Suggestion of Global Leader Model (GLM) and Effect of the GLM as an Education Environment on Promotion of Cognition, Creativity and Leadership of Young Children
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A rapidly changing global knowledge and information society requires a global leader who is a self-directed learner, creative problem solver and excellent leader in diverse fields in order to cope with the competitive society of the future and creative education environment. Accordingly, a teaching strategy that promotes higher thinking skills such as critical thinking, creativity and leadership is needed. Therefore, a ‘Global Leader Model (GLM)’ as a creative education environment that guides a curriculum and programs for promotion cognition, creativity and leadership of young children was developed and identified the effect of the GLM. The model was based on the ‘Talents Unlimited Model’ (Schlichter, 1986, 1997) that suggested teaching strategies (productive thinking, decision making, planning, forecasting, communication, and academic talent) to develop talent. The GLM concludes three categories of ability: cognition, creativity, and leadership. The cognitive area contains cognitive factors such as a logical, analytical, and critical thinking, comprehension, inference, reasoning, and relationships. The creativity area contains the creative ability (fluency, flexibility, originality, elaboration, imagination), the creative personality (curiosity, sensitivity, task commitment), and a creative problem-solving ability. The leadership area contains self-leadership, servant-leadership and creative-leadership. Based on the "Global Leader Model", diverse programs will be developed to promote academic talents in these three categories of abilities. Therefore the effect of the GLM was identified in this study.
Abstract
A rapidly changing global knowledge and information society requires a global leader who is a self-directed learner, creative problem solver and excellent leader in diverse fields in order to cope with the competitive society of the future and creative education environment. Accordingly, a teaching strategy that promotes higher thinking skills such as critical thinking, creativity and leadership is needed. Therefore, a ‘Global Leader Model (GLM)’ as a creative education environment that guides a curriculum and programs for promotion cognition, creativity and leadership of young children was developed and identified the effect of the GLM. The model was based on the ‘Talents Unlimited Model’ (Schlichter, 1986, 1997) that suggested teaching strategies (productive thinking, decision making, planning, forecasting, communication, and academic talent) to develop talent. The GLM concludes three categories of ability: cognition, creativity, and leadership. The cognitive area contains cognitive factors such as a logical, analytical, and critical thinking, comprehension, inference, reasoning, and relationships. The creativity area contains the creative ability (fluency, flexibility, originality, elaboration, imagination), the creative personality (curiosity, sensitivity, task commitment), and a creative problem-solving ability. The leadership area contains self-leadership, servant-leadership and creative-leadership. Based on the "Global Leader Model", diverse programs will be developed to promote academic talents in these three categories of abilities. Therefore the effect of the GLM was identified in this study.
참고문헌 (30)
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