Cognitive competence as a positive youth development construct: conceptual bases and implications for curriculum development.
This paper outlines the conceptual bases of "cognitive competence" as a positive youth development construct and the implications for curriculum development. Cognitive competence refers to the cognitive processes that comprise (i) creative thinking, which includes various creative thinking styles, such as legislative, global, and local thinking styles; and (ii) critical thinking, which includes reasoning, making inferences, self-reflection, and coordination of multiple views. Based on the adolescent development progression on cognitive competence, and with reference to Hong Kong Chinese context, six units are designed to promote creative and critical thinking for Secondary 1-3 students in the Project P.A.T.H.S., supported by the Hong Kong Jockey Club Charities Trust. In the Secondary 1 curriculum, the goals of the units are to enable students to recognize different but inter-related thinking styles and to apply these thinking skills to deal with daily life issues. The goal in the Secondary 2 curriculum is to enhance students' creative thinking skills to solve problems, whereas the goal in the Secondary 3 curriculum is to enhance students' critical thinking skills to accept beliefs and make decisions.
Sun
Rachel C F
RC
Department of Social Work, The Chinese University of Hong Kong, Shatin, Hong Kong. cfsun@swk.cuhk.edu.hk
Hui
Eadaoin K P
EK
D000293:Adolescent; D041923:Adolescent Development; D003071:Cognition; D003210:Concept Formation; D003405:Creativity; D003469:Culture; D003479:Curriculum; D005260:Female; D006723:Hong Kong; D006801:Humans; D008297:Male; D012574:Schools; D012737:Sex Factors; D013850:Thinking