The aim of creative thinking is to stimulate curiosity and promote divergence.
While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve "thinking." When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.
dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws
find meaning, transfer, interpret facts, infer cause & consequence, examples
use information in new situations, solve problems
recognize and explain patterns and meaning, see parts and wholes
discuss "what if" situations, create new ideas, predict and draw conclusions
make recommendations, assess value and make choices, critique ideas
Domain Attributes: interpersonal relations, emotions, attitudes, appreciations, and values from Family Education Network's TeacherVision from University of Victoria - This page lists the six levels of the cognitive domain with examples.Other Sites from University of Cape Town, South Africa by G.
As stated in Kirst-Ashman’s book; Critical thinking is the careful scrutiny of what is stated as true or what appears to be true and the resulting expression of an opinion or conclusion based on that scrutiny, and (2) the creative formulation of an opinion or conclusion when presented with a question, problem or issue, (Kist-Ashman, 2011, p....
Barzun anticipated some sceptical comments by C Wright Mills who described conferences as junkets to permit professors to pursue their feuds and vendettas in exotic locations while younger players scramble for positions in the academic marketplace.In Science: The Glorious Entertainment (1963), Barzun catalogued and criticised many conflicting and incoherent perceptions of science that are abroad in the land, some of them exerting a malicious influence on the humanities and many of them either trivialising or sensationalising the activities of scientists.”If science students leave college thinking, as they usually do, that science offers a full, accurate, and literal description of man and Nature; if they think theories spring from facts and that scientific authority at any time is infallible, and if they think that science steadily and automatically makes for a better world – then they have wasted their time in the science lecture room and they are a plain menace to the society they live in”.The downside of that situation is the durability of creation science in the US, where the practitioners can play on the general lack of understanding of the provisional nature of scientific findings at frontier of knowledge and the critical and imaginative approach required for good scientific research.In 1968 he published his revealing and extremely well informed account of the alarming tendencies in American higher education due to explosive growth in the universities at a time of great confusion about their aims and about the traditions and disciplines which nurture learning and scholarship.