Journal Critique

Creative Thinking Programs in Schools
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Institutional Affiliation

Thinking creatively is a learning outcome that is essential for the college teaching program. This program involves the humanities and arts as well as the social and natural sciences. In schools that are professional, thinking creatively is observed as a critical aspect in confronting the various social challenges, for this reason, there is the need for more opportunities for the students to develop the abilities of creative thinking. The Asian teaching programs have taken into account the provision of creative teaching to the students and this has led to the enhancement of the students’ behaviors, conceptions, attitudes and abilities in creative progress, however, the educational organizations in the US are slow in implementing the initiatives in the schools (Daly, Mosyjowski, Oprea, Huang-Saad and Seifert, 2016).
A larger perspective of creativeness emerges through the four Ps consensus which are the press, the product, the process and the person. The products of the process of creativity vary by discipline and creativeness can be influenced by the environment. All people can demonstrate creativity to some extent, however, creativity is something that is not just done or possessed by people, therefore, well-designed learning experiences and programs for creativity training produce gains that are significant in the performances of creative thinking (Daly, Mosyjowski, Oprea, Huang-Saad and Seifert, 2016).

The students reveal variations in their performances and attitudes based on the factors of the pedagogy, the strategies for creative thinking educational program varies significantly by the culture, instructor, and discipline.
The author approves that the guidelines should stress on the improvement of the creative thinking skills in schools and the application of the skills in the society. The educational elements enhancing cognitive skills in schools should be implemented to ensure the improvement of the student’s attitudes towards creative thinking. The author suggests that the nature of the creative thinking guidelines should be examined in the high-quality courses of the colleges to ensure successful learning of the cognitive skills. There is the need for further research to recognize the association of the cognitive learning skills to the outcomes of the student’s creative performance (Daly, Mosyjowski, Oprea, Huang-Saad and Seifert, 2016).
References
Daly, S. R., Mosyjowski, E. A., Oprea, S. L., Huang-Saad, A., & Seifert, C. M. (2016). College students’ views of creative process instruction across disciplines. Thinking Skills and Creativity, 22, 1-13.