Individuality and Creativity in the Australian Education System

Encouraging <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">creativity</a>, <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">individuality</a> and <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">uniqueness</a> in children through the education system is a fundamentally important task. Most often, individuality and uniqueness <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120663138776221462">is thought</gwmw> to be a positive outcome of creative thinking. Creative thinking is the kind of thinking that leads to new insights, original and fresh approaches and perspectives, as well as whole new ways of understanding things (Rusbult, 2001).  Sir Ken Robinson (2006), an education expert, sees creativity as ‘the process of having original ideas that have value’ and believes that it comes about through ‘the interaction of different disciplinary ways of seeing things’.  In this way, it is not just seen through visual and creative art expressions such as visual arts, dance and music, but also through the ability to see many solutions or answers to a situation, challenging the norm and seeing the world in different and imaginative ways (Rusbult, 2001).  Moreover, as we move into a globalised and <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120727164121486450">unknown future</gwmw>, equipping young people with creativity, innovation, <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120727168699850532">individual</gwmw> and adaptive skills will help them tackle whatever challenges the twenty-first century gives them (Australian Curriculum, 2015).  In this review, the importance of creative thinking, how the Australian education system promotes creativity and individuality, plus what can be done to better both the Australian and Vietnamese education systems will be examined and assessed.  This will all be done in order to see what kind of approaches Vietnam could implement to better their students’ creative and independent thinking as well as prepare them for the unpredictable and globalising future.<br /> <h3> Why it is important</h3> It is crucial to encourage creativity in children and students as it increases their desire to learn and supports their further intellectual development (Sterling-Honig, 2015).  Within the education systems around the world, creative thinking is often closely linked <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120780627159287606">with</gwmw> critical thinking and involves students generating, identifying, making, and applying new or alternative explanations and links to existing or future situations (Australian Curriculum, 2015). This kind of thinking is essential in generating effective learning and in creating successful learners.  It encourages students to be inquisitive, reasonable, flexible, open-minded, and ready to try new ways of doing things, as well as ensuring they consider all alternatives before, where possible, coming to a conclusion (Australian Curriculum, 2015).  In a perfect curriculum, this kind of learning is addressed through all learning areas including, but not limited to, English, Maths, Science and History (Australian Curriculum, 2015).<br /> <br /> However, currently, as Ken Robinson highlights in his 2006 TED talk, when educating children, we tend to ‘focus on their heads and slightly to one side’. In fact, some US studies have found that whilst IQ scores are increasing with every generation, creative intelligence [or CQ] is decreasing (Bronson and Merryman, 2010).  Whilst many blame this decline on other factors such as technological advancements, it is most likely due to the fact that, currently, most school systems <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603120860539628771184">place</gwmw> a higher focus on a student’s use of the left hemisphere (Bronson and Merryman, 2010). This left-side preference is not necessarily a good thing.  It minimises the focus on skills found in the right hemisphere such as innovation and creativity.    Until recently, the skills associated with this hemisphere were seen as the abilities that led to success in school and, later on, in the workplace (Friedman, 2005). However, if we are to prepare children for an uncertain and globalising future, we need to foster their curiosity and passion.  Additionally, a balance between how individuals use both hemispheres must also be found, as these factors will hold a greater significance than intelligence in the future [i.e. CQ + PQ > IQ] (Friedman, 2005).<br /> <br /> <h3> Divergent thinking</h3> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0kMKA99KdFLjPqXMfLYkvMhgDClK67S97zFRkAmub_aOW8tx5DyXpFOjVfoXo3FgKrVAeu2wDHQC-KwOtscaRUN3JAecspkqL2AS-aVaevNAI6MbWf22nKFts4FC0m0iNHA61C1KLQo1a/s1600/1.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="284" data-original-width="287" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0kMKA99KdFLjPqXMfLYkvMhgDClK67S97zFRkAmub_aOW8tx5DyXpFOjVfoXo3FgKrVAeu2wDHQC-KwOtscaRUN3JAecspkqL2AS-aVaevNAI6MbWf22nKFts4FC0m0iNHA61C1KLQo1a/s1600/1.png" /></a>Thus, we need to think about fostering creativity, innovation, right-side preferences and passion in <i>Changing Education Paradigms</i>, Robinson talks about the need to focus on the process of ‘divergent thinking’ in schools over the current left-sided preference.  He defines <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">divergent thinking</a> as ‘the breaking up of old ideas, making new connections, enlarging the limits of knowledge, and the onset of wonderful ideas’ (Robinson, 2006).  It is thought that when divergent thinking is encouraged in students, it simultaneously helps motivate both them and their passion for in-depth learning.  As a result, students learn to use thinking dispositions, or ‘habits of the mind’, such as risk-taking and managing their impulses when confronted with problems where the solutions are not instantly obvious (Australian Curriculum, 2015).  Thus, promoting divergent ways of thinking will help stimulate new ideas in students and broaden their way of thinking, fostering creativity and individuality.<br /> <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603121146084873440547"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139638534454126304">students</gwmw></gwmw>.  In his TED talk and a later talk called <br /> <br /> Divergent thinking consists of eight elements, listed in detail below.<br /> <br /> <br /> <ol> <li><i>Complexity</i> – The capacity to conceptualize difficult, multifaceted, many layered or intricate products or ideas;</li> <li><i>Curiosity</i> – The personality characteristic of displaying probing behaviours, searching, asking questions, learning to get more knowledge/information about something, and of being able to go deeper into ideas;</li> <li><i>Elaboration</i> – The skill of adding to, building off of or embellishing a product or an idea;</li> <li><i>Flexibility</i> – The capability of creating varied perceptions or categories <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603121021105559647706"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139639768009407178">wherefrom</gwmw></gwmw> <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603121021106097287416"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139639762438901659">come</gwmw></gwmw> a range of different ideas pertaining to the same thing or problem;</li> <li><i>Fluency</i> – The skill of engendering many ideas so as to have an increase in the number of potential solutions or associated products;</li> <li><i>Imagination</i> – The capability of dreaming up, inventing, or to think, to see, to conceptualize novel products or ideas, to be original;</li> <li><i>Originality</i> – The skill of coming up with fresh, unusual, unique, extremely different or completely new products or ideas;</li> <li><i>Risk-taking</i> – The readiness to be courageous, daring, adventuresome – take risks or experiment with new things so as to stand apart.</li> </ol> <div> <div style="text-align: center;"> [Source: Entrepreneurial Insight Magazine, 2015]</div> </div> <div> <br /></div> <div> Despite the benefits of divergent thinking, various studies have determined that while some individuals are better suited to divergent thinking, others favour convergent thinking.  This is usually determined by their personality characteristics and suggests that there is no right or wrong way to think, just more than one way.  Still, in most education systems, subjects such as science and technology, or those that promote convergent thinking, are often held in higher regard than other subjects, such as the arts and others that encourage divergent thinking.  <a href="http://blog-en.ced.edu.vn/2019/06/individuality-and-creativity-in.html">Convergent thinking</a>, however, limits choices and instead of encouraging students to think ‘outside of the box’, gets them find the correct answer, as typically there is only one correct answer. <gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603121120797260648405"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139641717663665101">While</gwmw></gwmw>, it is not a bad thing to be a convergent thinker, divergent thinking is more helpful in fostering creativity and broader ways of thinking and should therefore have a <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603121120795913948815"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139641718598009423">stronger</gwmw></gwmw> place in education systems.  Thus, educators and policy makers would be wise to promote the development of both forms of thinking by finding a balance between convergent and divergent thinking within all subjects.</div> <div> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkdBTCRmcIVpCFNMF2YNa9X33hfbt_QYWq8RPm12T4ICMFXl6Y9GhhXwgiGeup5halB7O4kOVUsIaLL6wgEFhhblUPgqekKpkigj6Xsd_OxQZjVm8UQjobv_mmBSNxE9pXLcoZP59rWoWQ/s1600/2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="434" data-original-width="577" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkdBTCRmcIVpCFNMF2YNa9X33hfbt_QYWq8RPm12T4ICMFXl6Y9GhhXwgiGeup5halB7O4kOVUsIaLL6wgEFhhblUPgqekKpkigj6Xsd_OxQZjVm8UQjobv_mmBSNxE9pXLcoZP59rWoWQ/s1600/2.JPG" /></a></div> <br /> <h3> Creativity in the Australian education system</h3> Now, I’m not going to say that the Australian education system is perfect, because it is not, but I will highlight how the current system encourages uniqueness, individuality and creativity in its students.  After which, I will suggest ways in which similar, or better, ideas could be implemented in Vietnam and Australia in order to help prepare students for a globalised future.<br /> <br /> The system<br /> <br /> The Australian education system generally follows a three-tier model and includes primary education, followed by secondary education and tertiary education.  There is typically the option for students to attend private or public institutions, single- or mixed-sexed schools, and religious or non-religious schools. Australian students spend a compulsory 11-13 years in the school system, beginning at the approximate age of 4 or 5 and completing their education at 17 or 18 years old [depending on which state or territory they live in].  At their completion, students receive a High School Certificate [as known as a Year 12 Certificate] and, if they opted to take that particular route, an Australian Tertiary Admission Ranking [ATAR] score, which assists them with getting into tertiary institutions. After completing their basic education, they have a choice.  They can enrol in a university or other higher education course, complete an apprenticeship, or cease studying and find employment.<br /> <br /> Whilst there are a lot of similarities amongst the states and territories of Australia’s education systems, there are also a number of differences.  For instance, I grew up in the Australian Capital Territory [ACT] and thus completed all of my schooling there.  As you can see below, the ACT follows a slightly different system to the rest of the country.  I started Kindergarten when I was four years old [turning five in that April] and completed primary school in year 6. From here, I went to a high school for years 7 through to 10, followed by a college for years 11 and 12.  My education was solely public, <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122400397821538092"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646404880196843"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684132827825130">which when</gwmw></gwmw></gwmw> I went to university, I <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122400396593783063"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646407406083666"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684138284739864">saw was</gwmw></gwmw></gwmw> a rarity as most people in my cohort had attended at least one private school during their schooling.  After year 12, I deferred starting my degree at the Australian National University to take a gap year, a common practice amongst Australian students.  <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122427306029066399"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646788873286652"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684583750743980">In</gwmw></gwmw></gwmw> that year, I worked full <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603122427303412915795"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139646781755710716"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142684585829349458">time which</gwmw></gwmw></gwmw> helped me fund a trip to Europe and save some money before starting my three year degree.  My experience is just one of many Australian students and, consequently, it is important to keep this in mind when reading this review as other students may have had different experiences.<br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEDhSmyOm5oBlg6m0IQs4xmgcgMbLUPW8DRGXQQjDA6zgjDG89R5iMrs9cQnN2u4MbtpqQmNYnOGkS3Pni-m-F0Gfrge7KTZAWTLo21xm7nRKjF03Qv72ILxxQvVouKxu1EHnijWU6GFNM/s1600/3a.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="230" data-original-width="741" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEDhSmyOm5oBlg6m0IQs4xmgcgMbLUPW8DRGXQQjDA6zgjDG89R5iMrs9cQnN2u4MbtpqQmNYnOGkS3Pni-m-F0Gfrge7KTZAWTLo21xm7nRKjF03Qv72ILxxQvVouKxu1EHnijWU6GFNM/s1600/3a.JPG" /></a></div> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgayvn2wDzewHfOahkiwXkOaSAsr0ZbrxMULLDw_EOO5hgY6jsOVmnm4sPywuepKHRymD4l-PPxEnMagS5GQgVw8fxYiBl0k8iAnuYqsmEhprAd7chTy2p4YtFDr5_24vfFqPn-TPRqp3Tz/s1600/3b.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="451" data-original-width="740" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgayvn2wDzewHfOahkiwXkOaSAsr0ZbrxMULLDw_EOO5hgY6jsOVmnm4sPywuepKHRymD4l-PPxEnMagS5GQgVw8fxYiBl0k8iAnuYqsmEhprAd7chTy2p4YtFDr5_24vfFqPn-TPRqp3Tz/s1600/3b.JPG" /></a><br /> <br /> Despite its great number of differences, the Australian education system <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603123326040355819790"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139647158788718503"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142685026415496367">does consistently help</gwmw></gwmw></gwmw> develop creative, analytical and laterally thinking individuals.  It aims to promote excellence and equity as well as encouraging young Australians to become successful learners, confident and creative individuals, and active and informed citizens (Australian Curriculum, 2014). It is a system that encourages curiosity and a passion for learning in its students, preferring that over high intelligence scores.  Similarly, it also encourages responsibility and maturity in its students, getting them to be active in their own education through the encouragement and expecting of independent study, both at school and at home. Another way that students are given this opportunity to be responsible and mature is through such initiatives such as their school’s student representative’s council (SRC) and other programs which encourage student voice.<br /> <br /> Generally, Australian students are heavily involved in their own learning, frequently given the opportunity to choose what they want to learn about and how they want to do it.  I recall in years 7 to 12, each English class I did, the assessment often consisted of an essay, a speech and some form of creative response.  In all of these forms of assessment, we were encouraged to think for ourselves and to think ‘outside of the box’.  This could be done by how we argued our point in our essay, how we choose to make our speech memorable, or in what way we would respond creatively to the topic or text.  This kind of involvement helps foster individuality, as students are often given a broad spectrum of options and choices.  Likewise, if the option involves the whole class, these decisions are often made using class polls, which helps promote individual voice and diplomacy in the students.<br /> <br /> <i>Emotional Intelligence</i><br /> Diplomacy and individuality <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603123632407213614074"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139649380634504471"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142687698363787068">helps</gwmw></gwmw></gwmw> maintain and develop an individual’s emotional intelligence (EQ).  EQ is the ability to understand and express not only one's emotions, but also the emotions of those around them.  It is a beneficial commodity to possess as it helps individuals relate better with one’s peers, colleagues, and <gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603123653251679203998"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139649739048530575"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603142688179631046742">other</gwmw></gwmw></gwmw> around them (Segal and Smith, 2015).  EQ consists of four attributes; self-awareness (perceiving), self-management (reasoning), social awareness (understanding), and relationship management (Segal and Smith, 2015).  It is a fundamental tool often neglected by education systems, as it is thought that it develops adequately on its own.  However, it can be encouraged and sustained by certain situations that may arise in the classroom, such as through class discussions and other circumstances where diplomacy, patience and fairness are required.  Thus, as they also promote creativity and individuality, these sorts of activities are often found in classrooms around Australia.<br /> <div style="text-align: right;"> [To read more about emotional intelligence: </div> <div style="text-align: right;"> <a href="http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm">http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm</a>] </div> <div> <br /></div> <div> The curriculum</div> <div> <br /></div> Currently, there is no common curriculum across the country.  However, each state and territory requires students be taught Maths, English, Science, the Social Sciences [or SOSE], the Arts, Health and Physical Education, Languages, and Technology.  Here, Social Sciences include subjects such as Geography and History, and the Arts can include anything from Media studies to Visual Art to Textiles and Fashion. Again, there are differences amongst the states as to what year <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124094032515165529"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139652151242497571"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142692245425634543">level each</gwmw></gwmw></gwmw> of these topics is compulsory <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603124094037341089712"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139652153932215966"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603142692244984428851">til</gwmw></gwmw></gwmw>.  For example, in the ACT, it was highly <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124103269805503640"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139652349414815550"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142692512741071931">recommended but</gwmw></gwmw></gwmw> not a requirement for me to study English and Maths in years 11 and 12.  Similarly, the languages offered varies between states and schools with, for example, Japanese, French, and Indonesian being offered at my high school.<br /> <div style="text-align: right;"> [To read more about the curriculums of each state and territory: <a href="http://www.aussieeducator.org.au/curriculum/subjects.html">http://www.aussieeducator.org.au/curriculum/subjects.html</a>]</div> <div style="text-align: right;"> <br /></div> Still, whilst there are differences in the specifics, the general curriculum of most Australian schools focuses on comprehension and encouraging students to make sense of what they read and learn.  It involves looking beyond what is said by the text or in discussions.  In other words, it is about interpreting, integrating, critiquing, inferring, analysing, connecting and evaluating ideas in texts and discussions.  This can be done in a number of <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124396760491613361"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139653453484320568"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603142693765255476550">ways such</gwmw></gwmw></gwmw> as through class discussions and creative or reflective responses.  In these situations or tasks, students are made to make logical connections, draw on other relative or related information in order to think more deeply about what is being said, for instance, in the text.  It is the development of this critical and deeper thinking that helps foster creativity and individual thought in students.  Whilst I never knew these were the strategies my teachers were using, in reflection, I can recall times where such techniques were used.<br /> <br /> <i>The Super Six <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124647432467019192"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139654186151230875">strategy</gwmw></gwmw></i><br /> <br /> One particular teaching strategy that focuses on comprehension and student engagement used in Australian schools is the Super Six <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124771927680276670"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139654375302280695">strategy</gwmw></gwmw>. Using this strategy, six skills are taught through actively processing and making sense of the text, a process that is both intentional and thoughtful.  These skills are <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603124792054316744751"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139655286163264941">connecting</gwmw></gwmw>, predicting, questioning, monitoring, summarising and visualising (NSW Department of Education and Training [NSW DET], 2010).  It is about making real life associations and cross connections with the text or topic in order to learn.  It is believed that these skills help students to critique and to create, helping them to develop their creativity and innovation.  They create problem solving scenarios and tasks which require them to generate and critically evaluate their ideas and solutions.<br /> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiQR-uoYICfRWPH-EP56tKEH4SOaeJkMZENYIndBcPMqCa1CQDs2CAHq44-FvTF5S7n21__BJtyY6HWqNJJy5-dxtikWYsOlOyMQ-r47gM5LZI7JQDINJS6SQ6ow36iJwknWt8yy4cCtpz/s1600/4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="485" data-original-width="672" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiQR-uoYICfRWPH-EP56tKEH4SOaeJkMZENYIndBcPMqCa1CQDs2CAHq44-FvTF5S7n21__BJtyY6HWqNJJy5-dxtikWYsOlOyMQ-r47gM5LZI7JQDINJS6SQ6ow36iJwknWt8yy4cCtpz/s1600/4.JPG" /></a></div> <br /> <div style="text-align: right;"> [To read more about comprehension and the Super Six strategies: <a href="http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf">http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf</a> & <a href="http://christinefraser.weebly.com/">http://christinefraser.weebly.com/</a>]  </div> <br /> <i>The creative arts</i><br /> Beyond just thinking creatively, the creative arts, such as music and visual art, are also great outlets for children to show their creativity and individuality. The Australian education system fosters this by encouraging students to enrol in dance, music, art and other creative art classes.  In my experience, it was never a requirement that you took an art or music class, but it was highly encouraged.  Still, in order to make sure we did not just stick with what we were good at and challenged ourselves, in high school, myself and my peers were made to take at least one semester [approx 18 weeks] of a different art, music, dance, or technology class over our first 2 years at the school.  For example, in year 7 and 8, I was enrolled in woodwork, cooking, dance and art classes.  <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126078429332101752"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139657240053794992">For</gwmw></gwmw> my last two years at the high school [i.e. <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603126087950681112936"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139657464310604473">years</gwmw></gwmw> 9 and 10], I got to choose which elective classes I wished to do, choosing to study both textiles and photography. Still, although creative outlets such as art and music are important to encourage, deep research and fact-finding are just as vital stages in the creative process (Bronson and Merryman, 2010). Thus, while encouraging students to take art-<gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603126121683724632196"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139657826039477236">orientated</gwmw></gwmw> classes <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126121686289018125"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139657823052149821">is</gwmw></gwmw> important, there are numerous other ways to ensure they become <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603126121688932243711"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139657828010445952">divergently</gwmw></gwmw> thinking and creative students, all of which need to be reflected in an education system’s curriculum.<br /> <br /> The teachers<br /> <br /> Whilst what I learnt and how I learnt it is important, the curriculum was not all that inspired my creative and individual learning.  The teachers I remember the best are the ones who inspired my learning with their enthusiasm and interest in the topic.  Even if the topic was not the most interesting or was difficult to grasp, if the teacher was enthused, so was I.  Moreover, surprisingly, it is these topics I can usually remember the best.  In fact, the Australian Institute for Teaching and School Leadership’s (2012) now listed in its standards that effective teachers are a source of inspiration as well as being a ‘dependable and consistent influence on young people’.  A teacher should be more than just a ‘transmitter of knowledge’, they need to be a ‘facilitator’ who encourages and inspires students (Veira, 2010).  They need to be democratic rather than autocratic, sharing some of the leadership with students, as well  as fostering learner autonomy whereby they encourage students to not only learn on their own but to take responsibility for their learning (Veira, 2010).  Thus, adopting some of these characteristics can assist a teacher to help students develop into creative and unique individuals.  Furthermore, this is an argument for the establishment of student-centred learning approaches, which will be discussed in more detail later on.<br /> <div style="text-align: right;">  <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126321670232815696"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139659930215508614">[</gwmw></gwmw>To read more about teaching standards in Australia: <a href="http://www.teacherstandards.aitsl.edu.au/Standards/Standards/AllStandards">http://www.teacherstandards.aitsl.edu.au/Standards/Standards/AllStandards</a>] </div> <div> <br /></div> <div> But, is it a perfect system?</div> <div> <br /></div> <div> Whilst the Australian education system has its strengths, not all systems are perfect.  Ken Robinson believes that creativity is ‘as important as literacy’, yet currently it is being ‘educated out’ of students by our school systems.  Instead, our education systems have ‘mined our minds for a particular commodity’ which will be of no help to us in the future.  The points he makes are relevant and real, both in Vietnam, Australia and the rest of the world, so while Australia’s system may be better at promoting creative and individual thought, there are still many flaws in its system.</div> <div> <br /></div> <div> According the international surveys of world education systems, such as those done by The Programme for International Student Assessment [PISA], in terms of education standards, Australian students are falling behind other nations.  In fact, the average 15 year old <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126660281502376644"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139661255526221533">Australian is</gwmw></gwmw> about three years behind Chinese students in Maths, and one and a half years behind these same students in literacy skills.  We are also the only developed nation where it is not compulsory to study Maths in order to graduate from high school.  On a slightly unrelated note, Australian schools are said to maintain existing social inequalities and social stratification (Perry & Lubienski, 2014).  This is done in a number of <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126692986150671867"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139662494372900548">ways including</gwmw></gwmw> limiting the access of students from lower-income backgrounds to more advanced academic curriculums (Perry & Lubienski, 2014).  I always knew I was fortunate enough to attend public schools that were located in <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126707301607081004"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139662670646477838">middle</gwmw></gwmw>- to higher-income <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603126707306256031384"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139662678198212006">areas but</gwmw></gwmw> I did not realise the inequalities that this was sustaining. For that reason, in order to ensure all schools are ‘good schools’, funding needs to be spread equally amongst all of the nation’s schools and not prioritised to those that are performing better than others (Perry & Lubienski, 2014).  If this was achieved, it would encourage a fairer system where all students would be given equal opportunities for success.</div> <div> <div style="text-align: right;"> [To read more about how the Australian education is failing kids: </div> <div style="text-align: right;"> <a href="http://theconversation.com/six-ways-australias-education-system-is-failing-our-kids-32958">http://theconversation.com/six-ways-australias-education-system-is-failing-our-kids-32958</a>]</div> </div> <div> <br /></div> <div> Future directions</div> <div> <br /></div> <div> <div> Currently in Australia, there is a lot of debate over whether the national <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603127092352376273648"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139663786534487728">testing assessment</gwmw></gwmw> plan [known as NAPLAN testing] is appropriate.  Every second year from years 3 to 9, students nationwide complete a variety of tests.  However, this national test only assesses their numeracy and literary skills, and not their creative or divergent thinking abilities.  Yet, it is difficult to suggest these also be assessed, as it is hard for academics and educators to ascertain whether creativity and divergent thinking can even be assessed easily en <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603127118967908896929"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139664343707338760">masse</gwmw></gwmw>.  Moreover, Australia is trying to implement a national curriculum would see all states and territories teaching the same subjects.  It is not known yet known how creative learning will fit into this curriculum.  It may fall to the educators and teachers to carry out this form of learning rather than it being a part of the national curriculum. Still, the implementation of a national curriculum will help eliminate diversity and difference between the states and territories.</div> <div style="text-align: right;"> [To read more about the Australian National Curriculum and its aims: <a href="http://www.australiancurriculum.edu.au/Curriculum/Overview">http://www.australiancurriculum.edu.au/Curriculum/Overview</a>]</div> </div> <div style="text-align: right;"> <br /></div> <h3> Bettering the system</h3> <div> As demonstrated, Australia’s education system does help encourage and develop student’s individuality, uniqueness and creativity. Whilst a flawed system with room for improvement, it does use a variety of techniques to ensure students develop into successful learners and strong, independent thinkers.  Still, drawing on modern psychological research and general commentaries, more can be done to improve both Australia and Vietnam’s education systems.</div> <div> <br /></div> <div> The 21st century classroom</div> <div> <br /></div> <div> As Ken Robinson (2006) highlights, our classrooms are still practicing policies and procedures established in a completely different time period, the Industrial Revolution.  In order to update the classroom and system so that it is ready to teach students <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603127641215804876210"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139666402131404904">into</gwmw></gwmw> the 21st century, there are a few characteristics that need to be ensured across all classrooms.  Many of these are already found in both Australian and <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603127650429894367610"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139666616875752166">Vietnam however</gwmw></gwmw>, more can always be done.  Below are the top 10 characteristics of a 21st century classroom, as suggested by one commentator.</div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV0IMTtmq51Tit7kQEoJWg10gPXCGzhs2MLVgNUQkWP1GxGG6q2NJo_TyZy-Y8zqfAq6ORh_Zy6a8MnEidx5s_WDBtYxddxOW2YoljBP4vMuFJp2hRA_QUVOkcTNxfXbHgMdm3H_CcscBT/s1600/5a.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="586" data-original-width="581" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV0IMTtmq51Tit7kQEoJWg10gPXCGzhs2MLVgNUQkWP1GxGG6q2NJo_TyZy-Y8zqfAq6ORh_Zy6a8MnEidx5s_WDBtYxddxOW2YoljBP4vMuFJp2hRA_QUVOkcTNxfXbHgMdm3H_CcscBT/s1600/5a.JPG" /></a></div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX_Kk-EwJw8YNkzc-XWkPQbfleTPrnI7L1wCtdNY4mZQ3uBrvLbZ4rNAam1QPurfUpzl8fMk5igAXTYyzfXTct8EUHBNSTrUYOyEflXjG03bKKRF3HB9sdwK80c2E2XXtmNcqUfY0hYP3D/s1600/5b.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="285" data-original-width="581" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX_Kk-EwJw8YNkzc-XWkPQbfleTPrnI7L1wCtdNY4mZQ3uBrvLbZ4rNAam1QPurfUpzl8fMk5igAXTYyzfXTct8EUHBNSTrUYOyEflXjG03bKKRF3HB9sdwK80c2E2XXtmNcqUfY0hYP3D/s1600/5b.JPG" /></a></div> <div style="text-align: right;"> [Source: Saxena, 2013]</div> <div> <br /></div> <div> Learning styles</div> <div> <br /></div> <div> Another improvement that needs to be addressed in the curriculums of both countries’ systems is the need to identify and teach to <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603129168243404683908"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139668354532971600">student’s</gwmw></gwmw> learning styles.  As psychological studies will support, no two students learn the same way.  Thus, educators should be able to recognise this and adapt their teaching styles in accordance with the differing learning styles of the students (Rusbult, 2001). </div> <div> <br /></div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp7zqaydl553DNWYIcsmbgsDk6YF4XhzhUynPW-mnyc1zeIn5fP61A40Y167lM_uLUZrBKZRjZfjWT7nBxyHWhlbM0CBpFk15GzdkADWsNlszOclyjDp9yjczA8FpiI82Pm_9C1uJOrT5i/s1600/7.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="398" data-original-width="529" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp7zqaydl553DNWYIcsmbgsDk6YF4XhzhUynPW-mnyc1zeIn5fP61A40Y167lM_uLUZrBKZRjZfjWT7nBxyHWhlbM0CBpFk15GzdkADWsNlszOclyjDp9yjczA8FpiI82Pm_9C1uJOrT5i/s400/7.png" width="400" /></a></div> <div> As we have learnt, divergent and creative thinking requires opportunities to occur that create choice for the student.  Restricting their ways of learning stifles these opportunities for choice which, consequently, hinders their development into creative and unique individuals.  Robinson, as well as other academics, <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603129319870702339119"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139669299616917877">have previously emphasised</gwmw></gwmw> the need to understand and <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603129319875694694446"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139669291037982784">capitalise</gwmw></gwmw> on the natural aptitudes, talents and passions of students, something that can be achieved by changing the way they learn (Australian Curriculum, 2015).  For instance, some students may be highly visual, or think best when they are moving, or listening, or reading (see to the right) and thus, will learn better when the teaching reflects these preferences (Australian Curriculum, 2015).  Hence, better incorporating learning styles into both the Australian and Vietnamese curriculums would help ensure creativity is cultivated.</div> <div> <br /></div> <div> <div style="text-align: right;"> [To read more about learning styles and how to implement them in the education system:</div> <div style="text-align: right;"> <a href="http://www.simplypsychology.org/learning-kolb.html">http://www.simplypsychology.org/learning-kolb.html</a>]</div> </div> <div> <br /></div> <div> <br /></div> <div> Creating a ‘community of inquiry’</div> <div> <br /></div> <div> A form of ‘authentic’ learning, class discussions that support and develop a ‘community of inquiry’ is a vital commodity to invest in (Australian Curriculum, 2015).  Idea sharing is an easy and great way to support and develop <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130787912697819082"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139670603400190890">student’s</gwmw></gwmw> thinking and discussion skills (Australian Curriculum, 2015).  It also, as previously suggested, fosters patience and diplomacy in the students.  This form of critical thinking is too often ignored in schools and, therefore, it would be beneficial to look at ways of implementing it further.  </div> <div> <br /></div> <div> When an individual shares their ideas within a class or amongst one’s peers, they also must listen to their <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130871313150192388"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139671187091780457">peer’s</gwmw></gwmw> responses and other ideas.  Thus, they must have an acceptance of others’ ideas as well as possess the ability to listen and learn from the ideas of others.  In my experience, this sharing of ideas with others did not seem to occur as often as it should have.  However, when it did, especially at a university level, it <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130902259804794816"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139671767850844204">help</gwmw></gwmw> <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603130902259109149675"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139671766023326801">facilitated</gwmw></gwmw> discussion whereby people would have to listen, accept and respect another person’s view or idea even if they did not agree.  Yet, at the same time, it gave you the opportunity to use your knowledge and comprehension skills to <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603130911860582513763"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139671995889040659">innovatively</gwmw></gwmw> think of a response or critique of their idea.  It became not just about thinking <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603130920629765042876"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139672882813057680">innovatively</gwmw></gwmw> or broadly but about evaluating your thoughts and ideas, especially in comparison to others. This not only helped individuals develop creative and individual thought, but it also taught them respect, patience and sensitivity.  These abilities are all things that are valuable skills to possess as the world becomes more globalised. </div> <div> <br /></div> <h3> Globalisation and creative thinking in the future</h3> <div> <div> Globalisation <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131104848556702950"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139673559500066677">helps</gwmw></gwmw> connects the world.  It universalises the world socially, economically and culturally whilst also individualising it (UN, 2003).  Giddens (1991, as cited in Bourn, 2008) <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131130925304880279"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139673943929758356">defines</gwmw></gwmw> globalisation as ‘the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa’.  While there <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131146335447645075"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139674160732856265">is</gwmw></gwmw> still debates occurring as to whether globalisation is beneficial to the world or not, there is no doubt that it has already <gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603131146337966388341"><gwmw class="ginger-module-highlighter-mistake-type-2" id="gwmw-15603139674166440323055">bought</gwmw></gwmw> about countless changes, both good and bad.  For instance, in Vietnam, globalisation has increased wages and employment opportunities consequently reducing poverty in the country (UN, 2003).  However, there are downsides to globalisation.  According to one Australian NGO’s report, more than half of young Australian students are currently getting educated for dying jobs, nearly 60% of these students currently training for occupations that will be affected by automation in the next 10-15 years (Foundation for Young Australians [FYA], 2015).  As Friedman (2005) outlines, ‘<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603131190333443872868"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139674943689010620">flatteners’</gwmw></gwmw>, or events that are causing the world to globalise, are causing companies to outsource and look for innovative employees in countries outside of their own.  Hence, encouraging creative and innovative thinking in its students would help Vietnam and Australia in the future, as the world globalises further.  </div> <div style="text-align: right;"> [To read more about Friedman’s ‘The ten sources that flattened the world’: </div> <div style="text-align: right;"> <a href="http://kursinfo.himolde.no/in-kurs/IBE250/World-is-flat-excerpts-Altermatt-on-Friedman.pdf">http://kursinfo.himolde.no/in-kurs/IBE250/World-is-flat-excerpts-Altermatt-on-Friedman.pdf</a>]</div> </div> <div> <br /></div> <div> To create prepared individuals, students need to be flexible in their learning and knowledge as having a diverse range of knowledge and skills will be of great use to them in the future.  Friedman (2005) noticed this too, noting that students who had insights in multiple fields or abilities were more well-rounded students. Therefore, as today’s employers <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603131375001134864598"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139676115339349957">expect</gwmw></gwmw> tomorrow’s employees to have varied skills such as the knowledge of another language, it seems only right for us to educate today’s students to be able to adapt to difficult situations and communicate with different people from different cultural backgrounds (Thanh-Pham, 2010).  Yet, as previously highlighted, Australian students are falling behind other nations in terms of their literacy, numeracy and other abilities, with languages another major area of concern.  Based on PISA surveys, Australian students are becoming increasingly monolingual with only 8% of NSW students studying a foreign language.  In this globalising world, monolingual Australians will be competing for jobs against people who can proficiently speak more than one language.  </div> <div> <br /></div> <div> <i>The five ‘minds’ for the future</i></div> <div> <br /></div> <div> In order to address this issue, Australian education system hopes to provide students with the abilities and skills they will need for the unpredictable and globalised future, when it rolls out its national curriculum in the coming years.  In the new curriculum, students will learn to develop the skills required to analyse and respond to genuine situations using innovation, imagination and inquiry (Australian Curriculum, 2015). The developers of the new curriculum have said that they will draw on the Gardner’s (2009, as cited in Australian Curriculum) five ‘minds’ for the future.  Gardner believes these ‘minds’ define crucial thinking modes for thriving in this rapidly changing world.  His five ‘minds’ are:</div> <div> <br /></div> <div> <div> <ol> <li><i>The disciplinary mind</i> – has mastered at least one way of thinking - a distinctive mode of cognition that characterizes a specific scholarly discipline, a craft, or a profession;</li> <li><i>The synthesizing mind</i> – refers to the ability to integrate ideas from different disciplines or sources into a coherent whole and to communicate that integration to others;</li> <li><i>The creating mind</i> - puts forth new ideas, poses unfamiliar questions, conjures up fresh ways of thinking, arrives at unexpected answers;</li> <li><i>The respectful mind</i> - notes and welcomes differences among human individuals and groups, tries to understand these “others”, and seeks to work effectively with them. In a world where we are all interlinked, intolerance or disrespect is no longer a viable option; and</li> <li><i>The ethical mind</i> - ponders the nature of one’s work and the needs and desires of the society in which one lives and conceptualizes how work can serve purposes beyond self-interest and how members of society can work unselfishly to improve the lot of all.</li> </ol> </div> </div> <div> <div> Hence, it is thought that by developing these ‘minds’ in students, this will help them develop the skills and abilities needed to prepare them for globalisation and the unpredictable future.  </div> <div style="text-align: right;"> [To read more about Gardener’s ‘Five minds for the future’: </div> <div style="text-align: right;"> <a href="http://www.thinkers50.com/book_extracts/gardner.pdf">http://www.thinkers50.com/book_extracts/gardner.pdf</a>]</div> </div> <div> <br /></div> <h3> What Vietnam could do</h3> <div> Thus far, a review of the Australian education system, as well as a brief overview and assessment of what it and other education systems could do in order to better their systems, has been made.  From this, a few implementation strategies can be suggested in order to help Vietnam better its education system and encourage creativity and individuality in its students.</div> <div> <br /></div> <div> Currently, according to the work of a Vietnamese-Australian researcher, there are a few factors that <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132612816153340127"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139680906704752912">are significantly stifling</gwmw></gwmw> the creativity and individuality of students in the Vietnamese education system.  The first factor he highlights is the limited reading resources made available to Vietnamese students (Thanh-Pham, 2010).  Unlike Australian schools, Vietnamese students are often only given information and textbooks that <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132634015248106865"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139683744114842240">presents</gwmw></gwmw> only one point of view (Thanh-Pham, 2010).  This suppresses creativity and critical thinking in students, as their perspective becomes one-sided and uncritical.</div> <div> <br /></div> <div> The second factor he highlights, and possibly the biggest, is the class sizes.  The large class size, typical of Vietnamese schools, maintains the traditional norm of teacher-centred learning, minimises student involvement and engagement with the text or topic, and prevents the implementation of any class- or student-based learning approaches in the classroom (Thanh-Pham, 2010).  Similarly, it ensures that the classroom’s learning environment remains highly restrictive and regimented.  In this environment, students are always instructed as to what to do, meaning they become passive, uncritical and reproductive learners rather than expressive, critical and insightful learners [see table below] (Thanh-Pham, 2010).  Thus, Thanh-Pham (2010) suggests that student-centred learning approaches <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132759496115157689"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139684892445154660">be</gwmw></gwmw> imported from Western education systems in order to <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603132759493296066650"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139684891658212479">combact</gwmw></gwmw> this, as these kinds of approaches place a <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132759495124567798"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139684894617943031">stronger</gwmw></gwmw> emphasize on each student’s individual achievement and offer a better transmission of information. However, idea sharing and student-centred learning may be hard to implement in Vietnam as respect for the teacher is held in high regard, due to the society’s culture.  Hence, Vietnamese teachers and students may find it difficult ‘to accept any pedagogical practice that tends to put teachers on a par with their students and detracts from teacher authority’ (Thanh-Pham, 2010).</div> <div> <br /></div> <div> <div style="text-align: right;"> [To read more about <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603132793762959484813"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139685504067355046">Teacher</gwmw></gwmw>-centred versus Student-centred approaches: </div> <div style="text-align: right;"> <a href="http://teach.com/what/teachers-teach/teaching-methods">http://teach.com/what/teachers-teach/teaching-methods</a>]</div> </div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidjhrDnf8yUoclkIfd4pedQg_bdEtSeWKfNOhNmyXEfoOAs5m4V1V-PhZBQmzuJnQzN549XaG-Ewu39UHkcisHwqvv1c06bWUiqLKeckMVvYd4zOTqLAPCCuBU17poe44v7wvx_iEdox7q/s1600/8.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="325" data-original-width="646" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidjhrDnf8yUoclkIfd4pedQg_bdEtSeWKfNOhNmyXEfoOAs5m4V1V-PhZBQmzuJnQzN549XaG-Ewu39UHkcisHwqvv1c06bWUiqLKeckMVvYd4zOTqLAPCCuBU17poe44v7wvx_iEdox7q/s1600/8.JPG" /></a></div> <div> <br /></div> <div> Still, as Thanh-Pham (2010) highlights, during the last few decades, Vietnam has already implemented a number of changes to its education system.  These changes have mostly been imported from Western teaching and learning approaches.  For instance, Vietnamese educators are trying to implement more student-centred approaches, which see students working together to teach, learn and share ideas with one another (Thanh-Pham, 2010). Given <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133442231314428227"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139686453067181987">Vietnamese society</gwmw></gwmw> is a culturally oriented towards collectivism, enhancing this collectivism seems culturally appropriate (Thanh-Pham, 2010).  However, the Western cultures where these learning and teaching approaches would be originating from <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133454875583890329"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139686668231143604">are</gwmw></gwmw> individually oriented, questioning whether it is possible and appropriate to use these approaches in the Vietnamese education system. Thus, whilst the idea of students learning, teaching and sharing with one another is an attractive one, whether it is achievable is questionable.</div> <div> <br /></div> <div> In order for such methods to be implemented, one with a thorough understanding and appreciation <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133529214243396773"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139687075715470756">for</gwmw></gwmw> Vietnamese culture and society would have to assess the likelihood, suitability and repercussions of implementing such approaches within each different local context (Thanh-Pham, 2010).  Given the cultural differences, care must be taken to identify and address the differing factors between the society the approaches are coming from and the society they are being applied to.  For instance, one factor that would need to be considered is the learning differences between Western and Asian students.  While Western students use comprehension techniques to relate new information to previously <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133575994437773967"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139688788141050256">learnt</gwmw></gwmw> knowledge or personal experiences in order to help make sense of the new information, Asian students seem to better understand information only contained within the text or source, or supplied by the lecturer (Thanh-Pham, 2010).  This factor would make it hard to implement changes as it would require teaching the students different ways of learning, which would be unfamiliar and odd to them for some time.  </div> <div> <br /></div> <div> Furthermore, as previously mentioned, the executing of such methods is only effective if teachers and students are willing to accept the changes.  <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603133613534351204990"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139689365099294688">Thanh</gwmw></gwmw>-Pham (2010) highlights that whether or not it is accepted ‘is largely determined by the set of values and beliefs that these teachers and students have been socialised into’.  Hence, given their cultural and social background, some teachers and students may not appreciate the changes which would hinder the whole application process, especially if one is implementing Western and individualist ideas <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603133627007678871601"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139689560566825019">into</gwmw></gwmw> a collectivist society.  Yet, this should not deter educators from trying.  Whilst it would be difficult, as Thanh-Pham (2010) notes, there is an obvious need for these changes and reforms to occur in Vietnam. Thus, educators need to be encouraged to try new methods as the only way to know whether something will fail is to try it and, after all, trial and error is all a part of creative thinking and independent learning.</div> <div> <br /></div> <h3> Conclusion</h3> <div> As has been demonstrated in this review, there are numerous ways to ensure students become <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603133807729884071941"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139690338184372008">divergently</gwmw></gwmw> thinking and creative learners, all of which need to be reflected in an education system’s curriculum. But, as also seen, figuring out the best and most appropriate approach to fostering creativity and individuality will be culturally, socially and individually different. Whilst suggestions can be made, such as moving towards a more student-centred learning environment, adapting teaching to the learning styles of students, and creating ‘communities of inquiry’ to better prepare them for the 21st century, no one solution will be able to fix all of the education system’s problems.  Thus, the best approach to helping students think and be creative and independent may be to provide them with diversity and options in what they can study and learn, as well as challenging the norms currently in place, and encouraging the implementation of more right-hemisphere and student-centred learning techniques that will help students progress as individuals into the uncertain and globalised future.  These small steps will help encourage changes in the future whilst simultaneously fostering creativity, uniqueness and individuality in the young students of today.</div> <div> <br /></div> <h3> References</h3> <div> Armstrong, L. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134048050514894403"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139691515484923737">(</gwmw></gwmw>2012), <i>How Learning Works,</i> available at: </div> <div> <div> <a href="http://lloydarmstrong.typepad.com/about.html">http://lloydarmstrong.typepad.com/about.html</a></div> <div> <br /></div> <div> Australian Curriculum (2014), <i>Student Diversity, </i>available at: </div> <div> <a href="http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice">http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice</a></div> <div> <br /></div> <div> Australian Curriculum (2015), <i>Critical and Creative Thinking, </i>available at:</div> <div> <a href="http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Critical-and-creative-thinking">http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Critical-and-creative-thinking</a></div> <div> <br /></div> <div> Australian Institute for Teaching and School Leadership (2012), <i>The crucial role of the teacher, </i>available at:</div> <div> <a href="http://www.teacherstandards.aitsl.edu.au/Overview/Role">http://www.teacherstandards.aitsl.edu.au/Overview/Role</a></div> <div> <br /></div> <div> <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134080805733302442"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139693064457842679">Bourn</gwmw></gwmw>, D. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134087050439389273"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139693262936698916">(</gwmw></gwmw>2008), <i>Young people, identity and living in a global society, available at: </i></div> <div> <a href="http://www.developmenteducationreview.com/issue7-focus4?page=show">http://www.developmenteducationreview.com/issue7-focus4?page=show</a></div> <div> <br /></div> <div> Bronson, P. & Merryman, A. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134101876069843987"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139695110337832498">(</gwmw></gwmw>2010), <i>The Creativity Crisis, </i>available at: </div> <div> <a href="http://www.newsweek.com/creativity-crisis-74665">http://www.newsweek.com/creativity-crisis-74665</a></div> <div> <br /></div> <div> Entrepreneurial Insight Magazine (2015), <i>Idea Generation: Divergent vs. Convergent Thinking</i></div> <div> <a href="http://www.entrepreneurial-insights.com/idea-generation-divergent-vs-convergent-thinking/">http://www.entrepreneurial-insights.com/idea-generation-divergent-vs-convergent-thinking/</a></div> <div> <br /></div> <div> Foundation for Young Australians (2015), <i>The New Work Order: Ensuring young Australians have <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134127342651243136"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139696081461913721">skills</gwmw></gwmw> and experience for the jobs of the future, not the past, </i>available at:</div> <div> <a href="http://www.fya.org.au/wp-content/uploads/2015/08/The-New-Work-Order-FINAL-low-res-2.pdf">http://www.fya.org.au/wp-content/uploads/2015/08/The-New-Work-Order-FINAL-low-res-2.pdf</a></div> <div> <br /></div> <div> Friedman, T.L. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134141020555907904"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139696679134162645">(</gwmw></gwmw>2005), <i>The World is Flat, </i>book report/summary available at: </div> <div> <a href="http://www.workforceincubator.org/Portals/0/flat_world.pdf">http://www.workforceincubator.org/Portals/0/flat_world.pdf</a></div> <div> <br /></div> <div> NSW Department of Education and Training (2010), <i>Teaching comprehension strategies, </i>available at:</div> <div> <a href="http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf">http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf</a></div> <div> <br /></div> <div> Perry, L. & Lubienski, C. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134165571982976879"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139697873634884331">(</gwmw></gwmw>2014), <i>Australian schools: engines of inequality, </i>available at:</div> <div> <a href="http://theconversation.com/australian-schools-engines-of-inequality-23979">http://theconversation.com/australian-schools-engines-of-inequality-23979</a></div> <div> <br /></div> <div> Saxena, S. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134178379216680675"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139698447074972772">(</gwmw></gwmw>2013), <i>Top 10 Characteristics of a 21st Century Classroom, </i>available at:<i> </i></div> <div> <a href="http://edtechreview.in/news/862-top-10-characteristics-of-a-21st-century-classroom">http://edtechreview.in/news/862-top-10-characteristics-of-a-21st-century-classroom</a></div> <div> <br /></div> <div> Segal, J. & Smith, M. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134192977093602105"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139700445628465306">(</gwmw></gwmw>2015), <i>Emotional Intelligence (EQ), </i>available at: </div> <div> <a href="http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm">http://www.helpguide.org/articles/emotional-health/emotional-intelligence-eq.htm</a></div> <div> <br /></div> <div> Sterling-Honig, A. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134207975288456092"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139701170524492377">(</gwmw></gwmw>2015), <i>How to promote creative thinking:</i> </div> <div> <a href="http://www.scholastic.com/teachers/article/how-promote-creative-thinking">http://www.scholastic.com/teachers/article/how-promote-creative-thinking</a></div> <div> <br /></div> <div> Robinson, K. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134221696024010467"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139701763159772718">(</gwmw></gwmw>2006), <i>Video: Do schools kill creativity?, </i>available at:</div> <div> <a href="http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity">http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity</a></div> <div> <br /></div> <div> Taylor, M. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134233744834728975"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139702337130615707">(</gwmw></gwmw>2012), <i>The Difference Between Convergent and Divergent Thinking, </i>available at: </div> <div> <a href="http://imaginationsoup.net/2012/01/chimera-vs-stickman-the-difference-between-convergent-and-divergent-thinking/">http://imaginationsoup.net/2012/01/chimera-vs-stickman-the-difference-between-convergent-and-divergent-thinking/</a></div> <div> <br /></div> <div> <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134240528538930713"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139702753323605000">Thanh</gwmw></gwmw>-Pham, T.H. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134249396710586431"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139702969708563555">(</gwmw></gwmw>2010), <i>Implementing a Student-Centred Learning Approach at Vietnamese Higher Education Institutions: Barriers under Layers of Casual Layered Analysis (CLA), </i>available at: </div> <div> <a href="http://www.jfs.tku.edu.tw/15-1/A02.pdf">http://www.jfs.tku.edu.tw/15-1/A02.pdf</a></div> <div> <br /></div> <div> United Nations (UN) (2003), <i>Young People in a Globalizing World, </i>report available at:<i> </i></div> <div> <a href="http://www.un.org/esa/socdev/unyin/documents/ch11.pdf">http://www.un.org/esa/socdev/unyin/documents/ch11.pdf</a></div> <div> <br /></div> <div> <gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134266369430275425"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139703803177463327">Viera</gwmw></gwmw>, I. <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134271735444147360"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139705147376448411">(</gwmw></gwmw>2010), <i>Roles of Teachers in the 21st Century, </i>available at:<i> </i></div> <div> <a href="http://www.pearsonclassroomlink.com/articles/0910/0910_0502.htm">http://www.pearsonclassroomlink.com/articles/0910/0910_0502.htm</a></div> <div> <br /></div> <div> Further reading and viewing on creative thinking:</div> <div> <br /></div> <div> <b>***RSA Animate + Ken Robinson – <i>Video: Changing Education Paradigms</i></b></div> <div> <a href="https://www.youtube.com/watch?v=zDZFcDGpL4U">https://www.youtube.com/watch?v=zDZFcDGpL4U</a></div> <div> <br /></div> <div> John Hunter – <i>Video: Teaching with the World Peace Game </i></div> <div> (<gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603134299651601304843"><gwmw class="ginger-module-highlighter-mistake-type-1" id="gwmw-15603139706478280795661">how</gwmw></gwmw> <gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603134299650322078544"><gwmw class="ginger-module-highlighter-mistake-type-3" id="gwmw-15603139706474318610518">critically</gwmw></gwmw> thinking can promote creative thinking) </div> <div> <a href="http://www.ted.com/talks/john_hunter_on_the_world_peace_game">http://www.ted.com/talks/john_hunter_on_the_world_peace_game</a></div> <div> <br /></div> <div> Lyn Yates – <i>Report: State Differences and Australia’s Curriculum Dilemmas</i></div> <div> <a href="http://www.acsa.edu.au/pages/images/Lyn%20Yates%20-%20keynote.pdf">http://www.acsa.edu.au/pages/images/Lyn%20Yates%20-%20keynote.pdf</a></div> <div> <br /></div> <div> Adobe - <i>Barriers to creativity in education</i></div> <div> <a href="http://wwwimages.adobe.com/content/dam/Adobe/en/education/pdfs/creativity-study-infographic.pdf">http://wwwimages.adobe.com/content/dam/Adobe/en/education/pdfs/creativity-study-infographic.pdf</a></div> <div> <br /></div> <div> National Advisory Committee on Creative and Cultural Education - <i>All Our Futures: Creativity, Culture and Education</i></div> <div> <a href="http://sirkenrobinson.com/pdf/allourfutures.pdf">http://sirkenrobinson.com/pdf/allourfutures.pdf</a></div> <div> <br /></div> <div> Eva Ujlakyne Szuca – <i>Report: The role of teachers in the 21st century</i></div> <div> <a href="http://www.sens-public.org/IMG/pdf/SensPublic_DossierEurope_EUjlakyne.pdf">http://www.sens-public.org/IMG/pdf/SensPublic_DossierEurope_EUjlakyne.pdf</a></div> <div> <br /></div> <div> Robert Sternberg and Wendy M. Williams - <i>Teaching for Creativity: Two Dozen Tips </i><a href="http://www.cdl.org/articles/teaching-for-creativity-two-dozen-tips/">http://www.cdl.org/articles/teaching-for-creativity-two-dozen-tips/</a></div> <div> <br /></div> <div> Robin Ewing - <i>The Arts and Australian Education: Realising potential</i></div> <div> <a href="http://research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=aer">http://research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=aer</a></div> </div> <div> <br /></div> <h3> <i><br /></i></h3> <h3> <i>By ZoeHazelton</i></h3> <div> <br /></div> <div> <br /></div> <div> <br /></div> <div> <br /></div> <div> <br /></div> <br /> <br /> <br /> <br /></div> <div> <br /></div> <br /> <br /> <br /> <div> <br /></div>

Individuality and Creativity in the Australian Education System

Encouraging creativity , individuality and uniqueness in children through the education system is a fundamentally important task. Most oft...

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About LEARNING HOW TO LEARN ?

<br /> <b>“LEARNING HOW TO LEARN” </b><br /> <br /> <br /> <br /> <i><b>Why should you take this course? </b></i><br /> <br /> <ul> <li>You will save time and energy when studying. </li> <li>You will learn more effectively and get better results. </li> <li>You will get some tips on how to do better at exams and avoid common ineffective learning methods. </li> </ul> <br /> <i><b>Who should take this course? </b></i><br /> <br /> If you are curious about everything and willing to study, this course is for you! Especially, it is suitable and helpful for students that have to deal with exams. <br /> <br /> <i><b>Introduction of Coursera </b></i><br /> <br /> Coursera is an online education platform that partners with some of the world’s top universities and organizations. Cousera offers free online courses for everyone who loves learning. Participants can study when they have time and choose between a wide selection of courses relating to various aspects of life, such as science, education, business, personal development, etc. <br /> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMqJP_pCipJPKyrWIjJFjvvE0yZyhboM4Btc-W-hEAy6uIaYqebNw898qJ6WHoY2GaHjK6SxpSnLLzZZilBKRHvjJo8xdJG8OuzIXeR3Gd1meU7KOESSqdXiPyFDNz4ySwUNuM4oNWfFim/w571-h291-no/" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="326" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMqJP_pCipJPKyrWIjJFjvvE0yZyhboM4Btc-W-hEAy6uIaYqebNw898qJ6WHoY2GaHjK6SxpSnLLzZZilBKRHvjJo8xdJG8OuzIXeR3Gd1meU7KOESSqdXiPyFDNz4ySwUNuM4oNWfFim/w571-h291-no/" width="640" /></a></div> <br /> <br /> During the course, you will not only watch the lesson videos but also need to do assignments and tests in order to finish the course. Futhermore, you will be given access to a forum where you can ask questions, discuss the materials and exchange knowledge with other participants. Please note that some courses have deadlines and that you will be expected to take your exam before this deadlines. <br /> <br /> <br /> The courses have subtitles in several languages, including English, Russian, Spanish, Vietnamese, etc, but English skills within reading and writing are a neccessity as all tests and exams will be in Enlgish. <br /> <br /> <br /> With Coursera courses you can attend and improve your knowledge for free and for only $49 you will be provided with a certificate of completion after finishing the course. <br /> <br /> <br /> <i><b>What will you get from this course? </b></i><br /> <br /> “Learning how to learn” provides you with an easy access to invaluable learning techniques used by experts in many aspects. In this course, you will learn how the brain works and how this is related to learning, as well as some common phenomena in learning such as illusions of competence and imposter syndrome, etc. <br /> <br /> <br /> <br /> Dr. Barbara – the instructor will also summarize some useful tips for learning and taking exams. Through interviews with high-achieving people from the US, you will have the opportunity to gain an insight on what successful people do to acquire knowledge effectively. <br /> <br /> <br /> <i><b>About the instructors </b></i><br /> <br /> <i>Dr. Barbara Oakley</i> is a professor of engineering at Oakland University in Rochester, Michigan and writer of national acclaim. Her research focuses on the complex relationship between neuroscience and social behavior, and her book “A mind for Numbers: How to excel at Math and Science (Even if you flunked algebra) (Penguin, July 31, 2014) is opening new doors to learning. <br /> <br /> <br /> <i>Dr. Terrence Sejnowski</i> is a pioneer within computational neuroscience and his aim is to clarify the principles that link brain and behavior. He is a member of the Institute of Medicine, National Academy of Sciences and the National Academy of Engineering and has published over 500 scientific papers and 12 books as well as having received several honors, including the NSF Young Investigators Award. <br /> <br /> <br /> <span style="color: red;"><b>Interested and ready to learn? Click on the following link to learn more about the courses and sign up</b></span>: <a href="https://www.coursera.org/learn/learning-how-to-learn">https://www.coursera.org/learn/learning-how-to-learn</a><br /> <br /> <i><b>By Trang Cao</b></i> 

About LEARNING HOW TO LEARN ?

“LEARNING HOW TO LEARN” Why should you take this course? You will save time and energy when studying. You will learn more effective...

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TIPS ON HOW TO LEARN MORE EFFECTIVELY

<b>TIPS ON HOW TO LEARN MORE EFFECTIVELY </b><br /> <br /> (<i>summary of the course “Learning how to learn”</i>) <br /> <br /> <br /> <b>1. Avoid procrastination: </b><br /> <br /> * <i><b>Manage your time (Pomodoro technique)</b></i>: set the timer to 25 minutes, turn off all interruptions (TV, cell phone, music, etc…) and focus on your work until the timer rings. Then give yourself a little reward like a few minutes of break, web surfing, a cup of coffee, etc. before working on the tast again. <br /> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlSd1oV3HOvuRLFIlL0V6nQDTVR17NeO09F8Lr9K2IJ3e3H3FhfC2cqGo7tGeSXOt3Hij11xBSOy-oSPhS2ABK0Fb6MBFkMLKRSLKOWXAvxJDPZjT0_y1ejjXcW-7vrMd339IfSsLY7aea/w597-h337-no/" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlSd1oV3HOvuRLFIlL0V6nQDTVR17NeO09F8Lr9K2IJ3e3H3FhfC2cqGo7tGeSXOt3Hij11xBSOy-oSPhS2ABK0Fb6MBFkMLKRSLKOWXAvxJDPZjT0_y1ejjXcW-7vrMd339IfSsLY7aea/w597-h337-no/" width="640" /></a></div> <br /> <br /> * <i><b>Plan your weeks and days</b></i>. Write a weekly list of key tasks and a daily to-do list the niht before to keep your work in progress. <br /> <br /> * <i><b>Find a quiet place to study</b></i>: Learn in a surroundings that have little disturbance, such as the library. <br /> <br /> * <i><b>Set your priorities</b></i>. Do the most important and disliked tasks first in the morning in order to keep focused on the work. <br /> <br /> <b>2. Improve your memory </b><br /> <br /> * Use the <i><b>spaced repetition</b></i> technique to learn something. Instead of repeatedly trying to learn something many times in one day, it is better to study the materials a little each day and over several days. In addition, the number of days between the repetitions should be increased as you go along. For example, you will study the material a little on Monday, Tuesday and Wednesday, then have a break and study again on Friday and the following Monday. <br /> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9hiUNIwDY5lTFxEtYPsL_yQB8TKvnVasfetAnk4jFSqt62sLFN0S9wNOFmQQP9saJsAf4oI-MHZCkbMqWo_PShtCR9wUP2DKR0C7y0P6t_Vv1UgZXIRGGgNycTMzum_5Zqy4AfM0oxVtt/w628-h353-no/" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9hiUNIwDY5lTFxEtYPsL_yQB8TKvnVasfetAnk4jFSqt62sLFN0S9wNOFmQQP9saJsAf4oI-MHZCkbMqWo_PShtCR9wUP2DKR0C7y0P6t_Vv1UgZXIRGGgNycTMzum_5Zqy4AfM0oxVtt/w628-h353-no/" width="640" /></a></div> <br /> <br /> * Use <i><b>metaphor</b></i> and <i><b>analogy</b></i> to make new and unfamiliar concepts more meaningful.Also, visual images will make you understand and remember better. For example, you can come up with the ball or the moon to learn the word “sphere”. <br /> <br /> * Make good use <i><b>flash cards</b></i> to learn new words. Write the new word on one side of the card and its meaning and examples on how to use in context on the other side. <br /> <br /> <b>3. Use effective learning techniques </b><br /> <br /> * <i><b>Test yourself frequently by recalling</b></i>. Read the material, look away and recall the key points. You should also try to recall when you are <i><b>outside of your usual place of study</b></i> so that you will not be dependent on the environment to remember (because exams often take place in a different room from where you study). This method helps you stay focused and learn more effectively than rereading does. <br /> <br /> * <i><b>Minimize the number of highlights</b></i> you use in a text, only highlighting the key points. <br /> <br /> * <i>Studying strategically <b>by focusing on your weak points</b></i>. Deliberately practice what you find more difficult in order to fully master the materials. Repeatedly studying the materials can make you think you master when you are actually just learning the easy parts. <br /> <br /> * <i><b>Go to sleep</b></i>. A reasonable amount of sleep keeps your brain fresh and healthy. It is also a good idea to study before going to sleep. This will increase your ability to understand and remember the materials. <br /> <br /> * <i><b>Do physical exercises</b></i>. It will cause new neurons to grow in brain areas devoted to learning and memory. <br /> <br /> <b>4. Prepare for the test and apply some of the tips on the exam process </b><br /> <br /> * <i>First take a quick look at the test to find out what it is about, then <b>start with the hard questions but quickly jump to the easy ones</b></i>. Do the hard tasks first, and after 2 minutes you should change to do the easy ones if you feel stuck, after which you can continue with the hard ones. This will help you to avoid being stuck using the wrong approach and will only work when you have prepared well for the test. You can try this method on your homework to find out whether it is suitable for you. <br /> <br /> * Shift your thinking from <i><b>negative</b></i> (afraid, scared) to <i><b>positive</b></i> (excitement, interest) as this will improve your performance. <br /> <br /> * <i><b>Take a deep breath</b></i> when you feel nervous and stressed. <br /> <br /> * <i><b>Check your answers from back to front</b></i> instead of the usual method from front to back. As you look at the answers in reverse order, it will enable you to find the incorrect ones.<br /> <br /> <i><b>Reference</b></i> : <a href="http://blog-en.ced.edu.vn/2016/02/about-learning-how-to-learn.html">Learning how to learn's review</a> <br /> <br /> <i><b>By Trang Cao</b></i>

TIPS ON HOW TO LEARN MORE EFFECTIVELY

TIPS ON HOW TO LEARN MORE EFFECTIVELY ( summary of the course “Learning how to learn” ) 1. Avoid procrastination: * Manage your time ...

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Critical Thinking (part 2)

<h4> Critical thinking </h4> <br /> <u><b>What is critical thinking?</b></u><br /> <br /> Critical thinking, is as The Oxford Dictionary describes ‘The objective analysis and evaluation of an issue in order to form a judgement’. It encompasses a variety of elements. Most importantly it relates to how an individual person uses logical thinking, and reasoning. It is the ability to look at information and decipher what is the most useful, or the most relevant to an argument; and to differentiate between what is fact, and what is opinion. It is then how we use that information, in a rational manner, as evidence for an objective judgement or conclusion.  <br /> <br />  Critical thinking is structured through different stages, to reach a logical conclusion. One way to highlight the various stages of critical thinking is through The RED scheme. R - recognise assumptions. This means that a person is able to recognise what is fact, and what is an opinion, or rather to recognise when a statement lacks evidentiary support. To question these statements, to search for evidence in support or opposition to such assumptions is to use critical thinking. It is the first stage a person must complete to arrive at a logical and objective conclusion. E - evaluate arguments. This is the follow on. Once the evidence has been collected, it must be analysed objectively, without bias, to weigh both sides of an argument, to establish a logical solution. This stage of critical thinking also requires an understanding of how emotions can affect our ability to evaluate, and how it influences the conclusions we make. D - draw conclusions. Once everything has been taken into consideration, a conclusion must be made.This is the end result of critical thinking; for it is the combination of a person’s analytical, rational and logical skills to reach the most objective answer, once every option has been weighed up and evaluated. The ability to make a decision, unswayed by personal emotions, allegiances or influences from other people is the main purpose to critical thinking, in the hope of reaching a better end-product. As philosopher Bertrand Russell states ‘The opinions that are held with passion are always those for which no good ground exists; indeed the passion is the measure of the holders lack of rational conviction’. Russell explains that emotion, or passion, often make for poor or rash decisions, which is not in the individual’s best interests. Therefore the art of critical thinking is to search past emotions, to use logical and rational thought to better one’s ability to make conclusive, unbiased and sound decisions. <br /> <br /> Another aspect of critical thinking, which links somewhat to the RED scheme, is polemics. Polemics is the use of controversial debate, in the process of decision-making. For example, the role of The Devil’s Advocate, who takes the conflicting view-point, in order to engage others in an argumentative discussion.<br /> <br /> This process, of arguing both sides of a point is an important aspect of critical thinking, as it relies on a person to analyse every eventuality to arrive at an outcome. A prime example of this, in regards to critical thinking, is Israel’s 10th man approach to politics. After the 1973 Arab-Israeli War, and Israel’s lack of preparedness for an Arab attack, they adopted the 10th man policy. Israeli officials were so convinced that a war between them and the Arabs would never happen, on account of many different factors, that no one thought to discuss the small possibility that an attack could have indeed been launched.<br /> <br /> Thus when it occurred, they were vastly underprepared. After this, they adopted this policy, which stated that if 9 officials agree unanimously, it is the job of the 10th man to contradict it, and to provide evidence. It is his role to play devil’s advocate, to make sure that every possibility is exhausted, by providing ‘loyal opposition’. He must find a reason as to why the previous conclusion is flawed. If he provides enough evidence to prove he is right, then the group must consult and consider his proposition, but if he can’t find enough cause to disprove the original 9, then they can continue as they had previously planned. Critical thinking is our own personal ‘10th man’, providing ourselves with the contradictory stance to our previous decision, which we must use in very much a similar way. This part of critical thinking focuses on the idea of exhausting every possibility, to prepare for any eventuality and to achieve the most logical solution.<br /> <br /> However, as well as this, another aspect to critical thinking is our use of it to achieve our goals objectively, promptly and successfully. This goal-orientation element to critical thinking combines other elements, as it relies on our ability to exhaust all our options, and our logical use of the information supplied to us, to form a resolution. This, therefore enables us to achieve our goals, or rather to prioritise other aspects to achieve our goals.<br /> <br /> Hypothetically, if someone should need to achieve a Grade A in their maths exam, they would need to use some element of critical thinking, to plan and prioritise. They would need to think about their priorities, when to study, how long to study for and which other activities are important, or can be omitted. This is a basic example of how critical thinking is related to goal-orientation, and how it helps us to make decisions, not just to achieve long term goals, but also in everyday life. <br /> <br /> Finally, critical thinking is our ability to form an idea or an opinion and create a logical way to explain that idea. It involves our communication skills, be it written or oral. Critical thinking helps us to develop such skills, in relation to expression and how we convey information, and our opinion. Although for the most part critical thinking is void of opinion or bias, it can be used to express our own and our individual theories, in clear and logical ways. It helps us to structure our thoughts to convey them across to other people.<br /> <br /> Overall, Critical thinking can be described as understanding how we think, how to think logically, and learning how use that skill constructively. It is an individual skill, linked to our own way of thinking, our own mind, and our own definition of logic and rationality. However, critical thinking has the same goal for everyone, to use logic, evidence and all possibilities to reach a convincing conclusion, beit in regards to our own theories, or our ability to decipher information given to us.  <br /> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8lxwLXmflUAPHgwiZzubz769ofoXNcBV2AxfZ1qWN81L1kO0FEr_ZMioLISQPasobe3q_AdhSt_UM5KA0ysAGH4wlD7KYMagtIxjJqvXTO4vnpF-gnVgQL-WRisHaOBbobIPA58PTy3lQ/s1600/QuestionChart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8lxwLXmflUAPHgwiZzubz769ofoXNcBV2AxfZ1qWN81L1kO0FEr_ZMioLISQPasobe3q_AdhSt_UM5KA0ysAGH4wlD7KYMagtIxjJqvXTO4vnpF-gnVgQL-WRisHaOBbobIPA58PTy3lQ/s640/QuestionChart.jpg" width="490" /></a></div> <br /> <br /> To illustrate the definition of critical thinking, here is two case studies of how critical thinking could have been used to improve the outcome. <br /> <span style="color: red;"><i><b>Case Study 1; The Bay of Pigs 1961</b></i></span><br /> <br /> A good example of where critical thinking would have been useful, is during America’s assault on Cuba in 1961, also known as The Bay of Pigs. President Kennedy was advised by CIA representatives that this operation, using Cuban exiles, was a quick and effective way to depose Castro’s government. Kennedy had some doubts, and was wary of America having direct involvement in an attempt to unseat another government. Despite his concerns, the representatives were unanimous, and were convinced that it would be successful. <br /> <br /> However, this operation would turn out to be one of America’s biggest foreign policy failures. As Irving Janis, a foreign policy analyst explains ‘The more amiability and esprit de corps among the members of a policy-making in-group, the greater is the danger that independent critical thinking will be replaced by groupthink, which is likely to result in irrational and dehumanizing actions directed against out-groups’. Due to the unanimity of the officials in charge, critical thinking was not utilised in this instance. Other solutions were not suggested, nor were they explored. Not one member of the team thought to seek other alternatives, or played the role of the 10th man. Research wasn’t even conducted thoroughly. As such when the troops arrived at the beach, Cuban forces were waiting for them, and they were decimated. Amongst the many failings in this operation, not only were they blinded by close-mindedness, The CIA had not carried out enough research, and so, for example, had no idea that a radio broadcasting centre was located on the beach; which alerted the Cuban forces of the impending attack. Evidence had not been collected, nor was it analysed objectively or logically. However, as well as this, possible problems were not taken into consideration. The probability that these difficulties could have arisen was not discussed, nor did they address any queries or flaws in the original plan. And so, the conclusion to this example is that this group of officials, so misguided by the certainty of their decision, didn’t use any form of critical thinking, nor the skills attributed to it, to arrive at a more objective conclusion.<br /> <br /> <b>How would critical thinking affected this situation, had it been applied?</b><br /> <br /> In this example it is possible to say that one member, at least, in the group should have sought out alternative options for the group as a whole to discuss. They had only one plan, whereas were critical thinking to be used they would have had multiple scenarios to discuss; and to weigh against each other, to make an informed decision. As well as this, sufficient evidence would have been collected, so in this instance, the CIA would have carried out more detailed research, or surveillance. A large aspect of critical thinking is how to use the information given: collecting it, analysing it and then using it. This process did not happen, which is one reason as to why the Bay of Pigs failed. <br /> <br /> <i><span style="color: red;"><b>Case Study 2: The film The Day After Tomorrow </b></span></i><br /> <br /> In this second case study, the Hollywood film, The Day After Tomorrow, helps to show the important benefits of critical thinking. Despite the fact that it is a fictional story does not diminish its utility in promoting critical thinking. Actor Dennis Quaid portrays a scientist, who’s a climate expert, who has the task to warn the American government of the imminent danger of climate change; mass flooding, dangerous storms and even the beginnings of the new Ice Age. It is his aim to persuade the government to act, to implement new legislation to help reduce their carbon emissions, and therefore, in theory slow down the effects of climate change. However, the government officials refused to believe him, despite all the evidence he provided to prove his theories. They were reluctant to believe that events could ever take place, or that it posed any real danger. <br /> <br /> Therefore, when these natural catastrophes did indeed take place, the American government was not prepared, and suffered dramatically. Dennis Quaid’s actor was then re-called, to provide some explanation or resolution, but by then it was too late. Although this is just a fictional example, it is good as an example of the need for critical thinking. No one believed his theories, but had one person challenged the majority, or had decided to analyse the scientist’s research, and the data of corroborating scientists, perhaps they could have saved more people, or had put a plan in place, to prevent the subsequent events. This shows how developing theories, researching, even if it seems like an impossible eventuality, is a worthwhile task, as it may open the door to new possibilities or better solutions. Critical thinking is the exploration of all possibilities, to make an informed decision, which was lacking in this film, with regard to the American officials. This film is an extreme case of critical thinking, but it does highlight well that if there is any evidence, for or against the original idea, it should be investigated and taken into account. Maybe if this had happened, the American officials would have made a different decision. <br /> <br /> <b>What is it’s role in Western development?</b><br /> <br /> Critical thinking is an important part of western culture. it is the main source of our development, and is, in theory, at the centre of our political system, and capitalism. However, as Siebold states in his latest work ‘<i>177 Mental Toughness Secrets of The World Class’ as human beings we are emotional, ‘We're trained to think with emotions instead of using statistics, logic, reason, etc. Society fosters emotion-based thinking and decision making.</i>" Therefore critical thinking, does in effect contradict our natural thought process.<br /> <br /> However, recently in Britain, companies have taken new initiatives in the workplace, to encourage and train staff in the art of critical thinking. For example, through team building exercises. Often now, employers have ‘workshop days’, or even weekends, to engage their employees in team building exercises, and also to develop their thinking abilities, where they must solve problems, and tasks together. <br /> <br /> One example of this is ‘bridge building’. The team must make a bridge out of certain materials, chosen by the employers, which must be able to withstand a weight of approx. 1kg. This task not only is designed to improve communication skills, but also critical thinking. They must look at all their options, analyse them, and even to some extent employ the 10th man rule. It involves more than complying with the first idea given, but rather more about exploring the sources, looking at each option carefully, and selecting the most logical one after careful deliberation. <br /> <br /> This is just one of many examples of how western businesses are adopting a critical thinking teaching plan, to develop and improve themselves. Another example or technique adopted recently by employers is staff projects and presentations in problem solving. Employees are given an issue to discuss, often unrelated to their field of work,  designed to stimulate the logical side of their brain, and are then asked to report back to their managers as to how they solved it, and what their conclusions were. Linking on from this, puzzles such as the following example are used to stimulate the logical part of the brain, to help motivate the employees to apply logic in their work.<br /> <br /> Example: ‘<i>what do the following words have in common? armchair, egg, imagination, over, understand</i>’. <br /> <br /> By using such tasks, Western employers hope to create a workforce which apply rational thought, and therefore improve their work, and their ability to develop their company. For example, in a company’s Human Resources department, if they were presented with a case, a decision to terminate or suspend an employee for misconduct in the workplace, they must apply critical thinking. They must take the initiative, and looks for evidence, to consider all angles, each person’s opinion, and must not be swayed by personal opinion or loyalties. This process, with critical thinking, is what western businesses hope to achieve by training their employees in critical thinking, as it benefits the company as a whole, and they can continue to grow and develop.<br /> <br /> This shows how important critical thinking is becoming in Western development. In Britain, it is growing in importance as a desired skill in employees. Staff are encouraged, and even expected to solve problems on their own, and to debate ideas with other staff members, and in many cases to explain their ways of working to other members of the team. <br /> <br /> Before now critical thinking hasn’t been explored as a topic. Although the western world has been at the forefront of technology, new inventions and new discoveries, the role of critical thinking hasn’t been explored until now. Areas at the centre of western innovation, such as science, medicine, philosophy, etc. are becoming increasingly aware of critical thinking as an entity, and are studying the role critical thinking plays in their research. <br /> <br /> For example, in January 2014, The Association of American Medicine Colleges (AAMC) published an article entitled ‘More Than Memorizing Facts: Medical Schools Emphasize Research and Critical Thinking as Foundations of Learning’. For the first time the field of medicine acknowledged the role critical thinking plays, not only in diagnosing patients, or research into diseases and cures but also in teaching medical students. As the article explains new HEAL-X teaching techniques are showing students how to apply the information learned, rather than just memorise facts, such as symptoms and diseases. As it continues, it says ‘<i>With a goal of graduating physician scientists who ideally will join the Tulane faculty, HEAL-X techniques emphasize “lifelong learning and the fact that medicine is everchanging,</i>” said N. <br /> <br /> Kevin Krane, M.D., the medical school’s vice dean for academic affairs. Class activities include application of learned materials to clinical cases, review of material using audience response systems, team-based learning, and small group discussions.’ This article is evidence of the growing importance of critical thinking, and how it is deeply rooted in western development. <br /> <br />  Following on from this point, critical thinking is also vital in economic growth and development. As the article ‘<i>The Age of Critical Thinking is Here</i>’ published on https://worldlogicleague.wordpress.com/ explains, critical thinking is helping to develop the economy, as it is increasingly becoming more influential in the employment world, as well as a desired skill amongst stock-brokers. Nowadays, economists are required to have, according to this article ‘<i>higher-order thinking skills</i>’ or ‘<i>HOT skills</i>’. These are: <br /> <br /> <ol> <li><span style="color: red;"><b>critical thinking,</b></span></li> <li><span style="color: red;"><b>communication,</b></span></li> <li><span style="color: red;"><b> problem solving,</b></span></li> <li><span style="color: red;"><b>collaboration,</b></span></li> <li><span style="color: red;"><b>innovation.</b></span></li> </ol> <br /> This article proves that as critical thinking becomes more affluent in education, and in businesses, so too does it in the various sectors of western culture that fuel its society and development.<br /> <br /> Western culture is, to an extent, founded on people’s ability to think individually, and to rationalise their own ideas and thoughts. Therefore, it is critical that schools develop this, as it is becoming ever more influential in western society. <br /> <br /> <b>The development of critical thinking (<i>critical reading and writing</i>) </b><br /> <br /> Critical reading and writing skills are important for many areas of life, and feature heavily in the western educational system. In many British schools there is a lot of focus on subjects such as English Literature and History. These two subjects in particular focus on critical reading and writing. <br /> <br /> <b>Critical writing ?</b><br /> <br /> For example, writing essays or reports, explaining their views, is how schools are helping students to develop their critical thinking skills. One example is the use of the PEE system (<b><i><span style="color: red;">point</span>, <span style="color: blue;">evidence</span>, <span style="color: #274e13;">explain</span></i></b>) in particular reference to these two subjects .<br /> <br />  For example if a student were given a question such as “<i>why is London the best city?</i>”, the student must give a point: ‘<i>It is the best because it has a lot of restaurants</i>’. Following on from this, they must supply the according evidence, so for example ‘according to Tripadvisor there are 14,781 restaurants in London’. This is the proof that they have grounds for their statement, proving it to be more than just an opinion or assumption. Finally, they must explain why this is a reason their statement, for so for example ‘<i>because there is variety, something for everyone to choose</i> and to like etc.’ <i>this is just an example</i>.<br /> <br /> Exercises like this are very common in British schools, which helps to develop critical writing skills, along with how to express our views and information when we write. It helps us to develop the mentality that we must provide evidence and an explanation to our views, to show that we have analysed everything, that we have exhausted every aspect of the area of the chosen topic, and have reached this conclusion objectively.<br /> A current example of this: From the AQA GCSE History exam paper June 2015: To what extent did Britain face the same problems in the aftermath of both The First World War, and The Second? This type of question is typical in the development of critical writing skills in the British <br /> <br /> Education System. By using phrases such as <i>To what extent</i>… and <i>How far did</i>… it asks the student to analyse all the information, to take into consideration all the facts, and review the different outcomes. Then they must come to their own conclusions, once the evidence has been taken into account. Subjects, and exams such as these, are not solely designed to test a student’s knowledge, but also their ability to think rationally, and to come to a logical conclusion, rather than a hasty one. <br /> <br /> However, subjects such as science also encourage critical writing, as it relies heavily on collecting data to be used as evidence to prove or disprove a theory. It is completely void of emotional choices, which is exactly what critical thinking asks a person to do.<br /> <br /> Recently, as well, the government created a new subject for post-16 education. There is now an A-level called ‘General Studies’ which aims to develop a student’s knowledge, and thinking skills. According to http://www.aqa.org.uk/subjects/general-studies/a-level/general-studies-a-2760 this subject aims to: encourage students to:<br /> <br /> <ul> <li><span style="color: red;"><b>Think across specialist subjects</b></span></li> <li><span style="color: red;"><b>Engage successfully with issues through the use of stimulating authentic source material</b></span></li> <li><span style="color: red;"><b>Develop their thinking skills, capacity to construct arguments and ability to draw conclusions</b></span></li> <li><span style="color: red;"><b>Improve their communication and presentation skills</b></span></li> <li><span style="color: red;"><b>Work independently and with others</b></span></li> </ul> <br /> This subject is evidence to changing teaching methodologies, with a higher focus on how we think, and how to better our thinking skills.<br /> <br /> Schools are developing ways to help students to individually develop their critical thinking. They are being encouraged to question what they are being told, to ask ‘why is it that?’, to offer alternatives, all of which develops the ‘10th man’ idea, and to put that into words. For example, at university, many degrees involve a dissertation, in the final year of study. It is an individual assignment, the student can choose their topic, their question, and more importantly what conclusions they hope to achieve. From here, they must then collect their data and analyse it, in order to prove whether their early assumptions were correct. This process aids the development of critical thinking, and more importantly individual thinking, without any direction from teachers or other students. It is tasks like these, in the education system that help to encourage critical thinking, and critical writing.<br /> <br /> However, the development of critical writing isn’t solely present in schools. Workplaces too are encouraging employees to question what is around them, as it prompts change which can help to develop a company. For example, in some instances employees are asked to establish new procedures or protocols. <br /> <br /> For example a new fire evacuation plan, or health and safety procedures. Exercises such as these not only re-educate staff on the importance of fire safety, and health and safety, but also enable staff to review previous work, to look for flaws, or improvements which could be made to make it a more seamless process, and therefore more logical.<br /> <br /> Following on from critical writing, critical reading is also an important element of education, as well as critical thinking as a whole. Critical reading skills develop our ability to read information, and to deduct from it the most useful. Therefore when we first read a text, we must decide which is the most important piece of information. Often, in teaching, students are asked to skim-read a text, and then to summarise it, to show how they can distinguish between necessary information and surplus. <br /> <br /> However, It is not only our interpretation of what we read, but also the consideration of the author’s opinion, how that has influenced their writing and to what extent it then influences how we read the text.We must think about why the author wrote the document, why they wanted to talk about this topic etc. <br /> <br /> <b>Critical reading ?</b><br /> Critical reading is about interpretation as well, and how much influence to place on the author. Much like in previous examples, where the role of emotions had depleted the ability to make objective decision; so too does the emotions and the opinions of the author. It can affect how the text is read, how we value the information, or even what information is being given. Critical reading is the ability to read a text, and to evaluate its utility, its bias, and to what extent we can trust it.<br /> <br /> Therefore, when reading a Newspaper article, for example from the British Newspaper The Times, entitled ‘<i>Tube Strike to cripple network for a week</i>’. A person can’t just read it at face value, and accept 100% everything they see. Instead, critical reading is taking into consideration the political allegiances of the author or newspaper, or their opinions of Tube workers, for example. This is an example of how developing critical reading skills can help a person to evaluate what they read, and not to accept everything as fact, but rather to question it.<br /> <br /> This skill is also applicable to the internet. Critical thinking and critical reading give people the intuition and skills to understand and appreciate that not everything they read online is accurate, and that they should carry out their own research or investigations to reach their own conclusions, rather than to blindly follow what they have read online. <br /> <br /> However, critical reading also encompasses another skill, the ability to find hidden meanings in a text. This directly links back to how emotions can affect our rationality, and how the emotions of the author can affect the objectivity of a text. Therefore it also relates to deducting hidden meanings in a text, ‘reading between the lines’ as it were; and similarly not taking the text just at face value, but searching for alternative interpretations. <br /> <br /> There are many ways to develop critical reading skills. For example in British schools, often in subjects such as English Literature, students are given a text (a novel or a poem) and are required to discuss it, either in groups, via presentations or through essays. <br /> <br /> For example: if a student was given the poem for example The Road Not Taken by Robert Frost, they would have to analyse the text, look at Frost’s choice of words, his repetition of the phrase ‘two roads diverged in a yellow wood...’, amongst other things. They might receive a question such as ‘<i>Looking at this poem, what do you think is the person’s motivation for choosing that path?</i>’ This type of question requires critical reading, because there is no one answer, it is a personal interpretation of the information; as well as a personal view of the author’s opinions, emotions, and their reasons for writing the text. They must explore different eventualities, various elements and areas of a text, rather than focus solely on one aspect, or the most obvious option; and use the text as evidence to supply examples for their statements. <br /> <br /> In many ways schools develop these skills in class discussions, rather than teachers directing the students as to what to write. Critical writing and reading link in to the subject of critical thinking on a whole, which therefore means that it develops individual learning and thinking, by promoting individual interpretations and reasonings. It is hard to teach critical thinking or writing as a subject, therefore teachers create activities or exercises that can improve the basic elements of critical thinking, without necessarily having any direct link to a subject. In order to help develop these skills, british students are given homework activities, away from textbooks, to help encourage individual thinking, rather than a set formats, with set answers. Doing work like this, at home, means that the student must use their individual skills, which helps develop their critical thinking, rather than being swayed but other people’s opinions.<br /> <br /> As the online website The Conversation explains in its article ‘Teaching how to think is just as important as teaching anything else’ it is the role of the teacher to encourage inquiries, individual questioning and to encourage students to think about their thinking process. How young people in Britain develop critical thinking Critical thinking is a fairly new concept, especially in teaching. In reality, it has only been a part of the school curriculum for approximately 15 years. And yet, in that time its use and importance has continued to grow, as more and more businesses, and even schools recognise its utility in the world, and for development.<br /> <br />  In the UK, now, there are many youth organisations which promote the use of critical thinking skills. For many of the political parties, there also exists a youth party organisation. For example the Youth Green Party. Now, one of the biggest youth political parties, the Youth Green Party is a prime example of how critical thinking is developed amongst young people. These young people join together, to discuss the topics or the manifesto of their political party, and they are encouraged to seek alternatives, or ways to implement the proposed plans. This requires inquiries, search for evidence, and also encourages them to test these existing ideas. All this amounts to ever developing critical thinking skills. However, in addition to this, political youth parties are not the only way for young people in Britain to develop critical thinking. <br /> <br /> In 2015 the first UK Youth Police Commissioner was appointed, whose role is to advise on matters relating to youth crime, and to create proposals for new initiatives to tackle the large problem in the UK. Roles such as these are new ways to encourage youth participation, and to stimulate young thinking and more importantly critical thinking, as they were tasked with finding solutions to existing problems. Schemes such as these encourage the development of critical thinking skills, as it is giving young people the opportunity to research and provide solutions or conclusions to existing problems. <br /> <br /> Certain technology companies have now created games as well to encourage critical thinking.  For example Nintendo created brain training games, not only to stimulate brain function, but also a person’s ability to solve problems. These kind of activities encourage young people to think, to explore possibilities and develop the logical side of their brain, all of which contribute to critical thinking, as it develops a person’s logical thinking skills.<br /> <br /> Social media is also helping us to develop our critical thinking skills. People have taken to social media to discuss the topic of critical thinking. On Facebook there is the page ‘Critical thinking in young people’, as well as various videos on YouTube, which also promote young people to use critical thinking in day to day life. Using the internet makes young people aware of critical thinking.  On websites such as Twitter and YouTube, young people are exposed to media reports, to articles and more importantly people’s personal opinions. By being exposed to this constantly, it develops a person’s ability to separate fact from fiction. On average young people spend 27 hours a week on social media sites, which means by creating videos, writing pop-culture articles on websites such as Buzzfeed, it exposes young people to the topic of critical thinking, and encourages them to use it. <br /> <br />  As well as this, TV and film help to promote critical thinking. As previously stated Disaster movies such as 2012 and especially The Day After Tomorrow promote critical thinking, which in turn can influence a lot of young people, as many watch these films. By using modern technologies young people are more exposed to critical thinking, and its advantages.<br /> <br /> As well as new social developments, which encourage critical thinking, developments have been made in teaching. More recently, schools have been adding subjects such as Citizenship, and PSHE (personal, social, health, education) help to develop, not only a student’s social awareness, but their thinking skills, and in turn their critical thinking. It is in these subjects where students can debate topics, create projects etc.<br /> <br /> For example, there is a topic in PSHE called futureworlds. Students are given three different sets of events, with different consequences, which result in 3 different worlds. Students must analyse how these different sequences have affected these 3 fictional worlds, to compare them.<br /> <br /> Students, must decide, using the evidence, and analysing the results which of the three worlds is the best. They must also conclude how they would have done things differently, and what sort of world they would have created. These type of exercises develop critical thinking skills, because students must looks at the events, or the evidence, and analyse them. It is developing their ability to link information, to objectively critique, and to come to logical conclusions.<br /> <br />  As well as this, these kinds of activities help students to structure their ideas, to search for the evidence to support their theories, and then form a logical way to explain them, to either their peers or their teacher. These exercises also encourage class debate, which also draws on the ‘10th man’ idea. Students are encouraged to take different viewpoints, and to argue, using evidence, which is true, or which is the better. <br /> <br /> A common example in British schools is the debate about Jaffa Cakes (a food snack). Students are asked to debate, ‘is a Jaffa Cake a cake or a biscuit?’ These exercises also help to develop a student’s critical thinking skills. As they are split into two groups, they cannot readily agree, they must collect evidence to support their contradicting stances. Once this is complete, they must weigh up everything that has been said, and then come to an objective conclusion. <br /> <br /> Exercises such as these are becoming more commonplace in British schools, as there is an increase in the teaching of critical thinking. An article published recently on Psychology Today talks of how last year Reebok were forced to refund $25 million to customers, after a report published by The American Council on Exercise found that their EasyTone sneakers were no better than regular sneakers. However, as this article points out, had these customers used critical thinking when purchasing these shoes they wouldn’t have spent $100-$245 on supposed toning shoes; as they say this ‘<i>illustrates the need for critical thinking among consumers who face an onslaught of marketing campaigns that seek to persuade them to purchase things that are ‘good’ for them.</i>’ Consumers who use critical thinking can differentiate between marketing, and the truth. This is an example of how young people should embrace critical thinking, that it still needs to be developed. But, on the other hand, the fact that this article was published shows that there has been a change and a recognition of critical thinking, and its usefulness in everyday circumstances.<br /> <br /> <b>How to develop this ?</b><br /> <br /> It is difficult to develop critical thinking skills, but it would use a good variety of tasks. It requires a mixture of activities, to develop the various areas of critical thinking, as it encompasses a variety of skills. Tasks that require in depth thought and discussion help to develop skills such as cognitive thinking and critical thinking. <br /> <br />  For example, a common exercise used in British schools and universities is:<br /> “<i>If you were stuck on an island, alone, and you only had 3 items, what would you take with you?</i>” The student must choose any three items they want, and then discuss and debate with other students why they chose those things. So for example one student may have “<b>a lighter</b> (<i>to start a fire</i>), <b>bottled water</b> (<i>to drink</i>) and <b>a phone</b> (<i>to call for help</i>)”. That is one suggestion. So then, this student has to argue why they chose those things. The idea is then that the other members of the group debate the pro’s and con’s of these items, with the aim to have one list, for the whole class to agree on, so that everyone discusses and debates the usefulness of their items. <br /> <br /> Similarly to this, the US Coast Guard use a test called Lost at Sea for applicants, to test their critical thinking skills. This test can also be used for non Coast Guard personnel, as an example test to develop critical thinking skills: <br /> <br /> ‘You and your 3 friends have rented a boat, and are sailing out at sea. You have no previous sailing experience, and you are out in deep, open water, with no land in sight. Suddenly a fire breaks out, and much of the boat is destroyed, along with vital navigational and radio equipment. You and your friends have managed to save 15, undamaged items, as well as a box of matches and a rubber life boat. You must now rank the 15 items out of utility, 1 being the most useful, 15 the least: <br /> <br /> <ol> <li><i>A sextant </i></li> <li><i>A shaving mirror </i></li> <li><i>A quantity of mosquito netting </i></li> <li><i>A 25 liter container of water</i></li> <li><i>A case of army rations</i></li> <li><i>Maps of the Atlantic Ocean</i></li> <li><i>A floating seat cushion</i></li> <li><i>A 10 liter can of oil/petrol mixture </i></li> <li><i>A small transistor radio </i></li> <li><i>20 square feet of opaque plastic sheeting </i></li> <li><i>A can of shark repellent </i></li> <li><i>One bottle of 160 proof rum </i></li> <li><i>15 feet of nylon rope</i></li> <li><i>2 boxes of chocolate bars </i></li> <li><i>An ocean fishing kit & pole </i></li> </ol> <br /> Once you have ranked these individually, discuss them amongst the group. This is to compare choices, but also to make a collaborative list, which in turn should be better as every person has engaged some form of critical thinking. <br /> <br /> These kind of exercises are good in promoting critical thinking, and developing such skills, because people must think rationally and logically as these are the tools needed to complete the task. Although people may find it difficult, they are developing that style of thinking, rather than relying on emotions or hasty decisions; or the opinions of other people. <br /> <br /> It is hard to create a set curriculum to develop critical thinking, because it is a way of thinking; and is directly related to the individual person; and their thought process, rather than being a set formula which can be taught by anyone to another, with set guidelines. Some critics say that it cannot be taught, but rather only advised and encouraged in students. <br /> <br /> However, despite this, schools to a certain extent can develop critical thinking amongst their students. Much of the time, in British schools, students are encouraged to think for themselves. The educational system is becoming increasingly more aware of making students question what they read and hear. They ask students to conduct their own research, or investigations. <br /> <br /> For example: The Extended Project:  AQA Level 3 Extended Project Qualification. This is a part of the education system for 16-18 year olds. It allows a student to choose their area of study, to analyse their chosen topic, by collecting relative data and information. By introducing exercises like this, it encourages students to develop independent learning skills, and independent thinking skills; instead of just learning facts. Therefore, tasks such as these develop critical thinking skills, and should be introduced into school systems worldwide, as it goes a step further in teaching. For not only does it teach students facts and knowledge, but it also teaches students to explore further, to expand on this knowledge and to draw their own conclusions. <br /> <br /> As well as this, schools have started introducing the ‘<i>questioning technique</i>’. By using questions such as “<i>why is that?</i>”, and “<i>are you sure? 100% sure?</i>” teachers to an extent play devil’s advocate. They encourage students to explain what we think, and why they think it. In many instances, it isn’t to achieve a right answer, for there is no right or wrong answer. These questioning techniques are an attempt to develop each student's’ personal 10th man, so they don’t blindly accept simple facts.<br /> <br /> As well as this British schools are starting to rely less on textbooks for a lot of their subjects. teachers are able to plan their own activities; which therefore allows them to use more of these types of activities. Therefore, it is possible to say that one way in develop critical thinking is to use textbooks less often, and in conjunction with independent activities.<br /> <br />  The implementation of subjects such as “<i>personal and social education</i>”, which has been previously mentioned, can also help to develop critical thinking, by teaching students about how to be a good citizen, and to encourage young people to think about how they ought to behave, and how they can contribute to society.Following on from the addition of new school subjects, another way to develop critical thinking, especially in future generations, is through class projects. Students can choose a topic, for example: the environment. <br /> <br /> Therefore, they must select the information they think is the most relevant, and explain it to their fellow students; they must talk about the problems related to their topic, so in this instance, the environment. Finally, in a project, the students must supply possible solutions to the problems outlined. Activities like these help to develop critical thinking skills. <br /> <br /> As well as the development of schools, another way to develop critical thinking amongst young people, or even children, is the use of online games or activities. Websites such as: <br /> http://www.jumpstart.com/parents/activities/critical-thinking-activities have a variety of games and activities for children, which parents can use to encourage critical thinking. There are different activities, such as ‘Solve a Problem’. This is an activity which asks young people to consider what things influence them to make a decision, such as their friends, their emotions, what they see on TV etc. The activity then asks them to solve several problems, taking into consideration how they normally make their decisions, but also by using logic. Once they have selected their choice the computer discusses the various other options, and conclusions, to encourage them to think about the alternatives. This is just one example of the many different activities on this web page, which are fun ways to encourage young people and children to develop their critical thinking skills.<br /> <br /> Another example on this web page is ‘<i>Make Your Menu</i>’. This activity is designed for young children, aged 5-8. They must construct a menu containing 5 foods from various food groups, to create a balanced diet. Not only does this require them thinking about what foods make a healthy diet, but also they think about what foods they eat on a daily basis. This kind of personal reflection, even on a basic level, helps to develop a person’s critical thinking skills. <br /> <br /> To develop critical thinking, a varieties of techniques must be used, as it is a development on how we think. To do this, in my opinion, a large focus should be placed on education, to make education more interesting. By doing this, we encourage students to get involved, and to enjoy learning; and as such to think about how they think. The main way to develop critical thinking is by encouraging students to participate in class, to voice their ideas, and to help them to learn how to explain them well. By encouraging the individual to create their own ideas, to express themselves, we encourage independent thinking, which is the start point to critical thinking. <br /> <br /> Critical thinking is an individual development, so we as a society must teach young people about the importance of the individual, not only for themselves, but the power an individual can have in regards to society, and to civilisation. By encouraging people to better themselves, we encourage them to want to better society by seeking alternatives and improvements, which in turns develops critical thinking. In order to develop critical thinking, we must first learn to critique ourselves and society, which increases our awareness of the world around us. This all contributes to a person’s ability for critical thinking, as they are more open to suggestions, personal improvements, and development on a whole. <br /> <br /> In time, with fundamental changes to the education system, critical thinking will become a fundamental skill, acquired through education and life-experience which will hopefully be encouraged by society. This will in turn emphasise to people how important it is to understand the decision-making process, to understand how we think and in turn will lead to future generations with a better ability to make logical, rational and objective decisions which can benefit society as a whole.<br /> <br /> <i><b>Sources: </b></i><br /> <br /> http://www.oxforddictionaries.com/definition/english/critical-thinking <br /> <br /> http://www.thinkwatson.com/think-red/red-critical-thinking-model <br /> <br /> http://www.capitalcommentary.org/israel/tenth-man <br /> <br /> https://www.aamc.org/newsroom/reporter/january2014/366626/research-critical-thinking.html <br /> <br /> https://worldlogicleague.wordpress.com/ <br /> <br /> http://www.aqa.org.uk/subjects/general-studies/a-level/general-studies-a-2760 <br /> <br /> http://theconversation.com/teaching-how-to-think-is-just-as-important-as-teaching-anything-else-46073 <br /> <br /> https://www.psychologytoday.com/blog/in-one-lifespan/201210/critical-thinking-and-real-world-outcomes <br /> <br /> http://insight.typepad.co.uk/lost_at_sea.pdf<br /> <br /> <i><b>By Hannah E.J</b></i>

Critical Thinking (part 2)

Critical thinking What is critical thinking? Critical thinking, is as The Oxford Dictionary describes ‘The objective analysis and evalu...

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