It is more than the education of the whole student and addresses the very broadest development of the

whole person at the cognitive and affective levels. It emphasizes the education of the student beyond
the confines of the classroom and moves the concept of a child-centred educational approach to a much
more radical programme of education.

The aim of holistic education must be to prepare students for a fulfilling and productive life in which
their skills and attributes are constantly challenged, developed and applied as part of their lifelong
learning. It is an educational journey of personal discovery starting within formal education and then
continuing throughout life. The learning and life experiences are continuous with individuals gaining in
different ways from the various situations and demands that they are presented with. It could be argued
that this is the aim of any good educational system.

Consistently, they can think creatively and laterally using approaches from a number of disciplines and
experiences. They feel empowered and confident to find solutions and will take risks in new and
unfamiliar areas of thinking and action.

They bring clarity to the plans and activities that are needed to complete any tasks. They consistently
look for ways to exceed standards and expectations and learn from their actions for the future.

For the educator this could be an unsettling experience; the teacher is moving out of the comfort zone
of subject specialization into areas of personal uncertainty. No longer is the teacher depending on
subject expertise but is guiding students in developing and examining their own values and prejudices,
their critical thinking and behaviours and confronting opinions that are new to them without clear
demarcation of right or wrong. This is uncertain territory. Frequently this may be a joint journey of
discovery for both student and teacher, with the teacher bringing their greater life experience to the
learning process.

The students are supposed to actively construct their knowledge and understanding, while the teachers
function as ‘mediators’ by asking questions, posing challenges and assigning investigation tasks, and
help the students to think in deeper ways about various concepts, ideas and mathematical contexts.

Our ever-changing and challenging world requires students, our future citizens, to go beyond the
building of their knowledge; they need to develop their higher-order thinking skills, such as system
critical thinking, decision making, and problem solving (Profetto-McGrath, 2003; Riddell, 2007; Sezer,
2008).

There have been significant changes in the past decades in the field of education. Whereas earlier the
teacher was at the center and the emphasis was put on what to teach, today’s education involves
teaching how to think, and in particular, how to be a critical thinker. Critical thinking is necessary in
every profession, and it allows one to deal with reality in a reasonable and independent manner
(Harpaz, 1996,1997; Lipman, 1991, McPeck, 1994). Critical thinking has been investigated largely in
terms of thinking skills that involve the cognitive domain. For decades, promotion of students’ thinking
has been the focus of educational studies and programs (Facione, 1987; Facione & Facione, 2000).

Passmore does not have answers to all these questions, but in his article he does claim that in the
process of developing critical thinking we have to stress the student's “natural disposition.” Facione and
Facione (1996, 2000) propose a taxonomy of dispositions that includes such elements as cognitive
maturity, searching for truth, open-mindedness, systematicity, analyticity, self-confidence, and curiosity.
profile of seven critical thinking sub-dispositions can be reached. The dispositions measured are: truth
seeking, which shows flexibility in considering alternatives and opinions; open-mindedness, which shows
the understanding of others' opinions; analyticity, which shows how persistent the student is in the light
of difficulties encountered; systematicity, which shows how diligently the student went about seeking
relevant information; confidence, which refers to the student's confidence is his/her own ability to
reason; inquisitiveness, which shows how concerned the student is to become and stay well-informed;
and maturity, which shows how careful the student is in making or changing his judgments.

In the lifelong process, it is possible to say that learners are faced with many real life problems
(Augustine, 2011; Maker, 1982; Tortop, 2013). The goal is to guide learners to become skilled in
acquiring application qualification.

Creative thinking can be defined as the entire set of cognitive activities used by individuals according to
a specific object, problem and condition, or a type of effort toward a particular event and the problem
based on the capacity of the individuals. They try to use their imagination, intelligence, insight, and ideas
when they face to such situations.

Generally, creative thinking is correlated to critical thinking, and problem solving. Actually, there are
three dimensions of creative thinking as synthesising, articulation and imagination having the following
qualities (Aslan, 2007; Rhodes, 1961; Sternberg, 2009)

➢ Synthesising: This dimension includes various activities such as getting benefit from analogous
thinking, deducing original result from small parts, presenting novel and authentic suggestions to the
solution of the problem.

➢ Articulation: It involves forming the old and new knowledge or expanding the current knowledge with
the help of the new one, constructing unusual relationship to produce authentic solutions and making
thoughts concrete with the help of imagination and use of the materials.

➢ Imagination: This dimension is consisted of constructing relationship between valid and reliable
thoughts, presenting flexible ways of thought with the help of imagination, to come up with different
insights during idea producing process.

both critical and creative thinking skills should be developed because in each branch of area, to analyze
a discussion, to make Creative and critical… 75 inferences from meanings and comments, to make
extensive and comprehensive reasoning and to judge toward assumptions are some competences
through which every individual can evaluate what they see, hear or learn.

it is one of the most innovative instruction methods in the history of education in which an authentic or
ill structured problem is presented to students to embed them into the learning process by building new
knowledge onto the previous one in order to solve the problem itself. Students’ problem solving,
selfdirected, collaborative learning skills and motivation levels are aimed to be developed during the
problem solving process (Hmelo-Silver, 2004).
They use the most appropriate way of delivering information in a variety of contexts and situations and
appreciate the expectations and needs of the audience. They have sufficient confidence to change and
adapt their style of communications should the situation or circumstances change.