tailieunhanh - Learning styles and pedagogy in post 16 learning phần 6

Trong chương 9 của óc sáng tạo, Herrmann (1989) cung cấp nhiều đề nghị xây dựng và chi tiết để mở rộng ưu đãi về tinh thần bằng cách thay đổi khung hình của tài liệu tham khảo về lý luận, các giá trị và ra quyết định. | In chapter 9 of The creative brain Herrmann 1989 offers many constructive and detailed suggestions for expanding mental preferences by changing frames of reference in terms of values reasoning and decision making. He claims that shifting into opposing modes may be resisted but can provide enormous pleasure making mental life more creative as well as more varied and interesting. Herrmann admits that it is not easy to involve top management in new learning but his study of international and gender differences in the profiles of 773 chief executive officers CEOs provides food for thought not least for multinational companies. He found that CEOs were generally strongest in the experimental D quadrant especially in Australia where conceptualising and creative aspects were highly ranked and teaching and training were valued more highly than elsewhere. The UK sample ranked conceptualising creative aspects interpersonal aspects and writing much lower than their US counterparts while giving higher priority to planning implementation analytical thinking and organisation. Gender differences were not marked but were in line with the general tendency for women to be rather more interested in people than in analytic thinking. Empirical evidence of impact Martin 1994 describes the Herrmann whole brain approach to teaching and learning and how it appeared to benefit a large client company in the UK. However apart from the impressive business portfolio of the Ned Herrmann Group and the six pages of testimonials from participants in Applied Creative Thinking courses there is very little published research evidence to convince sceptics of the potential value of the Herrmann approach for large-scale use in post-16 education and training. Nevertheless its inclusive and optimistic stance and the fact that it does not rely on gimmicky techniques are very positive features. Conclusion It is highly likely that any four-category or two-dimensional model of approaches to thinking and .