Reflect upon the comparative advantages and shortcomings of critical and creative thinking dimensions.?
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This type of 'mental gibberish' is very indicative of the fundamental problems in the academic world of education.  Better to ask 'hard' questions that require real research, real thinking, and real opportunity for rational critiquing.  This type of question is sadly pathetic. It explains why American school children can't think, can't perform basic math, and are totally afraid of anything labeled 'science'.  But... they sure 'feel good about themselves' and 'their opinions'!
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They are good in their own ways. Programmers require a lot of critical thinking, and problem solving.\n\nA designer uses his creativity to design, create new ideas to get our attention.\n\nThey are both important. Like making a game, you can't do without either one... =)
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Both have their advantages...........and disadvantages.
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It's easier to teach business concepts to people who have had previous experience in industry.  There's quite a bit of class participation and group work.  Those who have had work experience will excel in these areas while those who have just been students might not do as well.
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The last several decades in our nation have witnessed growing concerns that our educational system is not adequately preparing all of our citizens to develop the skills and knowledge they need to live and work successfully in today's complex society (National Commission on Excellence in Education, 1983). Calls for change have centered on the need for schools to provide opportunities for students to engage in activities that promote in-depth understanding, critical thinking, creative problem solving, and the ability to use knowledge in real-life settings (Darling-Hammond, 1993).\n\nIn response to these concerns school improvement efforts have proliferated, aimed at all aspects of the educational system - school structures, organization, governance, and leadership; family and community involvement; as well as curriculum content, instructional methods, individual and system-wide assessments. While all of these initiatives are important, many have been undertaken leaving some basic assumptions about teaching and learning intact, assumptions that have not been sufficiently informed by current understandings of how students learn.\n\nMany commonly accepted educational practices have been influenced by ideas of teaching from the past, based on traditional behaviorist views that teaching is primarily an act of "telling" - supplying students with facts and information in much the same way that an empty glass is filled. While these practices have been successful at producing proficiency in the lower-order skills measured on many tests, they have generally met with little success in developing the kind of knowledge and abilities that\n\nstudents need in real-life situations (National Assessment of Education Progress, 1981).\n\nIn contrast to this transmission-of-knowledge model of teaching, newer understandings of how people learn present a conception of teaching that focuses on developing "thinking" students who understand and can use what they learn. This conception is termed "constructivist" because it sees learning as a dynamic internal process in which learners actively "construct" knowledge by connecting new information to what they already know, rather than as a process in which learners are passive recipients of information transferred to them from external sources. This newer conception's emphasis is on developing students' capacities for analysis and problem-solving, rather than on having them "cover the curriculum" in the most efficient manner possible. Rooted in the assumption that all human beings have a deep drive to make sense of the world (Carini, 1987), constructivism sees learning as motivated by interest and shaped by individuals' cultural and linguistic backgrounds as well as their different learning styles and strengths (Carini, 1986; Gardner, 1983). From the perspective of the constructivist view, learning is supported by multiple experiences and social interactions, rather than by solitary drill and rote memorization (Dewey, 1916, 1956; Piaget, 1973,1980; Piaget & Inhelder, 1969; Vygotsky, 1978). It is a nonlinear process that requires extended periods of time to visit and revisit ideas until they are organized into coherent, stable, and generalizable understandings (Bruner, 1966; O'Brien, 1987).\n\nBecause constructivist principles are based on knowledge of learning, they provide a good starting place for school improvement efforts aimed at supporting students to become better thinkers, creators, and problem-solvers. Without such a focus, reform efforts run the risk of merely "reforming again, again, and again" (Cuban, 1990), focusing on the surface structures of schooling but leaving the central problems untouched.\n\nThis article describes constructivist teaching, highlighting some of its essential\n\nelements. It also discusses some of the challenges that constructivist teaching poses for teacher development. It demonstrates how a c
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Advantages:  quickly and clearly demonstrate concepts, tabulate data and compare differences, track trends and predict outcomes with impact. \n\nDisadvantages: If not prepared properly, too complicated or if the wrong type is used, everyone will be confused and the impact will be lost.
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Pros --->There is a variaty of ideas\n               You might have fun with the people you are sharing with\n\nCons ---> Somethings or most of the times ..you do the thinking , they do nothing\n                 Crash between each other opinions\n                  Everyone get lazy and there is not thinking....\n                  The group might end up doing other things different from thinking
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different halves of the brain. verbal reasoning (& hence reading) is more about emotion, math is about logic. High school classes are not that demanding, so you can get good scores in both, but it is very rare for famous mathematicians to be famous writers (Lewis Carol is an exception tho :).
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Check with college students (put this question in the "Educational" heading)\n\nI work for a major University and we have a professor that teaches a Critical Thinking course. They harrass and fail Christians with the statement "You need to drop this class now.  There is no way you can pass a class in Critical Thinking if you are a closed minded Religious Zealot!"
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ANTECDOTAL RESPONSE:\nI have worked with gifted students from across the US at Duke University's TIP program for 4 summers. We take a "no-exam" approach, although we do evaluate and give feedback to each student.  This tends to be much more inducive to self-directed learning.\n\nANALYTICAL RESPONSE\nI think the following article will give you a very good overview of the faults of a competitive grading system: \n\nhttp://www.pdkintl.org/kappan/krumbol.htm\n\nThe authors assert a number of points:\n\nA.  THE ARGUMENT AGAINST EXAMS\n\n1. Exams tend to force teachers to look for mistakes and errors rather than give encouraging, positive feedback.\n\n2. The current exam system requires a sorting; rather than encouraging teachers to make sure that everyone understands the material, it can actually reinforce bad or ineffective teaching that results in "lower grades".  The perception is that it is a "difficult class" (which can sometimes be true), but seldom that the teacher has been negligent in her duties to educate her students (which could equally be true). \n\n3. Teachers are often daunted by the time and effort required to grade papers of all their students; the easy way out is to make simplistic multiple choice or fill-in-the-blank exams that only evaluate a student's ability to memorize facts rather than to process information and think critically.  Though facts are an important foundation for learning, a critical evaluation of those facts is a much more valuable cognitive skill.\n\nAnd yet, examinations can and do have an important role in learning.  Now I will share my counter-arguments:\n\nB. THE ARGUMENT FOR EXAMS\n\n1.  Periodic evaluation is necessary to observe progress towards educational goals.  Well-formulated exams allow us to demonstrate what we have learned and allow our teachers to see where individuals and the class as a whole are and adjust accordingly.  We can take pride in our strengths and become more aware of weaknesses.\n\n2. Knowing that there will be an exam and what is expected of us on that exam, can motivate us to push ourselves harder to master the material than if there had been no exam.\n\n3. Accountability for our studies (though teachers also share in this accountability) is an important principle that transfers over to the workplace.\n\nHope that helps!
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One is thinking and one is doing?\nLook at the modules in the course and see if one has more theory or maths than the other.
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Our minds usually accept the dogmas and myths of our culture. Most peoples' minds become programmed with the beliefs of their era and society. They don't think for themselves but let their parents, their friends, their favorite TV show, or what cultural beliefs  implant  in them. To be able to form sound opinions and make effective decisions, you must know how to think critically.  Enlightened thinking involves the careful consideration of multiple points of view and keeping our minds open to alternative sources of information. Unless we work at becoming critical thinkers, there is a natural tendency is to limit our ideas to only those that are easily available, never really discovering or considering alternative sources of information.  Christians and most people following dogma and never think to question what they are learning.  Sheep - humanity is in reality a herd of sheep.
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independance, creativity and open-mindedness
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No, not at all, although reason is an important part of the way people think. We tend to conflate reason with thinking because of Western civilization's philosophical traditions.\n\nHowever other kinds of thought certainly exist. An interesting one is the use of similitude - drawing conclusions because one sentence phonetically resembles another, or evokes similar imagery. Just like logic, those thoughts then chain together, in a way similar to logic, but not strictly speaking based on it. \n\nThis tends to be most apparent in religious systems, where symbolic numbers might repeat in various scenarios so that new situations can be tied to old ones, because of the presence of the symbolic number in both.
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No matter what age you're referring to, critical thinking skills are acquired through:  math, reading, and writing.  Anything that requires analysis uses critical thinking.  Philosophy, at any grade level is definitely a subject that requires critical thinking.\n\nFor the younger students, book reports where they must analyse what they read is a good start.  New math always requires critical thinking.  Some computer skills require critical thinking.
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Modern education hampers original thinking because teachers have to teach to standardized tests.  They are only feeding our kids what they need in order to pass the tests.  They have no more time left for higher level thinking.  It is a tragedy!
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Whats to think?\nHope is better!!!