Critical Thinking and Creativity

Przysługujący widmom wywrotowy, niemalże rewolucyjny potencjał został odsunięty oraz zagubiony poprzez pozbycie się tej kontrowersyjnej kategorii z terytorium metafizyki i zbyt pośpieszne odesłanie jej do przestrzeni badań nad literaturą, sprowadzając ją jedynie do roli użytecznego, bezpiecznego narzędzia interpretacji.

Książka Andrzeja Marca odzyskuje niepokojący charakter widmontologii i ponownie wprowadza widma do myśli metafizycznej. Czym nawiedzona i przeniknięta jest tradycyjna metafizyka, co właściwie ją dręczy, nie daje spokoju oraz nieustannie podmywa jej stabilność?

Kategoria widma Derridy posłużyła Marcowi przede wszystkim do rozważań nad charakterem współczesności i przeobrażeń, jakie dokonały się w obrębie myśli ponowoczesnej. Współczesna kultura, zdaniem Marca, stała się miejscem powstawania widm, nieustannie powracających z przeszłości. Uznając, że nie jesteśmy już w stanie tworzyć utopijnych wizji przyszłości, autor stara się zdać sprawę z widmowego charakteru współczesnej kultury, analizując m. in. strategie vintage, retro, nurt no future w kulturze lat 70. czy nurt fantastyki naukowej w literaturze.

There are more types of borders today than ever before in history. Borders of all kinds define every aspect of social life in the twenty-first century. From the biometric data that divides the smallest aspects of our bodies to the aerial drones that patrol the immense expanse of our domestic and international airspace, we are defined by borders. They can no longer simply be understood as the geographical divisions between nation-states. Today, their form and function has become too complex, too hybrid. What we need now is a theory of the border that can make sense of this hybridity across multiple domains of social life.

Rather than viewing borders as the result or outcome of pre-established social entities like states, Thomas Nail reinterprets social history from the perspective of the continual and constitutive movement of the borders that organize and divide society in the first place. Societies and states are the products of bordering, Nail argues, not the other way around. Applying his original movement-oriented theoretical framework "kinopolitics" to several major historical border regimes (fences, walls, cells, and checkpoints), Theory of the Border pioneers a new methodology of "critical limology," that provides fresh tools for the analysis of contemporary border politics.

Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counterstories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

This is a narrative inquiry about the implementation of creativity, creative risk taking and productive failure in six international contexts. There are many insights offered for the implemntatiojn fo creatvity, risk taking and productive failure in educational context.

Theme: Curriculum Keywords: architectural education, design education; new method: sodap, learning by praxis, "Architectural education has always been in tension with architectural practice. That is how it should be; practice sometimes gets complacent and education is there as a kind of conscience, trying to correct what seems to be going wrong, So from time immemorial the architect has been subject to learning in two quite different ways, theory in classroom of some kind and practice, on the job or in the office." G. BROADBENT The subject of this paper "SODAP" based mainly on the opinions briefly outlined in the course of this paper, which are the current problems and quest for solving the existing problems. Therefore, if the problem setting were not correct the result of that scientific study would not be correct either. Discussion of the problem may not be comprehensive within the scope of any conference paper, but in this part of the paper; the understanding of 'Existing Situation' will be summarized, the observations and understanding is focused on the situation of Turkey. Then, a new proposal "SODAP" will be discussed briefly. A. EXISTING SITUATION Problems Of Design Profession In General While preparing curricula, we attempt to cover as much subjects as the students should handle in their future professional life, however, the graduates usually are not fully equipped with the essence of these subjects that we forethought. Most of the time architectural graduates, or any design professional find themselves in a totally new environment completely different than academic environment. Clients have vague concepts on architecture; builders/workers have no idea on design, aesthetics, and philosophy of architecture. Meantime they find themselves to cope with the cost, materials availability; new techniques; a variety of professionals and technicians and even unprofessional people to work with, in addition complicated legal procedures and bureaucracy. In time, with practice, professional maturity obtained through culture and experience and concrete concepts will flourish, but how fast can this procedure be shortened? On the other hand students find themselves in a confusing situation, various job opportunities in branch fields in the profession without knowing which one to choose. Design as an optimization process of the various conceptual and technological elements such as; user needs, social, psychological and personal needs; aesthetics; environmental factors, structural factors; building physics, scientific laws, legislative rules and regulations; additionally, newly graduates have to deal with presentation techniques and communication skills to envelope this totally novice product. The elements of optimization can be categorized also in two complementary groups, as the tangible/ fact and figures (recognizable /measurable) and the intangible (vague or conceptual). Because of the unpredictable character of the intangible or conceptual side of design, such as: variation of needs from user to user and changing of needs or situations from one date to the other, with the impact of economy, design and teach how to design a real difficult task. From architects point of view, any design product or architecture is a final manifestation of the total design process. So how can education or training of architecture handle this difficult task? By teaching the

Аннотация: статья посвящена проблеме развития лингвистической креативности. Одной из наиболее сложных задач, требующих творческого подхода, является создание креативных текстов, в том числе нейминг (naming), связанный с созданием уникального названия или заголовка, основанного на языковой игре. Решению подобных творческих задач способствует умение применять техники формирования идей (Ideation techniques). Было рассмотрено более ста вариантов существующих техник, отобранных методом сплошной выборки, имеющих разное предназначение и степень сложности. Определен и описан набор из восьми техник, которые могут быть использованы в индивидуальной работе, адаптированы и применены к решению задач, связанных с созданием креативного текста. Выявленные техники апробированы при решении нейминг-задачи, связанной с созданием названия на русском и английском языках, содержащего языковую игру, для книги, посвященной исследованию языковой игры как лингвистического феномена и проблем ее перевода. Было выявлено, что комплексное использование техник способствует улучшению количества и качества вариантов решения задачи, помогает избежать тупиковых ситуаций и, таким образом, сэкономить время. Было сформировано 35 вариантов названий (18 русских, 15 английских, а также 2 названия, сочетающих в себе языковые единицы двух языков). Наиболее продуктивными оказались техники, имеющие более высокий уровень структурной сложности, требующие бóльших ресурсов и времени (Морфологическая матрица, SCAMPER и Метафоры). Исследование показало, что комплексное использование техник способствует значительному повышению лингвистической креативности. Материалы статьи имеют практическую ценность как для преподавателей филологических дисциплин для развития лингвистической креативности у студентов, так и для практикующих писателей, журналистов, копирайтеров и переводчиков для решения профессиональных задач.

¿Es capaz el alumnado de secundaria de interpretar información donde se invisibiliza, se oculta o se niega la presencia de determinados grupos sociales, colectivos, identidades o culturas? La propuesta presentada tiene como finalidad educar la interpretación crítica de diferentes imágenes e informaciones en las que se muestran situaciones de invisibilidad de mujeres, pobres, inmigrantes, refugiados y refugiadas.

La ricerca, utilizzando e integrando sistemi differenti di indagine, ha portato alla evidente constatazione che i processi creativi che si manifestano all’interno delle odierne organizzazioni “ad alta valenza innovativa o ideativa”, vengono sempre ‘proceduralizzati’ in forma di modelli o tecniche didattiche. La ricerca ha verificato e dimostrato che i processi creativi, nel momento in cui si proceduralizzano danno vita a fenomeni di routine nella gestione della creatività: in tal modo essi si manifestano come medium/programma ricombinatorio dei linguaggi specifici dei sistemi organizzativi e permettono i cambiamenti di valori, prodotti e servizi. Il ruolo della routine in tali imprese non è così secondario come molti potrebbero pensare: l’abitudine rappresenta un momento importante nei processi di generazione di vantaggio competitivo. A seguito dello svolgimento di osservazioni partecipanti presso imprese (n. 35), interviste in profondità (n. 60 soggetti tra creativi, artisti, scienziati, ricercatori, insegnanti e manager di cui si allegano n. 28 interviste sbobinate), e un censimento analitico di tecniche di stimolazione del flusso creativo (n. 200 di cui n. 93 dettagliatamente descritte nel capitolo n. 4) ideate da studiosi e manager, è emerso che nelle organizzazioni osservate esistono procedure di innesco del processo creativo, le quali possono essere rigide o flessibili, costituite da scalette rigorose, format, convenzioni standard, ovvero da semplici canovacci abbozzati.
L’autore della ricerca, analizzando attentamente teorie, modelli e tecniche di stimolazione, ha ravvisato la presenza di concetti ricorrenti anche se definiti in modi differenti sul piano del linguaggio naturale. Mediante una serie di confronti si è arrivati alla desunzione di meta-regole analoghe. Dalle meta-regole analoghe, l’autore ha costruito un ulteriore momento di riduzione della complessità, rintracciando delle meta-meta-regole (o regole di terz’ordine) comuni: a. Meta-meta-regole dell’opposizione; b. Meta-meta regole della combinazione; c. Meta-meta-regole della separazione. Si è, poi, andati oltre cercando di tracciare una sociologia della conoscenza dei processi creativi, in modo da individuare elementi morfo-genetici e morfo-statici della creatività in tali organizzazioni ad alta valenza innovativa, arrivando ad una serie considerazioni. Da un lato si è giunti alla conclusione che la proceduralizzazione della creatività determina una routinizzazione del processo di erogazione di idee che porta sempre verso lo stesso sentiero. Dall’altro si è giunti a un ragionamento paradossalmente contrario al punto precedente: anche un atteggiamento assolutamente iper-proceduralizzato può generare idee che oltrepassano, creativamente, le procedure che hanno guidato tale atteggiamento. In altre parole non esisterebbe una ‘non-creatività’, in quanto la creatività è sempre figlia di una relazione (tra problema e potenziale solutore) e di un contesto. In entrambe le considerazioni precedentemente descritte non si può uscire dal gioco della regola, né dal gioco del comportamento creativo e dalla sua ricorsività frattale determinata dal rapporto circolare che instaura con il pensiero e il linguaggio naturale. Con il termine creatività i concetti di ‘fantasia’, ‘talento’, ‘genialità’, ‘immaginazione’ hanno subito un processo di secolarizzazione.
Non c’è correlazione stretta tra stimolo a essere creativi e risultato creativo. La bassa probabilità che un atto creativo generi innovazione radicale risulta molto spesso funzionale alla sopravvivenza dei sistemi sociali e delle organizzazioni. Se i processi creativi andassero sempre a buon fine nessun sistema di credenze si stabilizzerebbe. La creatività è un riduttore di complessità utile al decision making: una banalità può essere accettata se proveniente da un detentore del ruolo di creativo, mentre un’idea geniale può essere rigettata dal sistema se proposta da un non addetto ai lavori. I modelli che stimolano la creatività sono tecnologie del sé; servono da innesco di un processo, ma anche da strumento di disattivazione della propria procedura. Le persone che operano in ambiti innovativi si auto-percepiscono creativi, confinandosi all’interno di un’auto-ingiunzione paradossale. Esiste una dialogo latente tra problema e soluzione: cambiando le regole del dialogo, cambia la sostanzialità della serendipity; si attua, in tal modo, una sociologia dei processi creativi.

Community-led development is a unique approach to tackling local problems and building on local strengths. Community-led Development (CLD) is in the process of working together to create and achieve locally owned visions and goals. To ensure sustainable development focusing on local strengths (rather than focusing on problems), collaborate across sectors, is intentional and adaptable, and works to achieve systemic change rather than short-term projects. As a development practitioner, we can demonstrate how system thinking could work at the grassroots level to promote community-led development for lasting solutions in economic and social change. Integrating community-led development and system thinking could share an interest in transdisciplinary efforts that bring together practitioners, citizens, government, grassroots society, and private sectors to implement contextualized actions that promote adaptive sustainable community-led development across citizens and ecosystem interfaces.  A key operational element underlying the integrated approach to development is the use of Systems Thinking as a set of tools for integration. In this book, we discuss the relevance of community-led development, origins, and epistemology of systems thinking and claim that participatory modeling, informed by both systems theory and expertise in facilitating engagement and social learning that ensure sustainable social and economic change at all levels. Participatory modeling is iterative and adaptive, which is necessary to deal with complexity in practice. Participatory modeling (PM) methods actively involve affected interests and stakeholders to ground the field of inquiry in a specific social-ecological context.
For development interventions to be perceived positively by the population, local needs must be taken into account involving the citizen adapting Systems Thinking as a set of tools for integration at all levels.  Moreover, there will be a growing recognition that leadership and active involvement by local communities are considered as key to strengthening positive local futures of sustainable economic, social, and livelihood development. Moreover, the dynamic culture of people in society could contribute positively or negatively to the smooth implementation of CLD. This process might be viewed as complementary rather than competing approaches.
Keywords: Community-Led Development, system thinking, Participatory Modeling Sustainable Development, Collaboration, Systemic Change.

This article describes my experience working and living as a volunteer in a house for homeless children in Buenos Aires, Argentina.
Through my relationship with the children I explore and discover the importance of the physical contact, the creative play and the healing boundaries. Finally I recognize that help is always mutual; to help always means that I am helped too.

Ese articulo describe mi experience trabajando y viviendo como voluntaria en un hogar para chicos de la calle en Buenos Aires, Argentina. En mi relación con los chicos puedo explorar y descubrir la importancia del contacto fisico, del juego creativo y de los limites sanadores. Como conclusión, puedo reconocer que la ayuda siempre es mutua; cuando ayudo siempre hay una dimensión que tambien soy ayudada.

In this essay I will discuss if whether the use of cellular telephones cause families to drift apart or not, my reasons to support my argument. Firstly I will discuss the impact the mobile technology has on our lives, how and why and also point of view on possible solution that could make this mobile technology to bring families together or to avoid this impact among them. Technology has brought changes in our lives. It has become part of our daily life, some people cannot end a day without using mobile telephones, connecting with their friends, colleagues and families. Cellular telephones are one of the mobile technologies that connect us with those who are far away from us. The way of communicating with one another has become more advanced in way that we no longer talk face to face much. This has reduced visitation among friends and families. Cellular telephones cause families to drift apart. Many people spend hours and hours on their cellular telephones having conversation, they chat through social media like Twitter, Facebook, and WhatsApp whereby this should be occurring through face to face among families. Children are no longer paying their full attention on parents or discussing issues that they encounter in life with their parents but they do these with their friends over cellular telephones or they look for solutions on the internet. Even parents use these social media to discuss issues and also having conversation using these mobile telephones. The communication between children and parents is affected by this technology. According to the author of The Power of Prime blog explain that nowhere is the impact of popular culture and technology on children's relationships more noticeable than in families. Both influences have contributed to a growing divide between the traditional roles that children and their parents play while, at the same time, blurring those same lines between parents and children. (Jim Taylor, 2013). He further explain that this divide has grown due to the increase use of technology among children in several ways. First, children's absorption in technology, from texting which means sending each other messages to playing video games, does by their very nature limit their availability to communicate with their parents (Jim Taylor, 2013). The children who grow up like this are less likely to listen to their parents or engage in face to face conversation. Parents won't spend time with them because after they played games the go to their rooms to sleep as some may say, while after they get to their rooms they chat through WhatsApp until it is late. This kind of children are those that when a parent tries to put them in order, if they do not want to listen to what their parent is saying to them, they insert the headphones in their ears to avoid what a parent is telling them or even pretend of listening to them. This can be very frustrating to parents which can cause tension between a parent and a child. (Jim Taylor, 2013).

There is an enormous need for education to teach students what are termed 21 st-century skills. One might ask why this sudden shift and attention are given to certain skills. Reality provides an answer. In the job market, for instance, the traditional way of teaching seems to produce more jobless people simply because the requirements of the economy do not match the desired result of 12years, at the minimum, of learning in schools. Why do not we update the methods of teaching? People say, "If it is not broken, do not fix it." Actually, it is broken. Therefore, teachers attempt to focus on the teaching of 21 st-century skills through some strategies and techniques. In this study, the researcher investigates the existence of 21 stcentury skills, mainly the Four Cs; Critical thinking, Creativity, Collaboration, and Communication, and the effectiveness of some strategies used to promote these skills.

This longitudinal qualitative research explores the benefits and challenges of using positive peer feedback with a group of foster adolescents during a summer academy at a Northeastern university. In addition, the authors, who taught the class for four years between 2012-2015 reflect on their experience using the structured feedback as a tool in their digital and media literacy class. The paper describes how the instructors addressed challenges revolving around students' social, emotional, and cognitive needs through the incorporation of peer feedback. Based on positive behavior support and peer mentoring, the authors used a structured peer feedback as part of their digital and media literacy pedagogy. The findings show that students' use of peer feedback with different media platforms helped increase the students' engagement, develop collaboration skills and for some enhance their critical thinking. As we move to use more and more digital tools, this method of positive peer feedback can help educators to grow their students' social, emotional, and cognitive skills.

Terciptanya pendidikan yang sesuai dengan amanah undang-undang adalah suatu hal yang harus dibangun dengan kerjakeras dan kerjasama semua elemen penting dalam sistem pendidikan nasional Indonesia saat ini. Sistem pendidikan yang baik tercipta ketika sekolah dipimpin oleh kepala sekolah yang kompeten dan kreatif, juga mereka yang mampu membina hubungan yang baik dengan guru-guru di sekolah tersebut. Selain itu guru-guru dengan kepribadian dan kompetensi yang sesuai akan mendukung terciptanya suasana belajar yang baik dan mendorong siswanya untuk aktif berprestasi dan menjadikan mereka pribadi yang baik. Penelitian ini bertujuan untuk memberikan informasi yang jelas mengenai pentingnya kolaborasi diantara elemen-elemen penunjang pendidikan tersebut. Studi ini menggunakan metodologi campuran studi kasus, kuesioner terbuka, dan analisis statistik deskriptif terhadap 173 subjek yang terdiri dari dua orang kepala sekolah, 43 orang guru, dan 130 orang siswa. Hasil dari studi kasus menjelaskan tentang bagaimana peran kepala sekolah sangat penting dalam membentuk karakter dan performa sekolah, terutama berkaitan dengan gaya kepemimpinan dan kreativitas mereka. Sedangkan analisis terhadap kuesioner terbuka mengkategorikan bahwa siswa mengharapkan untuk menjadi guru idaman adalah mereka yang mampu menjadi partner, mereka yang memunyai kompetensi, dan mereka yang berpengalaman. Peran kepala sekolah, keberadaan seorang guru yang mumpuni, dan kesamaan persepsi siswa dengan sekolah mereka akan menghasilkan satu kolaborasi yang saling mendukung satu dengan yang lainnya.

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

Reproductive Learning is an umbrella term for a form of education based on rote memorization and reproduction of existing knowledge. It reproduces the content, process, social structures, power relations, and
individuals that conform to what are perceived to be societal needs and norms, mostly derived from the need to train workers at various levels of expertise. It is often the result if not the actual goal of educational
approaches centered on testing, assessment, and where the acquisition of existing information and conceptual frameworks is central.

Este estudio determina, aplicando la teoría conductista, las causas de las ideas limitantes en los regiomontanos y sus efectos en el desarrollo de su Branding Personal. La investigación es de carácter cualitativo y de tipo descriptivo. El objetivo es determinar los factores e ideas limitantes que intervienen en el desarrollo personal y profesional de los jóvenes regios, con el fin de establecer herramientas necesarias para la elaboración de un Branding Personal. Se desarrolla, a partir de entrevistas a especialistas y encuestas sobre las conductas que limitan a una persona, cómo afecta a su creatividad y, por ende, al desarrollo de
un Branding Personal. La investigación se realizó con estudiantes
universitarios en el Área Metropolitana de Monterrey (México), y
tomó como referente muestral a jóvenes inscritos en la Universidad
Autónoma de Nuevo León.
Palabras clave: Branding Personal, ideas limitantes, creatividad,
conductas, regio, regiomontano.

Abstract This paper reflects on the teaching of science fiction texts to first-year engineering students at the University of the Witwatersrand as part of a Critical Thinking course that uses literature as a vehicle through which to develop competence in critical literacy and communication. This course aims to equip engineering students, as future intermediaries between science and society, with the ability to fulfil this role in both the contemporary global world and South Africa more specifically through the imaginative inhabitation of divergent subject positions afforded by literary texts. Science fiction encourages students to engage imaginatively with various societal ideas, constructs and possibilities. One of the principles of the course is that reading facilitates empathic responses, challenging readers to inhabit unfamiliar subject positions. In this way, the teaching of science fiction aims to develop self-reflective and critical learning practices, wherein engineering students grapple with the ethical ramifications of extrapolated known science in a South African context.

Sketching is a form of communication and as such particularly effective for illustrating ideas or sharing thoughts. For designers, sketching is an indispensable tool that helps them externalize concepts, explore ideas and solve problems. However, the underlying principles of the cognitive creative process appear to be difficult to grasp. Students use sketching to visualise ideas, yet many do not know how to use it as a thinking tool. As a result, they tend to skip parts of the development process: the doodling, exploring, comparing and assessing that help them refine the initial intent into a mature design. To address this shortfall, a methodical approach to structuring exploratory thinking was introduced into a classroom and studio setting of the 3rd year industrial design program. The exercise described in details was initially developed for a theory course as a means of assessing students’ ability to assimilate theoretical notions and apply them to design. In fact, the approach p...

Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers" creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance"s (2008) test of creativity, Hackman and Oldham"s (1980) teacher motivation scale, Bandura"s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson"s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers" motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.

[AMAZON LINK BELOW TO BOOK ITSELF -- TOC and book intro in downloadable .pdf] 

"It is a common experience that a problem difficult at night is resolved in the morning after the committee of sleep has worked on it." --John Steinbeck Scientific research confirms what people have always known: answers, ideas, and inspiration do come to us in dreams. Harvard psychologist and world-renowned dream specialist Deirdre Barrett, Ph.D., offers this rich collection of examples of how the world's most creative practitioners in art, music, film, science, literature and other fields have used the revelations of their dream life to inform their work. Dr. Barrett offers insights showing us how to encourage lucid, meaningful dreaming, and how to apply the meanings of our dreams to solving problems--from the everyday to the extraordinary. This is the stuff dreams are made of. In the visual arts, Jasper Johns couldn't find his unique artistic vision until he dreamed it in the form of a large American flag. Salvador Dali and his colleagues built the startling new genre of surrealism out of dreams. Kubla Kahn dreamed the design for his stately pleasure dome; thousands of years later, Lucy Davis, chief architect at a major firm, continues the tradition of dreaming designs into life in her extraordinary buildings. Film is a fertile avenue for dreams: "Twice I have transferred dreams to film exactly as I had dreamed them," confides director Ingmar Bergman, as have Federico Fellini, Orson Welles, Akira Kurosawa, Robert Altman, and John Sayles. From Mary Shelley's terrible nightmare, which became Frankenstein, to Stephen King's haunting dream as a little boy, which led to his first bestseller, countless writers have consulted the Committee. Musicians from Beethoven to Billy Joel and Paul McCartney have whistled the Committee's tunes. In science, physiologist Otto Loewi dreamed the medical experiment that earned him the Nobel Prize. In sports, Marion Jones dreamed she'd broken a world record, then brought the dream to life. Gandhi translated his dream of resistance into a movement that changed the world. Since Freud, we take it for granted that our dreams reflect our past. In The Committee of Sleep, Barrett reveals how dreams can also tell us about our future potential--and how to reach it.

This study was carried out to collect data about the i-THINK program that conducted among teachers. In particular, the objectives of this study are to identify teachers' perceptions of the i-THINK program in the areas of readiness, planning, attending training, implementing, and strengthening. To collect data, questionnaires were distributed to 602 teachers and the data were analyzed using descriptive statistical method namely, mean and standard deviation. The research found that the levels of teachers' readiness and implementation of the i-THINK program were high. Additionally, this research showed there were moderately high for teachers to plan, to attend training, and to strengthen the i-THINK program. These research findings can be used to improve the process of the program and not to wait for the end stage of the program PENGENALAN Elemen Kemahiran Berfikir merupakan salah satu elemen utama yang diperlukan oleh setiap murid untuk berupaya bersaing pada peringkat global. Kementerian Pendidikan Malaysia melalui Pelan Pembangunan Pendidikan Malaysia 2013-2025 (PPPM 2013-2025) menunjukkan usaha gigih kerajaan meningkatkan sistem pendidikan agar lebih berkualiti untuk membolehkan murid yang kurang mampu mengaplikasi pengetahuan dapat berfikir secara kritis di luar konteks akademik biasa (Kementerian Pendidikan Malaysia, 2013). Bagi mencapai hasrat tersebut, perubahan pada pendekatan pengajaran dan pembelajaran diperlukan bukan sahaja bagi menggalakkan murid mempelajari kemahiran berfikir secara kritis dan kreatif, bahkan juga belajar bekerja secara kolaboratif. Justeru, program i-THINK telah diperkenalkan bermula pada 2011 bertujuan untuk mengukuhkan dan membudayakan kemahiran berfikir dalam kalangan murid. Bukan itu sahaja, program i-THINK juga mendidik murid-murid bersepakat dan bekerjasama. Agensi Inovasi Malaysia (2012) menggambarkan kenyataan tersebut dengan berpendapat bahawa Program i-THINK bertujuan untuk membudayakan kemahiran berfikir dan menjadikan budaya berfikir sebagai amalan guru-guru dan murid-murid di sekolah.

This metacognitive ability of young children is of great interest because of its relation to children’s ability to notice and reflect on their own mental states.
Since Piaget’s early work, young children have been considered as having little or no awareness of their mental activity. Traditionally, there was a belief of a general lack of introspective awareness and that preschoolers show little understanding of cognitive cueing (Gordon and Flavell, 1977). More recent research, however, (Louca-Papaleontiou, Melhuish and Philaretou, 2012; Gonzales, 2015) support the idea that – in contrast to previous theories- preschool children do possess metacognitive awareness and the ability of introspection. This paper tries to review most of the main studies on children’s metacognitive awareness (i.e. introspection) and to explain any inconsistencies in their findings.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

This paper will explore how online technologies may be used to enhance the quality of inquiry-based humanities courses. More commonly found in science and math classes, inquiry-based skills engage with content in ways that emphasize such processes as questioning, critical analysis, personal reflections, and synthesis.  These pedagogies are therefore well-suited for the humanities where we are just as interested in how our students engage with the material as we are in their comprehension of the material itself. Towards these ends, a brief overview will be provided of how inquiry-based courses may be developed in terms of class objectives, activities, assessments, and learning theories. Following this, the paper will discuss how technologies may be used to support these types of courses for both students and teachers. In particular, it will be noted how the more individualized scaffolding that online technologies allow for can enhance the depth of critical inquiry for students. With this theoretical framework in place, an online world religions class will be presented that demonstrates the application of these technology-enhanced inquiry pedagogies. The paper will close by reflecting on some of the implications that these technologies, in association with inquiry-based pedagogies, can have for humanities courses more generally.

ABSTRACT This study examines the effect of goal instructions on students’ reasoning and argumentation in an interactive context (discussing a topic on-line). Goal instructions specify the goal of a discussion. General goals (to persuade or explore) were crossed with specific goals (to generate reasons or counterarguments/rebuttals) in a 3×3 randomized design using 224 undergraduates. The design also controlled for need for cognition, which measures dispositions to think. The goal instruction to “generate as many reasons as possible” resulted in deeper, more contingent arguments, closer to Mercer’s (1996) notion of exploratory talk, whereas the persuade goal resulted in arguments that were more adversarial and somewhat better supported. The other goals had less dramatic effects. Need for cognition also predicted total argument claims and depth. These findings have important implications for building richer interactive discussions that promote the integration of ideas.

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

The development of critical cultural competency is commonly regarded as an essential capability in graduates of teacher education programs, and indeed for all university graduates as they commence their professional lives.  This critical cultural competency is important not only for future teachers’ capacity to work internationally, but also to enable teachers to engage the increasing cultural and linguistic diversity of the learners in their classrooms.  Moreover, the ability to teach critically will play a role in the development of their students’ awareness of social justice and global citizenship. The definition of Critical Teaching is contested, and has included the ability to interpret, analyse and evaluate ideas and arguments (Fisher, 2011), or more comprehensively, to develop probing dispositions, cognitive and meta-cognitive skills and certain habits of mind (Costa & Kallick, 2009). In the context of this study, the notion of teaching critically will principally emerge from the reflective examination of cultural assumptions, values and practice, and the recognition of perspective.

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

L'articolo si interroga sulle modalità più efficaci per avviare un autentico rinnovamento in una scuola sempre più multiculturale e analizza, in particolare, come l'alleanza con le famiglie (d'origine italiana e straniera) può diventare uno strumento prezioso per contribuire a garantire i diritti di tutti sul piano dell'uguaglianza e delle pari opportunità educative. L'analisi viene contestualizzata nella realtà del Nido e della Scuola dell'infanzia. Per arricchire la riflessione vengono riportati alcuni esempi relativi a tre esperienze realizzate in questi anni nella Regione Lombardia: "360° di accoglienza in una scuola che cambia" (2006-2008), finanziato con la legge 285/97-Comune di Milano; "FIRST" (2009-2010), con il contributo della Regione Lombardia-Famiglia Conciliazione, Integrazione e Solidarietà Sociale; "Genitori crescono. Un percorso di ricerca-intervento nei nidi d'infanzia per una genitorialità creativa e consapevole" è stato proposto all'interno dei finanziamenti del IV Piano Infanzia e Adolescenza 2008-2011.
Eleta, P. (2013). Scuola – Famiglia: una alleanza imprescindibile in un mondo al plurale, In Rivista Educazione interculturale, Erickson, gennaio.

Creative expression through visual images and symbols has communicated the essence of the human spirit and affirmed art-making as an inherent human capacity since the beginning of humanity. Across cultures and throughout history, tools of divination, exploration and deeper connection offer seekers diverse vocabularies and symbols that promise alternative ways of understanding the mysteries of the universe and humanity’s place within it.
The arts have always being integral to religion and spirituality. Sacred pictures, sacred symbols, sacred dances, chants, hymns and tunes have been used in rituals, in places of worship, and as aids to prayer and meditation in every religion. Its seem to be natural vehicles for expressing or connecting with the transcendent, with something beyond religion.
In this paper I attempt to present the artist as a shaman of our contemporary world and art- making as the path of transformation in search for the meaning of life and its mystery.
Are the arts searching for the spiritual in all of us?

Keywords: art, spirituality, magic realism, creative expression

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

This study aims to investigate how effective are differentiation and enrichment of an instructional design in revealing and improving creative thinking skills of gifted and talented learners. Pre-test and post-test experiment-control group quasi-experimental design was used in this study. The subjects of the study consisted of 72 students aged 10 to 11 years, who were identified as gifted and talented and who are currently attending the same Science and Arts Center (SAC) in the province of Istanbul. When the findings were interpreted, it is possible to conclude that the instructional design that was differentiated and enriched by means of the Kolb's learning styles the Bloom's taxonomy had positive effects on revealing and improving creative thinking skills of gifted and talented learners. Based on the findings obtained within this study, we could recommend that teachers, who would like to support and develop their students' creative thinking skills, should first start with identifying the potentials, interests and learning styles of their students; then provide them with a learning environment where the students can demonstrate their creativity, defend their ideas freely, and produce unique solutions to the problems that they face; and finally employ the approaches, methods, or techniques that improve creative thinking and whose effectiveness is scientifically proven in the literature.