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
Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of an...Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students＇ advanced learning. Today＇s teachers are yesterday＇s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students＇ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students＇ learning.展开更多
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Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students＇ advanced learning. Today＇s teachers are yesterday＇s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students＇ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students＇ learning.
