The Nature of Preference: A Response to Grantham and Gordon

Grantham and Gordon (1986) contended that preference was inadequately understood as a construct and that a more incisive conceptualization was needed to promote research and theoretical considerations. We contend that their offering adds to the terminological confusion. A brief critique of Grantham and Gordon's notions and an alternative conceptualization and schema are offered.     

Questioning and Creating: A Model for Curriculum Reform

ABSTRACT Creativity research has unsettled education by newly defining neglected abilities, and by proposing new methods like training in questioning abilities, but conventional methods do not encourage students to learn or think by asking good questions. We need to cultivate the full spectrum of talents by bridging the research—classroom practice gap. A proposed three-dimensional model for analyzing curricula, courses, and classes would show us where we are not doing a good job in teaching students to think while we are simultaneously teaching them subject-matter content. Content is best learned as a by-product of thinking or learning processes. The proposed model capitalizes on transfer effects of both processes and content, and may be of value in working, not only with those highest in a talent, but also with the educationally deprived. Every student should learn to use each of his abilities at some point in the educational process, but different teachers may specialize in various contents, processes, or methods.