The article suggests ways in which common aspects of theories of creativity can be understood within a framework of Piagetian constructivism. It argues that creativity has been too narrowly defined. Creative constructive abilities are available to all people interacting with their social environments and stem from natural intellectual processes.…

Reflects on the origins and development of the author's thinking about the nature of writing and the relationship between writing and cognition. Recounts efforts to understand the effects of writing on cognition. Revises an earlier contention that literacy represents a form of cultural progress in favor of a more cautious view of writing as an…

Argues that the mission of the university is to create intelligence. Defines intelligence, discusses research on cognitive processes of learning, and discusses obstacles to using the demonstrate-label-coach-mastery strategy emphasizing the value of the clinical approach used to teach seven specific skills. Presents a classroom illustration of this…

Educators must provide conditions which encourage the practice and demonstration of intelligent behaviors. Twelve characteristics of intelligent behavior are discussed, such as persistence, decreasing impulsivity, listening to others, metacognition, questioning and problem posing, etc. A summary of the school conditions in which intelligent…

A graduate of a course in history's great ideas and the processes of thinking about them encourages the development of similar courses, arguing that important aspects of intellectual development are being ignored in the current college curriculum. (MSE)

Sifts through confusing intelligence theories, arguing that intelligence is a combination of influences involving power, tactics, and content. Good thinking is an unnatural act demanding evenhanded reasoning, problem finding (versus solving), and knowledge as invention. Discusses thinking frames guiding thought processes and the implications for…

Proposes six principles to follow when teaching students to think. Aimed at teaching thinking as an indivisible process rather than as a set of discrete skills, the principles involve active learning, the articulation of thinking, intuitive understanding, structuring courses developmentally, motivating learning, and establishing a positive…

Illustrates techniques for the development of thinking skills, using the processes of observation, recall, information processing, and concluding. (SK)

The results of studies regarding intelligence in infancy are reviewed, and are compatible with Sternberg's findings on intelligence in adulthood. It is suggested that a major aspect of intelligence--attitude toward and performance with novel kinds of concepts--is continuous in nature throughout the life span, but requires different measurement…

The wide range of practical thinking skills are teachable and learnable. By treating thinking as a teachable subject, trainers can help people develop and increase their brain power. (SK)

This paper explores the intimate connection between creative and critical thinking, by arguing that both are inseparable in everyday reasoning. The details of the relationship between creative and critical thinking are worked out in relation to the processes of: (1) thinking through the logic of things; (2) taking command of reasoning and logic;…

While university students are adept at acquiring knowledge, they are less and less skilled in critical thinking, and nearly illiterate in enlarged understanding, or contextual thinking. Higher education trains students to merely assume responsibility for tasks, not think about the larger realities of which they are a part. (MSE)

Piaget's theory of cognitive motivation is examined. Other Piagetian theories are also explored: the distinction between figurative and operative aspects of knowledge, and passivity versus activity. A limited set of implications of Piaget's theory and description of intellectual development for methods of active education are discussed. (CT)

There has been a flood of publications concerned with the teaching of thinking and problem solving, a great many exploring definitions and approaches to instruction. This book explores the implications of recent theoretical positions as in the work of Elliott Jaques, Joseph Walters, and Howard Gardner; examines the long interest and study of…

The article presents a generalized program for improving critical judgment and facilitating intellectual progress in gifted students. It examines the development of a critical base of knowledge, generalizing past experience into a theoretical base, and applying a theory of knowledge in education. Examples from adult and elementary programs are…