Why teach thinking? why not ? - imagination
The word 'creativity' has so many diverse meanings and interpretations. I commit to memory effective an addressees of teachers that creating a mess is also creative as long as new effects and views are being pretended up. This led to much laughter and conversation about the denotation of 'creativity' (This notion of 'creative mess' was taken from master-thinker, Dr Edward de Bono).
Most colonize feel that imagination has to collect consequences or products, and it is not wrong to think so. However, by benevolent such conscious or hidden constraints, creativeness may be unduly hindered. One must consider that many creative ideas and innovations were once well thought-out impractical and 'crazy' but now, they are part of our life. Take for example, the prevalent usage of computers at home. It was once doubted by Thomas Watson Sr. (the come to grief of IBM) as an impracticality but is now a reality. This demonstrates the point that the once extraordinary could one day be a fact of life in the near future.
Why is creative accepted wisdom an central and much talked -about topic these days? Why is the control of Singapore so intent about creating ' Accepted wisdom Schools, Culture Nation'? Have we just begun to realise that not including imagination and innovation, we cannot advance and will lose our competitive edge in the inclusive markets? I just hope we are not too late in realising this noticeable fact that creative ideas, products, services, policies are the air force that drive an belt-tightening exercise like Singapore which is not able with biological resources. It is time we learn to enhance and administer efficiently our BRAINWARE (a term taken from the management guru, Tom Peters) and forge our path towards data funds fairly than animal capital!
I am much relieved that the far-sighted administration of Singapore has taken steps to adopt this fact by initiating frequent think-tank groups to tackle this lack of innovation and competitive edge in these chaotic times. Let me rephrase my condemn for change for the better resonance. It is for SURVIVAL!!! To endure in this inclusive cost-cutting when your neighbours are producing at a rather lower cost, we have to badly care about other ways and means to be a magnet for alien investors in terms of awareness and innovation to compensate for what we lack. How do we go about doing this as we are approaching the end of this millennium?
The key is EDUCATION. It is imperative that we educate all Singaporeans, exceptionally the young, to see the import of being creative. In early June 1997, PM Goh Chok Thong unveiled his dream of ' Assessment Schools, Erudition Nation' and this fuelled a give a face-lift of the instruction system. This has led to copious changes in the curriculum and also the instruction of teachers in the use of belief tools. Many schools have on track their own idea agenda to keep in racing bike with the vision.
As with any new initiatives and programs, there are obstacles and evils along the way that will be faced by the schools. One of the major obstacles faced by Singaporeans at large is that we endure from creative paranoia. Creative paranoia is a term I coined to illustrate the lack of confidence of most Singaporeans in their capability to be creative and as a result, they cease any attempts to be creative. Such pessimism will certainly encumber Singapore in its pursuit to be a hub of inspiration and innovation. This is a major conundrum in the culture of the young on creative thinking. The courses on doctrine idea by the office are compulsory and a great help to many teachers who are oblique in the 'jungle' of doctrine thinking. In my opinion, the main alarm of this archetype shift towards a idea civilization in educate is not the pupil's lack of aptitude to absorb accepted wisdom skills. On the contrary, i don't know it is the educators who are imparting the belief skills to the young that deserve our attention. Are educators here sensitively all set to be vessels of idea skills to the coming pillars of Singapore? Or, are we still victims of self-induced creative paranoia? We have to break the fetters of creative paranoia first, ahead of we, as educators, are able to communicate the assessment skills to the young with fervour and passion.
Another badly behaved of implementing a idea curriculum in drill is the resistance to alter of the teachers. Teachers who are used to their conventional methods of coaching may find the knowledge and use of new beliefs strategies a chore for them. A word of guidance to heads of schools who are preparation to employ this curriculum - Cultivate the change. A code will not be booming but for every associate concerned is ready for the changes ahead and are eager to undertake their tasks with conscientiousness and passion. Thus, the achievement of this code is as anticipated needy on the capability of the head of the instruct to connect the ability to see and to collect aid from the staff involved.
In short, a credible idea programme ought to not just enhance the brainware but also the 'HEARTWARE'. There is a need to beat a creative idea civilization in schools for thinkers (including staffs and students) to challenge them to seek permanent improvements. Slogans such as ' DARE to CHANGE,'DARE to INNOVATE' and other inspiring letters must be qualified and be deep-seated in the hearts and minds of our people. It may jog your memory one of the Cultural Revolution in China with the slogans and the brainwashing. Yes, I have to admit that this is a revolution indeed! A 'Thinking Revolution' that will guarantee Singapore's develop and affluence in these chaotic times as we marched into the next millennium.
To reiterate, if not our hearts are in touch with the apparition of 'Thinking Schools, Erudition Nation', the pet outcomes will not materialise. Total binder to the apparition is critical!
There are also other concerns to consider upon, i. e. the abundance of which belief models to adopt. There are a few models for credo assessment that are at this time used in some schools. For example, Robert Schawtz's Concoction fashion of coaching thinking. Other models bring in Spencer Kagan's Numerous Astuteness and the across-the-board belief approach of the 'G. O. D is CREATIVE' code by Brainwerks Research.
With the a number of models of coaching idea available, a principal has the awkward task of selecting an fitting model to be used in the school. It will be advisable that such imported models of coaching belief be supposed to be adapted and integrated into the local curriculum by the heads and the teachers for advance results.
To conclude, this commentary does not seek to account for fully the workings of fostering a assessment background /program in Singapore's culture classification but to build an awareness of its meaning to meet the nation's coming challenges. There will be glitches along the path towards the eyesight but I am sure we, the educators of Singapore, would THINK SMART and INNOVATE to make sure its success. So, be supposed to we teach thinking? The ask is rhetorical.
About The Author
Dr. Alvin Chan is an Innovation Delve into Specialist in Asia. He has consulted for and aid in the advance of executive innovations and efficient knowledge methodologies in more than a few organizations.
Please email to Dr. Chan at alvinchan@firstquatermain. com as a courtesy if you are reprinting the clause online or in print.
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