strategies used to persuade the audience.

In the Workplace

• Problem Solving : Analyzing the root cause of a recurring issue in production and developing a sustainable solution.
• Decision Making : Evaluating the pros and cons of two potential suppliers based on cost, quality, and reliability.
• Strategic Planning : Assessing market trends to develop a new product line that meets future consumer demands.
• Conflict Resolution : Mediating a disagreement between team members by understanding both perspectives and finding common ground.
• Process Improvement : Reviewing workflow inefficiencies and implementing new procedures to increase productivity.
• Risk Management : Identifying potential risks in a project and devising strategies to mitigate them.
• Customer Service : Addressing a customer complaint by understanding the underlying issue and providing a satisfactory resolution.
• Innovation : Brainstorming and evaluating new ideas for improving a product or service.
• Performance Evaluation : Analyzing employee performance data to provide constructive feedback and development plans.
• Budgeting : Reviewing and adjusting the department budget to ensure financial efficiency without compromising quality.

In the Classroom

• Critical Reading : Analyzing a text to understand the author’s argument, purpose, and use of evidence.
• Scientific Inquiry : Designing and conducting experiments to test hypotheses and draw conclusions based on data.
• Mathematical Problem Solving : Applying logical reasoning to solve complex math problems and explaining the solution process.
• Historical Analysis : Evaluating historical events and their impact from multiple perspectives.
• Debate : Constructing and defending arguments on various topics using evidence and reasoning.
• Project-Based Learning : Developing a research project by identifying a problem, gathering information, and presenting findings.
• Creative Writing : Critiquing peers’ work to provide constructive feedback and suggestions for improvement.
• Ethical Dilemmas : Discussing moral questions and justifying decisions based on ethical principles.
• Literary Analysis : Interpreting themes, symbols, and character development in literature.
• Collaborative Learning : Working in groups to solve problems, share ideas, and reach consensus.

In Everyday Life

• Financial Planning : Creating a budget to manage expenses, savings, and investments.
• Nutrition and Health : Analyzing dietary choices to improve overall health and wellness.
• Time Management : Prioritizing tasks and activities to make efficient use of time.
• Consumer Decisions : Comparing product reviews and prices before making a purchase.
• Home Maintenance : Troubleshooting and fixing household issues, such as plumbing or electrical problems.
• Travel Planning : Researching destinations, comparing travel options, and creating itineraries.
• Parenting : Making informed decisions about children’s education, health, and activities.
• Conflict Resolution : Resolving disputes with family or friends by understanding different viewpoints and finding compromises.
• Personal Development : Setting and pursuing personal goals, such as learning a new skill or improving fitness.
• Community Involvement : Analyzing community issues and participating in local initiatives to address them.

In Healthcare

• Diagnosis : Interpreting patient symptoms and medical history to diagnose conditions accurately.
• Treatment Planning : Developing individualized treatment plans based on patient needs and evidence-based practices.
• Ethical Decision-Making : Addressing ethical dilemmas in patient care, such as end-of-life decisions.
• Patient Communication : Explaining complex medical information to patients and families clearly and compassionately.
• Interdisciplinary Collaboration : Working with other healthcare professionals to provide comprehensive care.
• Medical Research : Designing and conducting research studies to advance medical knowledge and treatments.
• Healthcare Policy Analysis : Evaluating healthcare policies and their impact on patient care and outcomes.
• Clinical Judgment : Assessing and prioritizing patient care needs in emergency situations.
• Quality Improvement : Implementing strategies to improve patient safety and care quality.
• Continuing Education : Staying updated on medical advancements and integrating new knowledge into practice.

In Business

• Market Analysis : Evaluating market trends and consumer behavior to make informed business decisions.
• Strategic Planning : Developing long-term goals and strategies to achieve business objectives.
• Financial Management : Analyzing financial statements to make sound investment and budgeting decisions.
• Risk Assessment : Identifying and mitigating potential business risks.
• Negotiation : Using persuasive arguments and data to negotiate contracts and deals.
• Product Development : Assessing customer needs and market gaps to create new products.
• Customer Feedback Analysis : Collecting and analyzing customer feedback to improve products and services.
• Supply Chain Management : Optimizing supply chain processes to reduce costs and increase efficiency.
• Leadership : Making decisions that motivate and guide employees toward achieving company goals.
• Corporate Social Responsibility : Evaluating the social and environmental impact of business practices and implementing sustainable strategies.
• Research Projects : Conducting independent research, analyzing data, and presenting findings.
• Critical Essays : Writing essays that critically analyze texts, arguments, and ideas.
• Group Projects : Collaborating with classmates to complete assignments and solve problems.
• Class Discussions : Participating in discussions by presenting well-reasoned arguments and listening to others.
• Case Studies : Analyzing real-world scenarios to understand complex issues and propose solutions.
• Exam Preparation : Developing study plans and strategies to prepare for exams effectively.
• Internships : Applying classroom knowledge to real-world situations during internships and reflecting on experiences.
• Time Management : Balancing academic, social, and personal responsibilities.
• Library Research : Using library resources to find credible sources for research papers.
• Extracurricular Activities : Engaging in activities that develop leadership, teamwork, and problem-solving skills.

Critical Thinking scenarios

Here are some critical thinking scenarios along with questions and answers to help you practice and enhance your critical thinking skills:

Scenario 1: Workplace Conflict

Scenario: You are a manager at a company. Two of your team members, John and Lisa, have been having frequent disagreements. These conflicts are starting to affect the team’s productivity and morale.

• What steps would you take to address the conflict between John and Lisa?
• How would you ensure that the resolution is fair and satisfactory for both parties?
• What strategies would you implement to prevent similar conflicts in the future?
• Schedule a private meeting with John and Lisa to discuss the issue.
• Listen to both sides without taking sides to understand the root cause of the conflict.
• Facilitate a mediation session where both parties can express their concerns and work towards a resolution.
• Agree on specific actions that both parties will take to avoid future conflicts.
• Ensure that both John and Lisa feel heard and respected during the mediation process.
• Identify common ground and mutual interests to build a foundation for resolution.
• Set clear expectations and follow-up actions for both parties.
• Monitor the situation and provide support to ensure the conflict does not resurface.
• Foster an open and inclusive team culture where concerns can be raised early.
• Provide regular team-building activities to strengthen relationships.
• Implement conflict resolution training for all team members.
• Establish clear communication channels and protocols for addressing grievances.

Scenario 2: Ethical Dilemma

Scenario: You are a journalist working on a high-profile story. You discover that one of your sources has provided you with information that could harm their reputation if published. However, this information is crucial to your story and serves the public interest.

• What factors would you consider before deciding whether to publish the information?
• How would you balance the public interest with the potential harm to your source?
• What steps would you take to verify the accuracy of the information before publication?
• The significance of the information to the public interest.
• The potential consequences for the source if the information is published.
• The ethical guidelines and professional standards of journalism.
• Any possible legal implications of publishing the information.
• Evaluate whether the public’s right to know outweighs the potential harm to the source.
• Consider anonymizing the source or redacting sensitive details to protect their identity.
• Seek advice from colleagues or an ethics committee to make an informed decision.
• Cross-check the information with other reliable sources.
• Review any documentation or evidence provided by the source.
• Conduct interviews with other individuals who can corroborate the information.
• Ensure that the information is presented in context to avoid misrepresentation.

Scenario 3: Environmental Impact

Scenario: Your company is planning to build a new factory in a rural area. This project promises economic growth and job creation but also raises concerns about environmental impact and the displacement of local wildlife.

• What are the potential environmental impacts of the new factory?
• How would you address the concerns of the local community and environmental groups?
• What measures would you implement to minimize the environmental impact of the factory?
• Air and water pollution from factory emissions and waste.
• Habitat destruction and displacement of local wildlife.
• Increased traffic and noise pollution in the area.
• Strain on local resources such as water and energy.
• Organize community meetings to discuss the project and listen to concerns.
• Collaborate with environmental groups to assess the impact and find solutions.
• Provide transparent information about the factory’s operations and mitigation plans.
• Offer compensation or relocation assistance to affected residents if necessary.
• Implement eco-friendly technologies and practices to reduce emissions and waste.
• Develop a comprehensive environmental management plan.
• Create buffer zones and wildlife corridors to protect local habitats.
• Invest in renewable energy sources to power the factory.
• Improved Problem Solving: Critical thinking helps in analyzing problems systematically and making better decisions.
• Enhanced Communication: It allows for clear expression and understanding of ideas.
• Better Decision Making: Critical thinking leads to more informed and logical choices.
• Adaptability: It enables individuals to adapt to new situations and challenges effectively.
• Informed Opinions: Critical thinkers can form well-grounded opinions and defend them logically.

What are the critical thinking skills?

• Analysis: Breaking down complex information into smaller parts to understand it better.
• Interpretation: Understanding and explaining the meaning of information or an event.
• Inference: Drawing logical conclusions from available information.
• Evaluation: Assessing the credibility and relevance of information and arguments.
• Explanation: Clearly and concisely articulating your reasoning and evidence.
• Self-Regulation: Reflecting on and adjusting one’s own thought processes and biases.

Concepts of critical thinking

• Clarity: Ensuring that the information and arguments are clear and understandable.
• Accuracy: Ensuring that information is true and free from errors.
• Precision: Providing enough detail to understand the specific context.
• Relevance: Ensuring that information and arguments are directly related to the issue at hand.
• Depth: Addressing the complexities and underlying factors of an issue.
• Breadth: Considering different perspectives and alternatives.
• Logic: Ensuring that the reasoning is coherent and follows a logical sequence.
• Fairness: Being open-minded and impartial in evaluating information and arguments.
• Identify the Problem or Question: Clearly define what you are trying to solve or understand.
• Gather Information: Collect relevant data, evidence, and viewpoints.
• Analyze the Information: Break down the information to understand the relationships and implications.
• Evaluate the Evidence: Assess the quality, credibility, and relevance of the evidence.
• Formulate Conclusions: Draw reasoned conclusions based on the analysis and evaluation.
• Communicate the Conclusion: Clearly express your findings and reasoning.
• Reflect and Reassess: Continuously reflect on the process and outcomes to improve your critical thinking skills.

Basics of critical thinking

• Open-Mindedness: Being willing to consider new ideas and perspectives.
• Curiosity: Having a strong desire to learn and understand.
• Skepticism: Questioning the validity of information and not taking things at face value.
• Objectivity: Striving to remain unbiased and impartial.
• Rationality: Basing decisions on logical reasoning rather than emotions.
• Socratic Questioning: Asking a series of probing questions to explore complex ideas and uncover underlying assumptions.
• Mind Mapping: Visually organizing information to see connections and relationships.
• Brainstorming: Generating a wide range of ideas and solutions without immediate judgment.
• Role Playing: Considering different perspectives by imagining oneself in another person’s position.
• SWOT Analysis: Evaluating the strengths, weaknesses, opportunities, and threats related to a particular situation or decision.
• Thought Experiments: Imagining hypothetical scenarios to explore potential outcomes and implications.

How to Practice and Use Critical Thinking

The critical thinking process incorporates various other logical soft skills that will help you analyze and interpret all the information to create an informed decision. These soft skills include observational skills, problem-solving, communication skills, and analytical thinking. If you sharpen all of these elements and characteristics you will inadvertently enhance your critical thinking.

Step 1: Practice One’s Observational and Perception Skills

We use our senses to perceive the world around us, whether it would be sight, smell, a, and sensations. One should practice utilizing these senses to create logical inferences and deductions that will help out brain unconsciously absorb and analyze these types of information. The more one practices their senses the better their thinking process will be.

Step 2: Enhance One’s Problem-Solving Skills

Logic and problem-solving allow the person to deduce and connect information that the environment or circumstance presents to the said person. You need to practice your problem-solving skills via puzzles, logical reasoning tests, and ethical dilemmas. Practicing one’s problem-solving skills will allow the person to efficiently establish cause-and-effect  reasoning or properly create logical decisions.

Step 3: Prepare and Practice One’s Communication Skills

Communication is a pivotal skill we often use when interacting with other people. This type of skill includes body language , assertive communication , concise language, and other communication skills. In critical thinking, a person must be able to properly communicate their thoughts and thinking process to other people, which will create a collaborative environment. Other times, the perfect solution might not be present without the need for communication.

Step 4: Practice Analysis of the Situation

One’s analytical thinking skills allow the person to take note of various elements and characteristics of the situation and analyze these elements’ contribution to the current situation or circumstance. You need to practice your analytical thinking to properly process the current situation or circumstance you find yourself in.

Why Do Employers Value Critical Thinking Skills?

Employers value critical thinking skills because they enable employees to analyze situations, make informed decisions, and solve problems effectively. Critical thinkers can evaluate information from various sources, identify logical connections, and foresee potential consequences, which leads to better strategic planning and innovation. These skills also enhance communication and collaboration, as critical thinkers can present their ideas clearly and consider different perspectives. Ultimately, critical thinking contributes to improved productivity, adaptability, and competitiveness in the workplace.

What is critical thinking?

Critical thinking involves analyzing and evaluating information to make reasoned, logical decisions, and judgments. It emphasizes evidence-based reasoning and problem-solving.

Why is critical thinking important?

Critical thinking enhances decision-making, problem-solving, and the ability to analyze complex situations. It is crucial for personal and professional growth.

How can I improve my critical thinking skills?

Improve critical thinking by questioning assumptions, seeking diverse perspectives, practicing problem-solving, and engaging in reflective thinking regularly.

What are the key components of critical thinking?

Key components include analysis, evaluation, inference, explanation, and self-regulation. These skills help in understanding and assessing arguments and evidence.

How does critical thinking benefit students?

Students benefit from critical thinking by improving academic performance, enhancing research skills, and fostering independent thinking and creativity.

What role does critical thinking play in the workplace?

In the workplace, critical thinking aids in decision-making, innovation, conflict resolution, and improving productivity and efficiency.

Can critical thinking be taught?

Yes, critical thinking can be taught through targeted educational programs, exercises, and practice that focus on developing analytical and evaluative skills.

What is an example of critical thinking in everyday life?

An example is evaluating news sources for credibility before accepting information as true. This involves analyzing evidence and assessing biases.

How does critical thinking relate to problem-solving?

Critical thinking is integral to problem-solving as it involves analyzing the problem, evaluating options, and making reasoned decisions based on evidence.

What are common barriers to critical thinking?

Common barriers include cognitive biases, emotional influences, lack of relevant information, and social pressures. Overcoming these requires awareness and deliberate practice.

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Critical Thinking Trivia

What is the definition of critical thinking , what is the exact problem with relativistic thinking , 'for this entire semester, i've been playing and having fun every day. my studies are not going well. however, i believe i can score an a for the exam next week'.  what is the mistake that the person has committed here with respect to critical thinking , lecturer: you all should focus on this section. it's a critical section that requires a lot of thought and review. peter: ah, i know everything. this section is not a problem for me. i don't need to learn this.   what mistake has peter committed here with respect to critical thinking    , when you encounter information, what should be kept in mind, what is the meaning of current information, what is the worst thing for a critical thinker.

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The Ultimate List of Visual Creative Thinking Techniques for Your Next Great Idea

Updated on: 10 January 2023

Great ideas don’t just occur. In order to come up with some great new idea, you need to have the right knowledge and experience, and the ideal circumstance. However, there are techniques that you can use to boost your creative thinking skills.  

In this post, we’ll look into creative thinking techniques that will help accelerate the process. You can start right away with the editable templates provided. 

What is Creative Thinking? 

Let’s start with the creative thinking definition. 

Many people associate being creative with being able to paint, sing or write, but someone who is not good at any of these things could still be a creative thinker. 

How? Because creative thinking is the process of coming up with something new; looking at a problem from a new light and finding an innovative solution or a solution that hasn’t been thought of before. Or in other words, thinking outside the box. 

Although some people are more creative than others, creative thinking can be developed with practice. It’s a skill that is indispensable to everyone whether you are still learning or working.

Creative Process

Creative ideas don’t just pop in your head. If you need to come up with innovative ideas you need to set the circumstances for it to occur or give your brain the right material to work with. Let’s understand how creative thinking works. 

According to the book The Art of Thought by Graham Wallas , there are four stages to creative thinking. 

Preparation: This is where you define the problem you want to solve or the need. Then you start gathering as much knowledge about the subject as you can. 

Incubation: In this stage, you’ll be processing the information you have gathered. Instead of consciously trying to solve the problem, you’ll let your mind wander on its own, working its way through the subject. This will lead to more creativity. Basically, your unconscious mind will be at work here. 

Illumination: This is the “Eureka” moment that really occurs when you are not actively thinking of a creative solution. You could be literally having a shower when all of a sudden you have found the answer you’ve been looking for. 

Verification : Now it’s time to see if your idea will really work out or not. In this last stage of the creative thinking process, you need to test your idea. Use your critical thinking skills to fine-tune your idea and ready it to reach the audience.

Creative Thinking Techniques

We have listed below several creative thinking techniques that you can use to come up with creative ideas faster. The templates are instantly editable; you can even collaborate with others from your team on editing them during a brainstorming session. 

1. Affinity Diagrams 

After a brainstorming session, meeting or research you end up with a load of information that needs to be sorted through and categorized. This is where the affinity diagram comes. 

The affinity diagram helps you group your data based on themes. This makes it easier to detect patterns and connections among the information you have gathered, thus allowing you to come up with new ideas or solutions. 

Don’t know how to use the affinity diagram? We’ve got you covered with this complete guide to affinity diagrams .

2. Brainstorming 

Brainstorming is one of the most popular methods of idea generation. You can go about this individually or with a group of people. 

In group brainstorming, you have the ability to collect many creative ideas from people with diverse skills and experience.

There are many brainstorming techniques out there, and some handy visual brainstorming techniques are listed in this post. And refer to this resource to learn about how to carry out a successful brainstorming session step-by-step .

3. Concept Map

The concept map is a teaching and learning techniques that help visualize the connections between concepts and ideas. It helps organize thoughts and discover new relationships, ideas or concepts. 

Check out our guide to concept maps to learn about how to use it in more detail.

4. Mind Map

The mind map starts with the key concept you are brainstorming around in the center. Related ideas are connected to the center with lines. 

It helps you capture your free flow of thoughts and organize them on a canvas in a way that will later allow you to discover new connections that will let you arrive at a possible solution. 

Because it connects both text and a visual layout, it allows for a more creative style of thinking.

5. Mood Board 

A mood board – like a collage – is a collection of images, fonts, icons colors, etc. that is representative of a particular theme or style. Mood boards are also known as inspiration boards and commonly used in design projects. 

Here’s how to use a mood board .

6. SCAMPER Technique 

SCAMPER is another successful creative thinking technique that is used to spark creativity during brainstorming. SCAMPER stands for seven thinking approaches,

• Substitute 
• Put to another use
• Eliminate 

Learn how to generate new ideas using the SCAMPER method here.

7. Six Thinking Hats 

Each hat in the six thinking hats method represents a different perspective. It is used during meetings or brainstorming sessions to allow team members to look at possible solutions from different perspectives or thinking directions. 

Each hat represents a different thinking angle, and during the session, each member will get to put it on in turn. 

White hat – facts and information 

Red hat – feelings, intuitions, emotions, and hunches 

Balck hats – judgment, legality, morality 

Yellow hat – optimism, benefits

Green hat – new ideas, opportunities 

Blue hat – conclusions, action plans, next steps 

Refer to this resource on six thinking hats to learn about how to use it in more detail.

8. Storyboards 

Storyboards are a way to visually organize ideas. It’s a common tool used in video planning. Say you are planning a TV advertisement, you can start with a storyboard to graphically organize the ideas in your head. As you lay them out on a storyboard, you’d be able to quickly mold the idea in your head.

9. SWOT Analysis

SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. In business planning, the SWOT analysis is applied in various situations; in competitor analysis, situation analysis, strategic planning, personal evaluation, etc. 

It can be used to identify effective innovative opportunities, mitigate threats using strengths, etc.

What More Creative Thinking Techniques Do You Know? 

Here, We’ve covered most visual creative thinking techniques. Go ahead and share with us your most favorite creative thinking technique as well. 

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

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First cohort of project-based master's students showcase final projects

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by Clare Slipiec

The School of Interactive Arts & Technology (SIAT) graduates its first cohort of project-based master's students at SFU's June convocation ceremony. All three students presented their final projects at a public showcase at the SFU Surrey campus in April.

The three students, Henry Leung, Mewael Welearegay, and Yiming Zheng began their master's studies at the School of Interactive Arts & Technology (SIAT) as part of the program's first cohort of project-based master's students.

Rather than completing a thesis component, students in the project stream complete one detailed project that they present at a showcase at the completion of their program.

One of the graduating students, Mewael Welearegay, chose to attend SIAT based on the school's multidisciplinary nature. "I knew I would gain diverse skills that align perfectly with my own multidisciplinary background and my never-ending quest to explore and learn as much as I can," he says.

“I am so happy that I accepted the project-based admission offer with an open and curious mind and I couldn't be more pleased with the experience I had throughout the program,” says Welearegay of the experience.

The interdisciplinarity of SIAT also appealed to graduand Yiming Zheng who chose the project-based option as it allowed him to pursue his interest in building and developing projects.

“I was looking for an interdisciplinary program that would provide opportunities for students to use interactive technologies to develop and create projects,” and SIAT allowed him to do just that, Zheng says.

Welearegay, Zheng, and Leung will be graduating at this June's convocation ceremony taking place on June 14th at SFU's Burnaby campus.

Mewael Welearegay, MSc

Project Title:  "Qirsi: Reimagining Tigrayan Heritage Through an Interactive Spatial Virtual Experience"

Project Description:  Qirsi is a personal exploration of Tigrayan culture and history, fueled by a desire to preserve Tigrayan heritage during times of conflict. The project uses 3D modelling and spatial computing platforms (Mozilla Hubs and Meta Horizon Worlds) to create interactive and accessible experiences showcasing Tigrayan artifacts and landmarks.

Qirsi blends personal narratives with cultural analysis, inviting users to connect with and learn about the rich heritage of Tigray. This project highlights how spatial computing can reshape cultural preservation and promote global understanding.

Welearegay, who is from the Tigray province in Ethiopia where the Tigray War (2020-2022) took place, created Qirsi as a way to reconnect with his roots and defy the harsh reality that he has faced. The Tigray War and genocide is considered to be the deadliest conflict of the 21st century and, while in Canada, Welearegay was completely cut off from his family for two years. When communication was restored, he was devastated by the destruction and the loss of lives.

“I knew that the Tigray I was raised in had changed forever, but I wanted to preserve the Tigray as I knew it and as I was raised in it,” says Welearegay. “By virtually re-creating what had been taken away from me, I sought to feel empowered and honour my heritage.”

For Welearegay, the most rewarding part of this project was transforming his feeling of being a powerless victim into a sense of empowerment. “Through this project, I feel like someone who has the choice and the skills needed to shape my own reality.”

Welearegay hopes to continue working on this project, especially by collaborating with other Tigrayan 3D and world artists to continue developing the project.

Yiming Zheng, MSc

Project Title:  "Brief Dreams: An Interactive Procedural World Builder"

Project Description:  Brief Dreams is an interactive procedural world builder that allows users to design, build, and explore virtual environments using the procedural content generation framework in Unreal Engine 5.

This innovative project allows users to easily create photorealistic 3D landscapes, including natural biomes, deserts, campsites, trails, and rivers. In addition to building virtual environments, users can explore their creations in a first-person walkthrough and modify the appearance of the world by changing the time of day and weather. This project aims to provide an accessible way for general users, with or without a professional design background, to take advantage of the  procedural content generation (PCG) framework to create and immerse themselves in virtual worlds rapidly.

Zheng was inspired to create Brief Dreams by various open-world video games that use PCG to provide users with complex environments, as well as Epic's Unreal Engine 5.2 announcement presentation, which showcased the power of PCG to automatically generate and modify the design of virtual environments in a short period of time.

“This inspired me to turn this Unreal Editor feature, typically intended for developers and designers, into a game-like experience that allows general users, with or without professional knowledge, to create large-scale environments in minutes,” says Zheng.

Going forward, Zheng plans to continue working on the project as a portfolio piece. He plans to develop more features to include a wider range of PCG clusters to allow the placement of different sounds in the scene.

Learn more about Brief Dreams and Yiming's other works

Henry Leung, MSc

Project Title:  "Artificial Intelligence as Agents to Support Neurodivergent Creative and Critical Thinking Modules"

Project Description:  This project is the creation of a minimal viable prototype of an artificial intelligence (AI) model training ecosystem and its supporting applications using the system design approach methodology.

The product consists of an online platform that allows educators to upload and train education curriculum knowledge to feed into a learning activity generator application. This application will generate a socio-environmental-related activity and use another speech text application that combines small data models and generated pre-trained transformer (GPT) to provide conversations that support feedback and reflections within creative and critical thinking modules.

These products are precursors to conducting further research in the future to explore the socio-environmental and educational barriers experienced by neurodivergent individuals, particularly in the domain of creative and critical thinking and reflection.

"Through different research, I found that there is a great potential in generative AI and neurodiverse creating and critical thinking. Thus this finalized what my research and project would be," says Leung.

While the project came with challenges, the most rewarding part for Leung was watching the product develop into a usable state and watching people test and use it.

Leung hopes to build on top of the product and find opportunities to present it to educators and stakeholders in BC.

"I hope to see the product be used in all parts of learning to bridge the gaps and opportunities to exercise collaborative creative and critical thinking," says Leung.

Explore RoughlyAI

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Question of the Day Examples

By Med Kharbach, PhD | Last Update: May 25, 2024

The importance of questioning in the classroom cannot be overstated, as it is a fundamental tool for fostering engagement, critical thinking, and deeper understanding. According to Patrícia Albergaria Almeida (2012), effective classroom questioning shifts the focus from teacher-centered to student-centered learning, encouraging higher-order thinking and active participation. Almeida’s research highlights that while teachers ask a high volume of questions—between 300 and 400 daily—students ask significantly fewer, typically only one question per week. This disparity underscores the need for greater awareness and strategies to promote student questioning, as it is vital for uncovering students’ conceptual understanding and reasoning processes.

Similarly, Rodolfo A. Neirotti (2021) emphasizes that questioning is crucial for understanding and exploring the world around us. Questions drive curiosity and foster an analytical mindset, allowing students to connect new information with prior knowledge and make sense of complex concepts. Neirotti argues that questioning helps improve interactions, stimulate creativity, and support scientific inquiry, which are essential for intellectual growth and problem-solving.

In today’s post, I compiled an extensive list of Question of the Day examples that you can use with your students or colleagues to spark engagement, foster critical thinking, and promote a dynamic learning environment. These questions are carefully categorized to cover diverse themes, including Cultural Appreciation, Environmental Awareness, Historical Perspectives, STEM Curiosities, Creative Expression, Global Citizenship, Philosophical Inquiry, Health and Wellness, Innovative Thinking, and Interpersonal Skills.

Question of The Day Examples

Here are some engaging “Question of the Day” prompts to spark curiosity and foster a dynamic learning environment.

1. Cultural Appreciation

Understanding and appreciating diverse cultures is essential in our interconnected world. This category encourages students to explore traditions, customs, and values from various cultures, fostering a sense of global awareness and respect. Through these questions, students will learn about the richness of cultural diversity and the importance of inclusivity.

• What is one tradition from another culture that you find interesting and why?
• How do different cultures celebrate the New Year?
• Can you name a traditional dish from another country and describe it?
• What are some common cultural symbols from around the world?
• How do various cultures honor their ancestors?
• What is a unique holiday celebrated in another country?
• How do different cultures approach education?
• What is one art form unique to a specific culture?
• How do people in different countries greet each other?
• What are some traditional clothing items from different cultures?
• How do various cultures celebrate weddings?
• What are some unique musical instruments from around the world?
• How do different cultures celebrate coming-of-age ceremonies?
• What is a popular sport in another country that is less known here?
• How do various cultures view and use traditional medicine?

2. Environmental Awareness

Our planet faces numerous environmental challenges, and it’s crucial to raise awareness about sustainability and conservation. This category focuses on questions that highlight the significance of protecting our environment. Students will explore topics like climate change, recycling, and renewable energy, inspiring them to take action towards a greener future.

• What is one simple way you can reduce your carbon footprint?
• How does recycling help the environment?
• What are the effects of deforestation on wildlife?
• How does pollution affect marine life?
• What are the benefits of using renewable energy sources?
• How can planting trees help combat climate change?
• What are the consequences of plastic waste in the oceans?
• How can we conserve water in our daily lives?
• What are some endangered species and why are they at risk?
• How does composting benefit the environment?
• What is the importance of biodiversity?
• How do oil spills impact the environment?
• What are some ways to promote sustainable agriculture?
• How does urbanization affect natural habitats?
• What role do bees play in our ecosystem?

Related: 100 Engaging Philosophical Questions for Kids

3. Historical Perspectives

History offers invaluable lessons and insights into our present and future. This category prompts students to delve into significant historical events and figures, encouraging them to think critically about the past. By understanding history, students can better appreciate the complexities of the world and the progress we’ve made.

• What is one historical event you would like to witness and why?
• How did the invention of the printing press change the world?
• What are some lessons we can learn from ancient civilizations?
• How did the Industrial Revolution impact society?
• What is the significance of the Magna Carta?
• How did the discovery of electricity revolutionize life?
• What are the key causes of the World Wars?
• How did the civil rights movement shape modern society?
• What is the impact of the Renaissance on art and culture?
• How did explorers like Christopher Columbus change the world?
• What is the historical significance of the Great Wall of China?
• How did the Cold War influence global politics?
• What can we learn from the fall of the Roman Empire?
• How did the Space Race affect technological advancement?
• What was the impact of the Silk Road on trade and culture?

4. STEM Curiosities

Science, Technology, Engineering, and Math (STEM) are fields that drive innovation and shape our future. This category is designed to spark curiosity and interest in STEM topics. Through these questions, students will explore fascinating concepts and recent advancements, encouraging them to think like scientists and engineers.

• How do vaccines work to protect us from diseases?
• What are black holes and why are they important to study?
• How does coding contribute to creating video games?
• What are some recent breakthroughs in renewable energy?
• How does 3D printing work and what are its uses?
• What is the role of DNA in heredity?
• How do self-driving cars navigate and avoid obstacles?
• What are the benefits and risks of artificial intelligence?
• How does the internet work?
• What are the basic principles of quantum physics?
• How do weather satellites predict storms?
• What are some cutting-edge materials used in construction?
• How do we measure the distance between stars?
• What are the applications of nanotechnology in medicine?
• How does the human brain process information?

5. Creative Expression

Creativity is a vital part of personal and academic growth. This category inspires students to express themselves artistically and imaginatively. Whether through art, music, writing, or design, these questions encourage students to explore their creative potential and understand the value of artistic expression.

• If you could create a new art form, what would it be?
• How does music influence your mood and creativity?
• What story would you tell if you wrote a book?
• How would you design a dream home?
• What inspires you to create art?
• If you could compose a song, what would it be about?
• How would you direct a movie with no dialogue?
• What is your favorite way to express yourself creatively?
• If you could build a sculpture out of any material, what would you use?
• How do colors influence your artwork?
• What role does creativity play in solving everyday problems?
• How would you choreograph a dance to tell a story?
• If you could design a video game, what would its theme be?
• How do different cultures influence artistic styles?
• What would you paint if you had a giant canvas and no restrictions?

6. Global Citizenship

Being a responsible global citizen means understanding and addressing global issues. This category promotes awareness of topics like human rights, global health, and social justice. Through these questions, students will learn about their role in the global community and how they can contribute to a more equitable world.

• How can we support fair trade practices globally?
• What are the impacts of global warming on different regions of the world?
• How can we help refugees in our communities?
• What are the benefits of learning a second language?
• How do international organizations like the UN help maintain peace?
• What are some ways to reduce global poverty?
• How does access to education vary around the world?
• What is the importance of protecting human rights?
• How can we promote gender equality globally?
• What are the effects of global health crises on different countries?
• How does global trade affect local economies?
• What role can individuals play in combating climate change?
• How does cultural exchange benefit global understanding?
• What are the consequences of deforestation in the Amazon rainforest?
• How can we support clean water initiatives worldwide?

7. Philosophical Inquiry

Philosophy encourages deep, critical thinking about life’s fundamental questions. This category challenges students to consider philosophical ideas and ethical dilemmas. By engaging with these questions, students will develop their reasoning skills and explore different perspectives on complex issues.

• What is the meaning of happiness?
• Do humans have free will?
• What is the nature of reality?
• Is there such a thing as absolute truth?
• What is the purpose of life?
• Can we ever truly know another person’s mind?
• What makes an action morally right or wrong?
• Is it possible to achieve true equality?
• What is the value of art in society?
• Can machines possess consciousness?
• What is the role of government in our lives?
• How do we define beauty?
• Is there life after death?
• What are the limits of human knowledge?
• How do we determine what is just?

8. Health and Wellness

Promoting health and wellness is essential for a balanced life. This category focuses on questions that encourage students to think about their physical and mental well-being. Topics include nutrition, exercise, mindfulness, and stress management, helping students develop healthy habits and self-awareness.

• What are the benefits of a balanced diet?
• How does exercise impact mental health?
• What are some effective stress management techniques?
• Why is sleep important for overall health?
• How can mindfulness improve daily life?
• What are the signs of a healthy friendship?
• How does staying hydrated affect your body?
• What are the benefits of spending time in nature?
• How can setting goals improve mental health?
• What role does laughter play in well-being?
• How can you create a personal wellness plan?
• What are the benefits of practicing gratitude?
• How does music influence your mood?
• What is the importance of regular medical check-ups?
• How can volunteering boost your happiness?

9. Innovative Thinking

Innovation drives progress and solves problems. This category encourages students to think creatively and entrepreneurially. Through these questions, students will explore ways to address challenges and create new opportunities, fostering a mindset of innovation and proactive problem-solving.

• What problem in your community would you like to solve with an invention?
• How can we make renewable energy more accessible?
• What new technology could improve education?
• How can design thinking be applied to everyday problems?
• What is an example of an innovative solution to a global issue?
• How can we use technology to reduce food waste?
• What startup idea do you think would succeed today?
• How can we promote entrepreneurship in young people?
• What is the future of transportation?
• How can we make healthcare more affordable and effective?
• What role does creativity play in innovation?
• How can businesses become more environmentally sustainable?
• What is the next big thing in technology?
• How can we encourage more women in STEM fields?
• What innovative approach could solve the housing crisis?

10. Interpersonal Skills

Effective communication and strong interpersonal skills are key to personal and professional success. This category helps students develop social skills, empathy, and leadership qualities. These questions encourage students to reflect on their interactions with others and improve their ability to collaborate and connect.

• How can you show empathy in a conversation?
• What are some effective ways to resolve conflicts?
• How can you improve your active listening skills?
• What are the benefits of giving and receiving constructive feedback?
• How can you build trust in a team?
• What are some ways to practice effective communication?
• How do you handle difficult conversations?
• What are the qualities of a good leader?
• How can you be more assertive without being aggressive?
• What role does body language play in communication?
• How can you improve your public speaking skills?
• How do you build and maintain healthy relationships?
• What are some strategies for networking?
• How can you be a better collaborator?
• What are the benefits of understanding different communication styles?

Related: Attendance Questions for Your Class

Importance of Questions in Learning

For those interested in exploring the significance of questions in educational settings, several key research papers provide valuable insights and practical strategies. For instances, Robin Alexander’s “Towards Dialogic Teaching” (2005) emphasizes the role of dialogue and questioning in fostering a more interactive and engaging classroom environment. Allison and Shrigley (1986) discuss techniques for teaching children to ask operational questions in science, highlighting the importance of inquiry-based learning. On their part, Arzi and White (1986) explore the types and impacts of students’ questions in science education, offering a research-based perspective on promoting student curiosity.

Similarly, Paul Black and colleagues (2002) in “Working Inside the Black Box” focus on how questioning and formative assessment can enhance learning outcomes. Blosser (1995) provides practical advice on asking effective questions, while Browne and Keeley (1998) offer a guide to critical thinking through the art of questioning. Carlsen (1991) analyzes classroom questioning from a sociolinguistic perspective, providing a deeper understanding of its dynamics.

For a problem-based learning approach, Chin and Chia (2004) demonstrate how student questions drive knowledge construction. Penick, Crow, and Bonnsteter (1996) argue that questions are fundamental to effective science teaching while Rop (2002) investigates the meaning and impact of student inquiry questions from the teacher’s viewpoint.

As for Rosenshine, Meister, and Chapman (1996), they provided an extensive review of intervention studies on teaching students to generate questions. Finally, Shodell (1995) advocates for a question-driven classroom to stimulate student engagement and learning.

These resources collectively underscore the transformative power of questioning in education, offering both theoretical insights and practical approaches to enhance teaching and learning.

• Almeida, P. A. (2012). Can I ask a question? the importance of classroom questioning. Procedia – Social and Behavioral Sciences , 31, 634-63. https://doi.org/10.1016/j.sbspro.2011.12.116.
• Alexander, R. (2005). Towards dialogic teaching . York, UK: Dialogos.
• Allison, A.W., & Shrigley, R.L. (1986). Teaching children to ask operational questions in science. Science Education , 70, 73–80.
• Arzi, H.J. & White, R.T. (1986). Questions on students’ questions. Research in Science Education , 16, 82–91.
• Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box: Assessment for learning in the classroom . London: King’s College London
• Blosser, P.E. (1995). How to ask the right questions. Arlington , VA: National Science Teachers Association
• Browne, M.N., & Keeley, S.M. (1998). Asking the right questions: A guide to critical thinking. Englewood Cliffs , NJ: Prentice Hall.
• Carlsen, W.S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research , 61, 157–178.
• Chin, C., & Chia, L.G. (2004). Problem-based learning: Using students’ questions to drive knowledge construction. Science Education , 88, 707–727.
• Chin, C., & Osborne, J. (2008). Students’ questions: a potential resource for teaching and learning science. Studies in Science Education , 44, 1-39.
• Neirotti, R. A. (2021). The importance of asking questions and doing things for a reason. Braz J Cardiovasc Surg , 36(1): I-II. doi: 10.21470/1678-9741-2021-0950 . PMID: 33594859; PMCID: PMC7918389.
• Penick, J.E., Crow, L.W., & Bonnsteter, R.J. (1996). Questions are the answers. Science Teacher , 63, 26–29.
• Rop, C.J. (2002). The meaning of student inquiry questions: A teacher’s beliefs and responses. International Journal of Science Education , 24(7), 717–736.
• Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research , 66, 181–221.
• Shodell, M. (1995). The question-driven classroom. American Biology Teacher , 57, 278–281.

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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