What is the difference between creativity and critical thinking

Students pose questions and identify and clarify information and ideas, and then organise and process information. They use questioning to investigate and analyse ideas and issues, make sense of and assess information and ideas, and collect, compare and evaluate information from a range of sources. In developing and acting with critical and creative thinking, students:.

This element involves students creating ideas and actions, and considering and expanding on known actions and ideas. Students imagine possibilities and connect ideas through considering alternatives, seeking solutions and putting ideas into action. They explore situations and generate alternatives to guide actions and experiment with and assess options and actions when seeking solutions. This element involves students reflecting on, adjusting and explaining their thinking and identifying the thinking behind choices, strategies and actions taken.

Students think about thinking metacognition , reflect on actions and processes, and transfer knowledge into new contexts to create alternatives or open up possibilities.

They apply knowledge gained in one context to clarify another. This element involves students analysing, synthesising and evaluating the reasoning and procedures used to find solutions, evaluate and justify results or inform courses of action.

Students identify, consider and assess the logic and reasoning behind choices. They differentiate components of decisions made and actions taken and assess ideas, methods and outcomes against criteria. The imparting of knowledge content and the development of thinking skills are accepted today as primary purposes of education. The explicit teaching and embedding of critical and creative thinking throughout the learning areas encourages students to engage in higher order thinking.

By using logic and imagination, and by reflecting on how they best tackle issues, tasks and challenges, students are increasingly able to select from a range of thinking strategies and use them selectively and spontaneously in an increasing range of learning contexts. Activities that foster critical and creative thinking should include both independent and collaborative tasks, and entail some sort of transition or tension between ways of thinking.

They should be challenging and engaging, and contain approaches that are within the ability range of the learners, but also challenge them to think logically, reason, be open-minded, seek alternatives, tolerate ambiguity, inquire into possibilities, be innovative risk-takers and use their imagination.

Critical and creative thinking can be encouraged simultaneously through activities that integrate reason, logic, imagination and innovation; for example, focusing on a topic in a logical, analytical way for some time, sorting out conflicting claims, weighing evidence, thinking through possible solutions, and then, following reflection and perhaps a burst of creative energy, coming up with innovative and considered responses.

Critical and creative thinking are communicative processes that develop flexibility and precision. Communication is integral to each of the thinking processes. By sharing thinking, visualisation and innovation, and by giving and receiving effective feedback, students learn to value the diversity of learning and communication styles. The learning area or subject with the highest proportion of content descriptions tagged with Critical and Creative Thinking is placed first in the list.

Students learn and practise critical and creative thinking as they pose questions, research, analyse, evaluate and communicate information, concepts and ideas. Students identify, explore and determine questions to clarify social issues and events, and apply reasoning, interpretation and analytical skills to data and information. Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, assess reliability when selecting information from resources, and develop an argument using evidence.

Students develop critical thinking through geographical investigations that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers.

Students learn to critically evaluate texts about people, places, events, processes and issues, including consumer and financial, for shades of meaning, feeling and opinion, by identifying subjective language, bias, fact and opinion, and how language and images can be used to manipulate meaning.

They develop civic knowledge by considering multiple perspectives and alternatives, and reflecting on actions, values and attitudes, thus informing their decision-making and the strategies they choose to negotiate and resolve differences. Students develop creative thinking through the examination of social, political, legal, civic, environmental and economic issues, past and present, that that are contested, do not have obvious or straightforward answers, and that require problem-solving and innovative solutions.

Creative thinking is important in developing creative questions, speculation and interpretations during inquiry. Students are encouraged to be curious and imaginative in investigations and fieldwork, and to explore relevant imaginative texts.

Critical and creative thinking is essential for imagining probable, possible and preferred futures in relation to social, environmental, economic and civic sustainability and issues. The critical thinker gathers information, analyzes it and evaluates it. If you think critically you are able to separate fact from opinion.

You like details and clear-cut information. Creative thinkers tend to be imaginative and like to brainstorm. A creative thinker looks at things from various perspectives, coming up with ideas and making novel and uncharacteristic connections. The creative thinker often goes against standard views and is apt to take risks.

A creative person is curious. Unlike in the case of Creative thinking, Critical thinking adopts a much more rigid position. One of the features of Critical thinking is that it is not so expansive like creative thinking. In fact, it can be said that critical thinking is judgmental in nature. It is interesting to note that critical thinking is selective too. On the other hand, creative thinking is not selective. It is quite free by nature.

On the contrary, the mind is limited to think in the case of critical thinking. Creative thinking is employed in areas such as poetry , novel writing, short story writing and fiction writing. On the other hand, critical thinking is employed in organizations , business areas and the like.

Critical thinking is aimed at improving the quality of products produced by a company, customer care service, and the like. Generating many possibilities is not enough by itself to help you solve a problem. Similarly, if you rely on focusing alone, you may have too few possibilities from which to choose. Effective problem solvers must think both creatively and critically, generating options and focusing their thinking.