The Marriage of Critical and Creative Thinking

Reflection is often referred to as the hyphen connecting service and learning. In

order to truly grow from experience, individuals must reflect on and transform their
learning. Enhancing critical reflection makes learning more meaningful, challenging
participants to move beyond sweeping statements such as the experience changed my
life forever, and truly consider how experiences have challenged their beliefs and
uncovered areas for growth.
The literature on reflective thought finds its roots in the work of researchers such
as John Dewey (1910, 1933) and Donald Shon (1983). Dewey (1933), defined critical
reflection as
the active, persistent and careful consideration of any belief or supposed
form of knowledge in the light of the grounds that support it and the
further conclusions to which it includes a conscious and voluntary effort to
establish belief upon a firm basis of evidence and rationality (p. 16).
According to Dewey, reflection blossoms from real world problems that disquiet the
thinker, motivating her to resolve the issue by persistent and reasoned thinking (Sellars,
2014). He referred to reflection as the thread that knits together experiences, resulting in
continuous learning and motivating individuals to improve themselves and society.
Rodgers (2002) summarized four criteria of reflection in her review of Deweys work: 1)
Reflection is a meaning-making process, 2) Reflection is a sophisticated way of thinking
with roots in scientific inquiry, 3) Reflection occurs in interaction with others, and 4)

Reflection requires attitudes that value personal and intellectual growth of oneself and of
others (p. 845).
Critical reflection is characterized by the uncovering and transformation of
assumptions; learners encounter experiences that challenge their misconceptions and
transform understandings to promote meaningful engagement. Confronting assumptions
requires flexibility; individuals must remain open-minded and analyze their experiences
from multiple viewpoints. Since characteristics such as flexibility, open-mindedness, and
the ability to simultaneously consider multiple viewpoints are central to creative thought
(Runco, 2014), it follows that direct instruction for creativity should enhance critical
reflection abilities. Indeed, Brookfield (1988) suggested four learning processes
necessary for critical reflection, each of which is directly related to creativity: assumption
analysis, contextual awareness, imaginative skepticism, and reflective skepticism.
The marriage of critical and creative thinking inspires well-informed,
transformative thought. To improve one method of thinking is to inspire the other;
creative and critical thinking unite to encourage critical reflection and change.

Brookfield, S. (1988). Training Educators of Adults. New York: Routledge.

Dewey, J. (1910). How we think. Boston, D.C.: Health and Co., Publishers.
Dewey, J. (1933) How we think: A restatement of the relation of reflective thinking to the
educative process. Boston: DC Heath and Company.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective
teaching. Teachers College Record, 104(4), 842-866.
Runco, M. A. (2014). Personality and motivation. In M. A. Runco (Ed.), Creativity:
Theories and Themes: Research, Development, and Practice. (pp. 265-300). San
Diego, CA: Academic Press.
Sellers, M. (2014). Reflective practice for teachers. London: SAGE.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New
York: Basic Books.