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We live in a time of vast changes. And those changes call for entirely new ways of learning and thinking. In "Five Minds for the Future," Howard Gardner defines the cognitive abilities that will command a premium in the years ahead: the Disciplinary mind--mastery of major schools of thought (including science, mathematics, and history) and of at least one professional craft; the Synthesizing mind--ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others; the Creating mind--capacity to uncover and clarify new problems, questions, and phenomena; the Respectful mind--awareness of and appreciation for differences among human beings and human groups; and the Ethical mind--fulfillment of one's responsibilities as a worker and citizen. World-renowned for his theory of multiple intelligences, Gardner takes that thinking to the next level in this book, drawing from a wealth of diverse examples to illuminate his ideas. Concise and engaging, "Five Minds for the Future" will inspire lifelong learning in any reader and provide valuable insights for those charged with training and developing organizational leaders--both today and tomorrow. Inhoudsopgave : 1. Minds viewed globally 2. The disciplined mind 3. The synthesizing mind 4. The creating mind 5. The respectful mind 6. The ethical mind 7. Conclusion
Denken --- Intelligentie --- Denken. --- Intelligentie.
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Onze cultuur is geobsedeerd door positiviteit, en positief denken wordt gezien als oplossing voor al onze problemen. Maar waarom zijn er dan toch zoveel mensen ongelukkig? Psychotherapeut Whitney Goodman stelt dat positiviteit ook heel giftig kan zijn en slecht voor je (mentale) gezondheid, als het ertoe leidt dat je negatieve gevoelens onderdrukt. In dit actuele en praktische boek gebruikt Goodman wetenschappelijk onderzoek en verhalen van cliënten uit haar praktijk om lezers te laten zien wat giftige positiviteit is, op welke gebieden positiviteit wel en niet helpt, en ze leert je omgaan met je eigen emoties en die van anderen.
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Denken. --- Psychologie.
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Why do some people seem to find it easy to come up with fresh, brilliant ideas? And how do they turn them into something worthwhile? After spending years getting up close and personal with some of the world's greatest creative thinkers, the BBC's Arts Editor Will Gompertz has discovered a handful of traits that are common to them all. Basic practices and processes that allow their talents to flourish, and which we can adopt - no matter what we do - to help us achieve extraordinary things too. It's time to Think Like an Artist and ... Become Seriously Curious (Caravaggio's discovery of optical lenses changed art for ever.) Think Big Picture and Fine Detail (Turner transformed a masterpiece with a tiny dab of red paint.) And realize ... It's Nearly Always Plan B (Mondrian spent years painting trees before becoming a master of abstraction.)
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His book provides students and practising teachers with a solid, research-based framework for understanding creative problem solving and its related pedagogy. Practical and accessible, it equips readers with the knowledge and skills to approach their own solutions to the creative problem of teaching for creative problem solving. First providing a firm grounding in the history of problem solving, the nature of a problem, and the history of creativity and its conceptualisation, the book then critically examines current educational practices, such as creativity and problem solving models and common classroom teaching strategies. This is followed by a detailed analysis of key pedagogical ideas important for creative problem solving: creativity and cognition, creative problem solving environments, and self regulated learning. Finally, the ideas debated and developed are drawn together to form a solid foundation for teaching for creative problem solving, and presented in a model called Middle C. Middle C is an evidence-based model of pedagogy for creative problem solving. It comprises 14 elements, each of which is necessary for quality teaching that will provide students with the knowledge, skills, structures and support to express their creative potential. As well as emphasis on the importance of self regulated learning, a new interpretation of Pólya's heuristic is presented.
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