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evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action” (Richard, 1993:22). However, critical thinking is also
comprised of the element of creativity. Creativity is almost barren and nonexistent in the public education
system at younger levels of writing because the system believes it is not important
to the foundation of
writing (Richard 1993). The argument is, however, that creativity is enormously important in the
development of writing because it teaches children how to develop and communicate new ideas that will
help push critical thinking forward.
Creative thinking in general can be defined as the “interaction
among aptitude, process, and
environment by which an individual or group produces a perceptible product that is both novel and useful
as designed within a social context” (Plucker, Beghetto, and Dow, 2004, page 90). Creativity is important
to students because it allows them to engage in divergent thinking in a subjective manner. Since it is a
subjective form of thinking, it is important to couple critical thinking with creative
thinking to prepare
students for life as they go on to become independent individuals who contribute to society (Tarhan,
Bacalni, Dombayci, Demir, 2011). Problemsolving and the need for invention grow over time because of
the ever-evolving world.
If creativity is not part of this process, critical thinking will not be able to stand on its own (Runco,
2004). Out of creative thinking comes innovation and reaction, which are both needed in a society that is
advancing. If students are only taught to be critical, they will not have the same innovation as students who
are taught to think creatively as well as critically (Runco, 2004). Creative thinking will invent ideas, while
critical thinking will evaluate ideas. It is imperative that the two forms of thinking be taught to students
when their brains are developing in order to instill these processes into their schema (Richard, 1993).
Children will develop skills that will carry over into adulthood, changing the future generations by allowing
more room for invention and growth.
The curriculum focused solely on critical thinking in the United States is failing. Every year, there
are about 1.3 million teenagers who drop out of high school without graduating (Alliance for Excellent
Education, 2013). There is a large amount of students whom the United States is not reaching through their
education.
Research shows that one of the largest factors in students dropping out of school is a frustration or
boredom with the classroom material being taught (Convissor, 2010).
If the students are receiving the best education they can through the present curriculum, why are the
1.3 million students who are dropping out of school saying it is because of the curriculum? Creative thinking
is an aspect simply not being stressed in schools. Art programs are being cut to focus on formal education.
However, taking out the curriculum that will round a student and provide students with a different way to
learn will continue to lead to a high number of high school drop-outs.
Used literature
1. Cazden, C.B., 1988. Classroom discourse: The language of teaching and learning. Portsmouth.
2. Heinemann. Dakowska, M., 2005. Teaching English as a Foreign Language.
A Guide for
Professionals. Warszawa:
3. Johnson, K.E., 1995. Understanding Communication in Second Language Classrooms. Cambridge
University Press.
