Creative and Critical Thinking A Cognitive Process for Problem Solving Originally offered in Fall 2006 Cora Dzubak Jim Valkenburg Penn State –York Delta.

Creative and Critical Creative and Critical ThinkingThinking

A Cognitive Process for Problem A Cognitive Process for Problem SolvingSolving

Originally offered in Fall 2006Cora Dzubak Jim ValkenburgPenn State –York Delta CollegeModified - Winter 2008

AgendaAgenda

DefinitionsDefinitions Creative thinkingCreative thinking Critical thinkingCritical thinking

Cognitive DissonanceCognitive Dissonance Meta-CognitionMeta-Cognition

Two sides of the same coinTwo sides of the same coin Seeing the ProblemSeeing the Problem

Solving the ProblemSolving the Problem The role of memoryThe role of memory Transfer and learningTransfer and learning

Discerning credibilityDiscerning credibility How to teach Creative ThinkingHow to teach Creative Thinking

Creative/Critical ThinkingCreative/Critical Thinking

Creative Creative thinking is thinking is defined as the defined as the use of divergent use of divergent thinking, thinking, resulting in the resulting in the generation of generation of original ideas or original ideas or solutions. solutions.

Creative/Critical ThinkingCreative/Critical Thinking

Critical Thinking Critical Thinking may be defined as may be defined as the cognitive the cognitive process of actively process of actively questioning questioning assumptions, and assumptions, and analyzing, analyzing, synthesizing synthesizing and/or evaluating and/or evaluating data, evidence or data, evidence or points of view to points of view to solve a problem.solve a problem.

Critical ThinkingCritical Thinking Critical thinking is the intellectually Critical thinking is the intellectually

disciplined process of actively and skillfully disciplined process of actively and skillfully conceptualizing, applying, analyzing, conceptualizing, applying, analyzing, synthesizing, and/or evaluating information synthesizing, and/or evaluating information gathered from, or generated by, gathered from, or generated by, observation, experience, reflection, observation, experience, reflection, reasoning, or communication, as a guide to reasoning, or communication, as a guide to belief and action.belief and action.

In its exemplary form, it is based on In its exemplary form, it is based on universal intellectual values that transcend universal intellectual values that transcend subject matter divisions: clarity, accuracy, subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound precision, consistency, relevance, sound evidence, good reasons, depth, breadth, evidence, good reasons, depth, breadth, and fairness. and fairness.

http://www.criticalthinking.org/aboutCT/definingCT.shtml

Cognitive DissonanceCognitive Dissonance

When things When things just don’t seem just don’t seem to jibe with what to jibe with what one “knows”one “knows”

Possible Possible responsesresponses

Meta-CognitionMeta-Cognition

Thinking about Thinking about thinkingthinking

Meta-cognitive Problem Meta-cognitive Problem ResolvedResolved What color is What color is

the bear?the bear?

Two sides/Same CoinTwo sides/Same Coin

Julian JaynesJulian Jaynes The ancient The ancient

view of creativityview of creativity PlatoPlato AristotleAristotle

Greek literatureGreek literature ShakespeareShakespeare The jump to The jump to

cyber spacecyber space

Two Sides/Same CoinTwo Sides/Same Coin

Critique as Critique as creativity and creativity and vice versavice versa

The Systematic The Systematic ApproachApproach

Systematic ApproachSystematic Approach

Communications Communications TheoryTheory

Seeing the ProblemSeeing the Problem

The simple and The simple and the complexthe complex

Occam’s RazorOccam’s Razor ““Outside the Outside the

box?”box?”

Solving the ProblemSolving the Problem

Define the problemDefine the problem Dissect the problemDissect the problem Plan a solutionPlan a solution External representationExternal representation Internal representations: using Internal representations: using

“what’s inside your head” as a “what’s inside your head” as a mental modelmental model

Evaluating your solutionEvaluating your solution

The Role of Memory in The Role of Memory in Creativity and Problem SolvingCreativity and Problem Solving

Effective problem solvers are Effective problem solvers are efficient users of memoryefficient users of memory

Use of Cues: when an individual Use of Cues: when an individual creates his/her own memory creates his/her own memory cues, recall is enhancedcues, recall is enhanced

Use of visual ImageryUse of visual Imagery

Transfer and LearningTransfer and Learning

Previous learning enhances later Previous learning enhances later learninglearning

The more one learns and the more The more one learns and the more one practices, the more information one practices, the more information that is transferred to a new situationthat is transferred to a new situation

““Overlearning” enhances transfer Overlearning” enhances transfer When tasks are similar transfer is When tasks are similar transfer is

increasedincreased

SynthesisSynthesis

TheoristsTheorists PiagetPiaget BloomBloom GardnerGardner

Putting Putting seemingly seemingly dissimilar things dissimilar things togethertogether

Discerning CredibilityDiscerning Credibility

Information Information LiteracyLiteracy Need for infoNeed for info Ability to access Ability to access

infoinfo Evaluate infoEvaluate info Synthesize infoSynthesize info Communicate Communicate

info info

Teaching Critical ThinkingTeaching Critical Thinking

Setting up Setting up problemsproblems

Using Using assessment assessment techniquestechniques

Allowing the Allowing the student to student to strugglestruggle

Discussion BoardDiscussion Board

Thank you for completing this Thank you for completing this module.module.

Please go to the Discussion Please go to the Discussion Board and respond to the Board and respond to the prompt.prompt.