Title: Creative and Critical Thinking in the Arts and Sciences: Some Examples of Congruence
Abstract: Introduction In his landmark 1959 Rede lecture and subsequent publication, physicist Charles Percy Snow expressed concerns over what he saw as a growing rift between scientific and literary scholarly communities (Snow 1959). In fifty years since that time, scholars and other commentators have expended a great deal of intellectual capital in analysis of observed cultural differences between sciences on one side, and arts and humanities on other. While it is important to acknowledge and explore these differences, both perceived and actual, it is also worthwhile to recognize those ideas and practices shared in common between two cultures. One such area of common ground is utilization of creative and critical thinking skills by practitioners within both arts/humanities and sciences. Although creative thinking has traditionally been associated with former and critical thinking with latter, even a brief examination of evidence suggests essential nature of both creative and critical thinking within each of two cultures. In this paper, I would like to begin with a sampling of modern definitions for both critical and creative then discuss a few selected examples illustrating how these modes of thought can play complementary roles in traditions of both scientific and humanistic thought. Some Modern Definitions of Critical Thinking The foundations of critical thinking may be traced back for thousands of years in Western thought. The modern literature on subject is quite extensive, and a comprehensive review would be far beyond scope of this paper. For purposes of this brief discussion, I would like to cite a few definitions of term, as presented in selected works from modern literature. Proponents of teaching of critical thinking skills frequently cite twentieth-century American psychologist, philosopher and educational reformer John Dewey as intellectual founder of modern movement. Dewey defined his version of practice, which he termed thinking, as active, persistent and careful of a belief or supposed form of knowledge in light of grounds which support it and further conclusions to which it tends, and the kind of thinking that consists in turning a subject over in mind and giving it serious consideration (Dewey 1910, 9). Over time, Dewey's general model has proven to be well suited for analysis of existing ideas, but makes no mention of any process for generating new ones. In subsequent years, scholars have expanded and developed Dewey's ideas. Edward Glaser, co-author of highly popular Watson-Glaser Critical Thinking Appraisal (Watson-Glaser), has posited that process of critical thinking involved three things: (1) an attitude of being disposed to consider in a thoughtful way problems and subjects that come within range of one's experiences, (2) knowledge of of logical inquiry and reasoning, and (3) some skill in applying those methods (Glaser 1942, 5). In 1987, Philosophy of Education Professor Robert Ennis developed one of most widely used definitions of critical thinking today, beginning with reflective thinking that is focused on deciding what to think or do (Ennis 1987, 10). In process of refining and elaborating his conception over time, Ennis ultimately proposed that a critical thinker exhibits following characteristics: 1. Is open-minded and mindful of alternatives 2. Tries to be well-informed 3. Judges well credibility of sources 4. Identifies conclusions, reasons, and assumptions 5. Judges well quality of an argument, including acceptability of its reasons, assumptions, and evidence 6. Can well develop and defend a reasonable position 7. Asks appropriate clarifying questions 8. …
Publication Year: 2010
Publication Date: 2010-06-22
Language: en
Type: article
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Cited By Count: 5
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