Rustamova shaxnoza ilxomovna shaping creative and critical thinking skills through the english literature

Conclusion on Chapter I
Critical and creative thinking requires students to think broadly and deeply, using skills, behaviors, and dispositions such as reason, logic, resourcefulness, imagination, and innovation, in all areas of learning in and out of school.
Productive, purposeful, and intentional thinking is at the core of effective learning. By applying a sequence of thinking skills, students develop an increasingly complex understanding of the processes they can use whenever they encounter problems, unfamiliar information, and new ideas. In addition, the progressive development of knowledge about thinking and the practice of using thinking strategies can increase the motivation of students to and manage their own learning. They become more confident and autonomous in problem solving and thought processes.
Responding to the challenges of the twenty-first century with its complex environmental, social and economic pressures requires young people to be creative, innovative, entrepreneurial and adaptable, motivated, confident and able to purposefully use critical and creative thinking.
This ability combines two types of thinking: critical thinking and creative thinking. Although the two concepts are not interchangeable, they are closely related, bringing additional aspects to thinking and learning.
Critical thinking underlies much of the intellectual activity in which students learn to recognize or develop an argument, use evidence to support that argument, draw valid conclusions, and use information to solve problems. Examples of critical thinking skills are interpretation, analysis, evaluation, explanation, sequencing, reasoning, comparison, questioning, inference, hypothesizing, evaluation, testing, and summarizing.
Creative thinking involves students learning to generate and apply new ideas in specific contexts, to look at existing situations in new ways, to find alternative explanations, and to see or create new connections that lead to a positive outcome. This includes putting parts together to create something original, sifting and refining ideas to discover possibilities, building theories and objects, and acting on intuition. The products of creative efforts may include complex representations and images, explorations and performances, digital and computer output, or emerge as virtual reality.
Concept formation is a mental activity that helps us compare, contrast, and classify ideas, objects, and events. The study of concepts can be concrete or abstract and is closely related to metacognition. What has been learned can be applied to future examples. It underlies the organizational elements.
Inclinations such as curiosity, judgment, intellectual flexibility, openness and impartiality, willingness to try new ways of doing things and consider alternatives, and perseverance promote and are enhanced by critical and creative thinking.
Critical thinking is an advanced level of thought process. These lofty thoughts are learned through procedures of negation and acceptance of judgments, careful observation and analysis of a thing or event.
Critical thinking allows children to develop higher order thinking skills at an early age. It improves understanding, problem solving and decision making abilities in children. Critical and creative thinking are related, but not the same.
Creative thinking starts with one idea and creates different variations from that idea. This is known as divergent thinking; you start with a core problem or concept and branch out into different variations around it.
On the other hand, critical thinking takes information from various sources and synthesizes it into one coherent statement, thought, or decision. This is known as convergent thinking; you use data and information to bring them together to a single end result.