Fostering Creative Thinking in the Planning of Creative Education for Children - Literature review Example

The process of creative thinking can be either accidental or deliberate (Runco, 2007). Accidental creative thinking is the way an idea to solve a problem comes into the mind without you having it in mind as a point of thought (Price & Skobalski, 2005).

This kind of creative thinking normally takes long periods before improvement is noticed on the issue in mind (Education, 1982). It is, therefore, a poor form of creative thinking that is discouraged in this kind of rapidly transforming world (Runco, 2007). Deliberate creative thinking on the other side is of much value to any setup where positive change is needed (Education, 1982). Brainstorming is one form of deliberate creative thinking and involves merging different peoples’ ideas into one (Campbell, 1985).

According to research, creative thinking occurs all the time (Kaufman & Sternberg, 2010). It often is the cause of advanced innovations that occur worldwide. This kind of creative thinking is referred to as ongoing creative thinking (Runco, 2007). Ongoing creative thinking can easily be acquired as an attitude if one focuses on practicing it often. It is seen to enhance and maximize both deliberate and accidental creative thinking (Education, 1982). 

Critical thinking on the other side is termed as an intellectual and disciplined process of skilfully analyzing, conceptualizing, applying, and evaluating information gathered and generated from observation, experience reasoning, and reflection as a guide to action and belief (Runco, 2007). It is based on intellectual values such as clarity, accuracy, good reasons, relevance, and consistency (Education, 1982). It entails taking into consideration such things as, purpose, the question at issue, concepts, assumptions, and reasoning that can lead to a sound conclusion, implications, and consequences (Runco, 2007). It involves being responsive to the subject matter (Price & Skobalski, 2005). It is a network of different thinking categories, among them; mathematical thinking, historical thinking, scientific thinking, economic thinking, philosophical thinking, and moral thinking (Campbell, 1985).