Creative processes in policy making : a case for context in foresight

As with all fields of application, policy-making can frequently fall into the trap of not questioning whether the regular, oft-used solutions are the only way to solve a new problem. Far too frequently, it happens that, not only is a particular policy instrument not the best answer, but it is not even a valid answer to the problem in the first place! Systematic approaches to policy formulation, such as foresight, may appear at the outset as presenting a toolkit of routinised methodologies to be followed religiously by the newly initiated. Yet foresight practice itself shows that not only do foresight experiences generated in one country or region defy close emulation, but that foresight as a phenomenon is undergoing constant change in response to the evolving socio-economic context.peer-reviewe

Improving The Mathematic Critical And Creative Thinking Skills In Grade 10th SMA Negeri 1 Kasihan Bantul On Mathematics Learning Through Problem-Based Learning

This research aims to describe: (1) implementation of the PBL that improve the mathematic critical and creative thinking skills and (2) improvement the mathematic critical and creative thinking skills of students with PBL. The research is Classroom Action-Research, which is consisted of two cycles. The research was conducted in SMA Negeri 1 Kasihan Bantul in August until December 2010. The subjects were all of the students in class X D which consist of 33 students. The data was obtained from observation sheet, field notes, documentation, interviews, and tests of critical and creative thinking skills in mathematics learning. The data validation has done by triangulation. The results shows that the implementation of the PBL which can improve the students’ mathematics critical and creative thinking skills consist of four steps: (1) engagement, (2) inquiry and investigation, (3) performance, and (4) debriefing. Keyword: critical thinking, creative thinking, problem based learnin

Spreading the Creativity Bug

This paper is a reflection on the authors’ experience of attempting to apply creative thinking techniques in the workplace following attendance at a creative thinking course. It explores the process which involved, initially, the application of the techniques to a specific project, growing awareness of the relevance to other aspects of working life, and finally the realisation of the importance of the creative thinking approach to professional development in general

Creative Thinking Ability on Mathematics of Junior High School in Palu Based on School Levels

Students’ creative thinking skills on mathematics is an important component that must be owned by a student, so with this ability will help students in solving mathematical problems, as well as everyday problems. Problem-based learning combined with cognitive conflict strategy (PBLCC) can be implemented for this ability. PBLCC is based- learning problem, where the problems are the facts presented, situation that contrasts cognition structures students. In this situation there is conflict between the knowledge possessed by students who deliberately provided situation. The main problem in this study is how creative thinking ability of students mathematical VIII grade junior high school students based on School Levels. This research is experimental research. Population in this study is to VIII grade junior high school in the city of Palu. Instruments used in this study include mathematics tests, student’s record, test mathematical ability to think creatively. The purpose of the research to be conducted are: Review and analyze the differences in mathematical creative thinking skills of students who received problem-based learning with cognitive conflict strategy (PBLCC) based on School Levels(high , medium, and low). Key Words: Problem-Based Learning, Cognitive Conflict , Creative Thinking on Mathematics, Prior Knowledg

A dual process account of creative thinking

This article explicates the potential role played by type 1 thinking (automatic, fast) and type 2 thinking (effortful, logical) in creative thinking. The relevance of Evans's (2007) models of conflict of dual processes in thinking is discussed with regards to creative thinking. The role played by type 1 thinking and type 2 thinking during the different stages of creativity (problem finding and conceptualization, incubation, illumination, verification and dissemination) is discussed. It is proposed that although both types of thinking are active in creativity, the extent to which they are active and the nature of their contribution to creativity will vary between stages of the creative process. Directions for future research to test this proposal are outlined; differing methodologies and the investigation of different stages of creative thinking are discussed. © Taylor & Francis Group, LLC

Nurturing creative thinking

An agricultural example shows that helping people flourish is an organic and unpredictable process. Like a farmer sowing seeds, someone creates conditions for children to grow as creative and critical thinkers. Creativity cannot be taught ‘directly’, but educational practice can provide the means, opportunities and a fertile environment for the creative mind to flourish. However, fostering creativity in schools is a challenging task, especially for teachers as they have to follow innovative teaching practices and play the new roles of mentor, facilitator and orchestrator of learning. This booklet focuses on eight key principles that primary and secondary teachers can follow in order to cultivate creative thinking in students. These principles are mainly inspired from a review of evidence-based research on creativity and innovation in educational contexts, as well as from authors’ own experiences as educators and life-long learners. The eight leading principles, which can easily be followed by teachers worldwide, are the following: promote creative thinking through all school subjects; influence creative thinking through well-designed learning spaces; increase the use of open questions; engage learners in meaningful and authentic activities; enhance creativity through collaboration; make efficient use of educational technologies; allow for mistakes and sensible risk-taking; and, last but not least, learn how to assess and reward creativity. These manifold principles aim at triggering teachers’ reflection on their everyday practices and encourage them to arrange creative thinking activities that offer authentic, interdisciplinary, open, and pleasant learning experiences to all students throughout the entire curriculum.JRC.J.3-Information Societ

Developing the Management Competencies for Getting a Competitive Position in the Organic Food Market

Although almost any conference tackles the issue of organic foods, we consider that this article does not fit into normal patterns of research. Our paper proposes a complex analysis in the field of organic food products. It also highlights the need of developing new competences of managers and marketers in analysing market for getting a competitive position on it. The method used is the Six Thinking Hats, devised by Edward de Bono. This method appeals to the driving creative thinking; it can be applied in almost any field of analysis. The outcomes show that, using creative thinking, the leaders develop new competences which enable them to better analyse organic food market and to identify and gain competitive positions on it.management competencies, organic food, six hats method, creative thinking, leaders, competitive position.

THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN

The investigation of the level of creative thinking and motivation to learn creative thinking, and the relationship between both of them, in Jordan is still insufficient due to lack of interest and research among researchers and scholars. Therefore, this study examines the relationship between creative thinking and motivation to learn creative thinking among pre-school children in Jordan. A total of 102 students from one kindergarten was examined. Parental consent was obtained before the study was conducted. The result from the analysis posited that there is a medium level of motivation to learn creative thinking (64.7%). The means of TCAM scores and its dimensions were: TCAM overall score (M= 68.24, SD= 14.615), Fluency (M= 17.53, SD= 4.776), Originality (M= 25.7, SD= 8.264), and Imagination (M= 25.01, SD= 3.793). In addition, there is a positive statistically significant correlation (0.573) among the total of creative thinking scores and the total of motivation to learn creative thinking. Spearman correlation was used to evaluate the overall relationship between creative thinking and motivation to learn creative thinking. A strong positive correlation was found between creative thinking and motivation to learn creative thinking scores of pre-school children. The present study has also discussed the findings, the limitations and the recommendations.  Article visualizations