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Direct linkDierkes, Sunda V. – Performance Improvement, 2012
The current debate over whether to choose just one universal human performance technology (HPT) model, in particular Langdon's language of work (LOW) model, promises a shared understanding among HPT professionals, credibility for the HPT profession, and a return on investment of time and effort in developing performance models over more than 70…
Descriptors: Performance Technology, Models, Convergent Thinking, Problem Solving
Cropley, Arthur; Cropley, David – Cambridge Journal of Education, 2008
Many teachers are interested in fostering creativity, and there are good reasons for doing so. However, the question of how to do it is made difficult by the paradoxes of creativity: mutually contradictory findings that are, nonetheless, simultaneously true (e.g. convergent thinking hampers creativity but is also necessary for it). These paradoxes…
Descriptors: Creativity, Convergent Thinking, Teaching Methods, Cognitive Processes
Bormann, Ernest G.; Cragan, John F.; Shields, Donald C. – Quarterly Journal of Speech, 2003
Joshua Gunn calls for the creation of a new post-humanist, -Marxist, -Freudian approach to rhetorical criticism that would combine literary, critical, and psychoanalytic methods in a new "popular imaginary" paradigm. While urging acceptance of his new paradigm, Gunn advances three major criticisms of symbolic convergence theory (SCT): (1) SCT is…
Descriptors: Models, Rhetorical Criticism, Rhetorical Theory, Convergent Thinking
Download full textBrandhorst, Allan R.; Splittgerber, Fred – 1984
The SIMILE model for teaching thinking skills is described and protocol materials that used the model to teach the concept of power are presented. Thinking skills in the SIMILE model include imaging, dissection, conceptualization, definition, relational analysis, and analogy. When teaching thinking skills using the SIMILE model, curriculum…
Descriptors: Concept Teaching, Convergent Thinking, Critical Thinking, Educational Theories
