The development of creative thinking and its educational implications

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Aostre N. Johnson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David E. Purpel

Abstract: This dissertation proposes a theory of the development of creative thinking in the context of major psychological, philosophical, and religious perspectives on thinking and human development. This study then suggests some implications of the proposed theory for educational theory and practice. Two aspects of thought are proposed and referred to as qualitative thought and quantitative thought. It is argued that qualitative thought is our most direct experience of reality. Qualitative thought has emotional and intuitive aspects, and it precedes and provides the shaping power or meaningful context for quantitative thought. Quantitative thought is seen as a secondary thought process that defines and delineates experience by dividing it into distinct objects, properties, names, and relationships. This dissertation suggests that qualitative and quantitative thought together comprise creative thought. Creative thought is the most natural form of human thought. Human beings are born with the ability to think qualitatively, and quantitative thinking ability expands rapidly from birth.

Additional Information

Language: English
Date: 1989
Creative thinking
Thought and thinking

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