Human thinking is an inherent attribute, universal to our species; it is how we understand the world and who we are. What and how we think, the manner and the content of our thoughts influence the choices and the decisions we make, or the conclusions we draw. Hence, it becomes imperative to cultivate and shape our thinking through education.
In discussing and categorizing thinking skills, Penny Ur (2020) mentions the distinction between convergent and divergent thinking skills; the first tries to find as many varied responses as possible to a cue or problem, as distinct from the second, which looks for one correct or most appropriate answer. The distinction between these types of thinking mirrors the difference between critical thinking and creativity.
Creative thinking aims at creating something new, whereas critical thinking aims at evaluating and criticizing given constructs. Oftentimes critical and creative thinking are presented as opposites because one involves convergent thinking, whereas the other requires divergent thinking. However, Hughes (2021) argues that „they are two sides of the same coin: one inspires the other”.
Divergent thinking has been associated with creative thinking as it has been said that it occurs as a „reaction to a problem, a situation, an issue, a task or a challenge” (McGregor, 2007, p.169). This type of thinking involves free-flowing, unstructured thinking or imagination that allows individuals to consider a wide range of possibilities and ideas; it is thinking outside the box. In order to develop this type of thinking in the English language classes, teachers can use activities that encourage originality, brainstorming ideas, or questions with no right/ wrong answer. This type of thinking is very effective in teaching productive skills (speaking and writing).
Convergent thinking is a type of critical thinking as it refers to the ability to analyse and evaluate data and information in a logical and systematic way in order to arrive at a single, correct solution to a problem. In English language classes, teachers can design activities which involve the analysis and evaluation of ideas, activities which encourage imitation, or design tasks which require students to provide a correct answer. This type of thinking is very effective in teaching receptive skills (reading and listening). Convergent thinking has also been referred to as thinking inside the box. However, it is the limitation factor that spurs more creativity; the constraints of the box stimulate greater creativity.
Both types of thinking are valuable and can be used together to achieve optimal results. For example, in teaching students to write an essay, by analyzing a model, the discourse and the structure, students use their critical thinking skills and then apply what they have learned to their own essay by using creative thinking. A lesson is effective if there is a variety of tasks which require students to use different thinking skills, both divergent and convergent. By encouraging students to think creatively and analytically, teachers can help students become more confident and effective communicators in English.
Bibliography
1. Dummet, P., & Hughes, J. (2019) Critical thinking in ELT: A working model for the classroom, Boston, MA, USA: National Geographic Learning.
2. McGregor, D. (2007). DevelopThinking; Developing Learning. A Guide to Thinking Skills in Education. New York: Open University Press.
3. Ur, P. (2020). “21st century skills: Critical thinking”. In Mavridi, S., & Xerri, D. (eds.) (2020). English for 21st Century Skills. Berkshire, United Kingdom: Express Publishing.