Reading Edward De Bono : teaching thinking and teaching creativity

Abstract

This research is original in its nature since it not only gathers and outlines the main concepts in reading Edward de Bono, presenting them in parallel with the results from the various sources but it also presents an attentive analysis and criticism of some of his books. This study isolates the major concepts related to thinking and creativity. An exploration of some of the major paradigms for teaching thinking and creativity is carried out through the review of literature in the field. It includes an assessment of the relationship between intelligence and thinking. An exploration of what is actually meant by teaching thinking ensues followed by a description of the existing most popular thinking skills programmes. An audit of Edward de Bono's programmes, theories, concepts and frameworks was carried out through an exploration of some of his literature; insights are extrapolated and patterns, themes, sequences and relationships are identified. A description of the methodology of the study conducted follows together with the analysis of the data collected. The data is presented in the findings and discussion chapter which involves a parallel discussion on the results obtained from the triangulation of data used; namely by means of interviews and questionnaires. Further data was gathered thanks to an in-depth interview with Edward de Bono himself; this gives more background on de Bono's understanding of the teaching of thinking and creativity in action. The results of the data analysis reveal that educators suggest that the va1ious methodologies can be used in conjunction with each other and that teaching thinking formally can go together with infusing thinking across the curriculum; there is no absolute method. The concluding chapter includes the summary of the main findings with the researcher's conclusions and proposes recommendations on the teaching of thinking.