Development of critical thinking and creativity at student age
| Author | Zenel Orhani - Edlir Orhani |
| Position | Department of Pedagogy and Psychology, University of Tirana - 'Dardania' College, Pristine |
| Pages | 51-60 |
Vo
l.
5
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o
. 1
M
arch
,
201
9
ISS
N 2410-391
8
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cces online at www.ii
p
ccl.or
g
5
1
A
cademic Journal o
f
Business,
A
dministration, Law and Social Sciences
II
PCCL Publishin
g
, Graz-
A
ustria
Development of critical thinking and creativit
y
at student age
A
ss
o
c. Pr
o
f. Dr. Z
e
n
e
l
O
rh
a
n
i
Department o
f
Pedagogy and Psychology,
U
niversity o
f
Tirana
Dr.
Edli
r
O
r
ha
n
i
“
Dardania” Colle
g
e, Pristine
Ab
str
a
ct
I
n today’s modern age, researchers conduct multiple researches and surveys regarding
productive teaching in higher education.
O
ne of the main aims of such researches is what
i
s the best way to alternate teaching with research, in order to ensure a be er preparation o
f
s
tudents, so that they are able to cope with their future life challenges. With this in mind, many
s
tudies focus on issues re
g
ardin
g
the content and method of or
g
anization of teachin
g
and
researching in university, giving more priority to student’s independent work and testing its
forms which stimulate critical thinking and creativity. This means that in the new conditions
o
f
f
ree movement and integration o
f
society, it has become more than necessary that in our
university premises be created a new work and service reality in favor of the most consolidated
a
nd pragmatist shaping of students.
H
aving studied more concretely the development of critical thinking and creativity, our aim is
t
o cover issues such as: are student independent work, encouragement of critical and creative
t
hinking appraised as it should? What is the opinion of lecturers and students themselves
regarding independent work? How can the ability to think critically and creatively, and the
s
uch, be further developed?
K
e
y
words
:
development, critical thinking, student age.
I
ntr
odu
ct
io
n
R
e
f
erring to the universit
y
education activit
y
, the idea that that the main sco
p
e o
f
work at universit
y
is and should be the encouragement and develo
p
ment o
f
critical
th
in
k
ing an
d
creativit
y
in stu
d
ents is cr
y
sta
l
ize
d
y
ears ago an
d
it is
b
ecoming more
p
reva
l
ent. W
h
enever critica
l
t
h
in
k
ing is mentione
d
, various sc
h
o
l
ars agree t
h
at
th
in
k
ing critica
lly
means to eva
l
uate somet
h
ing, w
h
et
h
er it is cre
d
i
bl
e or not an
d
t
h
en
b
e coherent to
y
our belie
f
.
A
ccording to them, during universit
y
teaching activit
y
, the
a
bilit
y
o
f
critical thinking enables students to assess what has been said or wri en,
by
asking the right
q
uestions, b
y
p
roducing well-reasoned content and material, b
y
b
e
h
aving as an a
bl
e critica
l
t
h
in
k
er (Re
y
van
d
en Brin
k
-Bu
d
gen, 2010). T
h
us, critica
l
t
hinking is a well-reasoned and re
fl
ective o
p
inion,
f
ocused on what to believe and
what to do best. What is more, some critical thinkin
g
scholars have called it critical
a
nal
y
sis o
f
thinking, as though that it is
p
ossible to test accurac
y
o
f
in
f
ormation and
news, the value o
f
knowledge available, to anal
y
ze decisions, to track logical links
th
roug
h
conce
p
ts, to a
pply
l
ogica
l
reasoning stan
d
ar
d
s, etc. For t
h
is reason, a critica
l
th
in
k
er s
h
ou
ld
p
ossess severa
l
s
k
i
ll
s an
d
a
b
i
l
ities t
h
at ma
y
h
e
lp
to inter
p
ret, ana
ly
ze
a
nd assess li
f
e ex
p
eriences and in
f
ormation taken or heard
f
rom di
erent sources.
I
t
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