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Questioning and Creating: A Model for Curriculum Reform
Author(s) -
TAYLOR CALVIN W.,
HARDING HAROLD F.
Publication year - 1967
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/j.2162-6057.1967.tb00004.x
Subject(s) - creativity , curriculum , mathematics education , bridging (networking) , subject matter , process (computing) , value (mathematics) , psychology , product (mathematics) , pedagogy , computer science , social psychology , mathematics , computer network , geometry , machine learning , operating system
Creativity research has unsettled education by newly defining neglected abilities, and by proposing new methods like training in questioning abilities, but conventional methods do not encourage students to learn or think by asking good questions. We need to cultivate the full spectrum of talents by bridging the research—classroom practice gap. A proposed three‐dimensional model for analyzing curricula, courses, and classes would show us where we are not doing a good job in teaching students to think while we are simultaneously teaching them subject‐matter content. Content is best learned as a by‐product of thinking or learning processes. The proposed model capitalizes on transfer effects of both processes and content, and may be of value in working, not only with those highest in a talent, but also with the educationally deprived. Every student should learn to use each of his abilities at some point in the educational process, but different teachers may specialize in various contents, processes, or methods.