In an age when there''s a lot of changes and scientific and technological advancements going on, schools focus their curriculum on coping with these advancements. computers are taguht even in preschools and in elementary level. Children sit and accept whatever input there is from the computer. And as products of the modern age, we think it as "cool".
But we should not forget that these technological inventions and innovations started from the creative minds of men. We are amazed and overwhelmed and become enslaved of these inventions.
Creativity is the ability to produce novel and valuable ideas to gain the ability to discover novel and effective solutions to problems and thus, produce novel works. Thinking is consists of symbolic mediation like images, concepts and words which intervene between external stimulus situations and our responses. The motor theory of thinking holds that we think with out bodies and speech muscles are active as well as other parts of the body. However, creative thinking requires symbolic mediation of abstract thinking through concepts rather then concrete images or movements. Does this also require that the individual in order to be creative has a high intelligence level? Results from experiments showed that a certain level of intelligence is needed but not necessary a must. Further studies show that there appears to be little correlation between IQ scores and creativity. People with high level of intelligence does not necessarily process high creative thinking and vice versa. People with high level of creativity has a high level of intrinsic curiosity and motivation. This means that creative thinking is learned, processed, and developed.
To have a "check balance" on the fast growing world where inventions and innovations offer "an easy way of life for everyone", there is a need to develop creative thinking on individuals. This can be fostered at the early years of children. These creative children can be future human resources who can be counted upon to play their roles in advancing socio-economic development of their respective countries, especially in the developing countries.
Schools can do very much in encouraging creativity in pupils in all grade levels and irregardless of socio-economic statuses. This is possible since children, young as they are, are naturally curious and are "problem-finders" (Silverman). There should be a continuing active program for developing creative abilities implemented by all teachers using best ideas and materials. These materials should internalize great moments of scientific and geographic discoveries, inventions, and fantasies. In this way, children will learn about the nature of creative processes and the value of creative achievements. Teachers and parents should both be respectful especially when there''s unusual questions; imaginative and creative ideas of children, and show the children that their ideas have value. It can also help is ocassionally allow children to "do something" without the threat of evaluation. Or, tie-in evaluation with "causes and consequences". Teachers (and parents as well) should develop warm and accepting behavior when dealing with children who are impulsive, sensitive, self-confident, independent and unconventional. These are the characteristics of creative individuals. they are flexible and prefer unstructured and complex experiences, have sense of humor and has strong motivation. These characteristics should be chanelled rightfully and correctly.
On the other hand, the opposite of creative people are people with uncritical and prejudiced thinking which are considered as threats to the society. these individuals have limited thinking such as making one feel that his opinions are the best, or his school the worst one in the communithis parents the most inconsiderate. Their thinking is based on "all or nothing" - a thing is either wrong or right, bad or good - which is childish thinking. They easily jump into conclusions. They likely to conclude that the worst is going to happen and the worst scenario for this is that they can cause panic in the community. Most extreme example of uncritical thinking is having delusions - false beliefs.
Thinking is one of man''s greatest gift - it can make or unmake a person, develop or destroy a nation, unfold or annihilate the world. Along with this gift of thinking is man''s gift of choice. To live in harmony with others and the world, we have to practice this gift of choice and it begins with the mind. Process of thinking can be well-developed into something that can contribute to man''s progress. Schools, teachers and parents have great roles to play. Integrating creativity in school curriculum can make it a difference - for our times and our gift to the next generations.