The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the si...The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the similarity and difference between English composition teaching in China and English composition teaching in America in regarding to incorporating critical thinking, as reflected in the use of this assignment. The study uses descriptive analysis of student writings as well as quantitative analysis of questionnaires, student grades given both from the author and several other researchers who are invited to participate in the study. The cognitive abilities in critical thinking basically consist of logical thinking, dialectical thinking, and creative thinking abilities. The study reveals that Chinese students＇ works generally flow well and they use a language that is coherent and clear. However, the study also reveals that Chinese students have difficulties in implementing critical thinking at English composition learning, and the difficulties lie in creative and dialectical thinking. To cultivate critical thinking, we need to employ affective strategies, meta-cognitive strategies-macro-abilities, and cognitive strategies-micro-abilities. The paper concludes by giving concrete examples in the area of cognitive strategies-micro-abilities in order to cultivate critical thinking.展开更多
The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman empha...The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.展开更多
A variation account was applied to divergent thinking accommodated as a kind of creative thinking. To provide control （contrast） condition the variation account was applied to psychometric intelligence. Guilford＇s ...A variation account was applied to divergent thinking accommodated as a kind of creative thinking. To provide control （contrast） condition the variation account was applied to psychometric intelligence. Guilford＇s （1956, 1967, 1988） theory of divergent-----convergent thinking served the background of our study. The main premise was that creative variation represents ＂thought trials＂ with diverse ways to find a solution to the problem. Task demands and the respective creative problem solving reveal advantageous sources that suggest the variation. Probably, uncertainty, information search, and finding alternatives extracted from memory precede, entail and provide variety of seeking, as well. A principal hypothesis to be tested was that divergent thinking enables its variation rather than intelligence does that to its variation. As predicted, the divergent thinking and its variation were related. Compared to uncreative, creative persons were characterized by larger variation. Apart from the mathematical intelligence, other kinds of intelligence and their variation did not correlate. Mainly, the data obtained, thus, lend support to the claimed hypothesis.展开更多
In creation of dance, creation is the most basic factor, and also the most common factor. But the thinking of creative dance is rare. In order to activate everyone＇ s thinking and enhance creativity, I want to illust...In creation of dance, creation is the most basic factor, and also the most common factor. But the thinking of creative dance is rare. In order to activate everyone＇ s thinking and enhance creativity, I want to illustrate creative thinking of dance. About creative thinking of dance, we focus on the concept of creation, and concepts are based on thinking activities. So our thinking activity is the important reason affecting the creative thinking. So before creating thinking of dance, we must understand the concept of thinking. Thinking is a summary of objective things and indirect reflection, and it has certain independence. It reflects a common class of things which have essential characteristics.展开更多
When we make the arts and crafts design, its design means innovative thinking. If we want better apply to the Art Art design, most importantly, it is in logical thinking in the design process as well as image of think...When we make the arts and crafts design, its design means innovative thinking. If we want better apply to the Art Art design, most importantly, it is in logical thinking in the design process as well as image of thinking better together. Logical thinking itself is more rigorous, but the image more focuses on innovative thinking, the only real two together will be able to successfully Arts and Crafts design to lay a good foundation.展开更多
This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ ins...This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.展开更多
文摘The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the similarity and difference between English composition teaching in China and English composition teaching in America in regarding to incorporating critical thinking, as reflected in the use of this assignment. The study uses descriptive analysis of student writings as well as quantitative analysis of questionnaires, student grades given both from the author and several other researchers who are invited to participate in the study. The cognitive abilities in critical thinking basically consist of logical thinking, dialectical thinking, and creative thinking abilities. The study reveals that Chinese students＇ works generally flow well and they use a language that is coherent and clear. However, the study also reveals that Chinese students have difficulties in implementing critical thinking at English composition learning, and the difficulties lie in creative and dialectical thinking. To cultivate critical thinking, we need to employ affective strategies, meta-cognitive strategies-macro-abilities, and cognitive strategies-micro-abilities. The paper concludes by giving concrete examples in the area of cognitive strategies-micro-abilities in order to cultivate critical thinking.
文摘The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.
文摘A variation account was applied to divergent thinking accommodated as a kind of creative thinking. To provide control （contrast） condition the variation account was applied to psychometric intelligence. Guilford＇s （1956, 1967, 1988） theory of divergent-----convergent thinking served the background of our study. The main premise was that creative variation represents ＂thought trials＂ with diverse ways to find a solution to the problem. Task demands and the respective creative problem solving reveal advantageous sources that suggest the variation. Probably, uncertainty, information search, and finding alternatives extracted from memory precede, entail and provide variety of seeking, as well. A principal hypothesis to be tested was that divergent thinking enables its variation rather than intelligence does that to its variation. As predicted, the divergent thinking and its variation were related. Compared to uncreative, creative persons were characterized by larger variation. Apart from the mathematical intelligence, other kinds of intelligence and their variation did not correlate. Mainly, the data obtained, thus, lend support to the claimed hypothesis.
文摘In creation of dance, creation is the most basic factor, and also the most common factor. But the thinking of creative dance is rare. In order to activate everyone＇ s thinking and enhance creativity, I want to illustrate creative thinking of dance. About creative thinking of dance, we focus on the concept of creation, and concepts are based on thinking activities. So our thinking activity is the important reason affecting the creative thinking. So before creating thinking of dance, we must understand the concept of thinking. Thinking is a summary of objective things and indirect reflection, and it has certain independence. It reflects a common class of things which have essential characteristics.
文摘When we make the arts and crafts design, its design means innovative thinking. If we want better apply to the Art Art design, most importantly, it is in logical thinking in the design process as well as image of thinking better together. Logical thinking itself is more rigorous, but the image more focuses on innovative thinking, the only real two together will be able to successfully Arts and Crafts design to lay a good foundation.
文摘This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.
