Critical and Creative Thinking in the Accounting Profession - Essay Example

Running Header: Accounting Research Supplementary Assignment Student’s Name: Instructor’s Name: Course Code: Date of Submission: Accounting Research Supplementary Assignment Critical and Creative Thinking Skills Introduction Thinking creatively and thinking critically are two different types of thinking. They work together to propel the need to think intensely in any situation. As much as they are different, scholars highlight the need to carefully analyse a situation. Once analysis is complete, critical and creative thinking is then put to the test. This is the only way that effective decision making will be arrived at according to Ennis (2002). Critical and creative thinking can be explained as the extensive analysis of presented assumptions. This is with the intent of ascertaining their level and measure of being correct or wrong. Analysis involves the incision of an idea. It is keenly observed, analysed and logical conclusions drawn. The logical conclusions arrived at, should generally compliment the problem or assumption experienced. This shows that as much as the two types of thinking are different, they work best together. Their complimentary roles ensure that they have the ability to solve any issue as argued by Ennis (2002). The world has very high regards for creative and critical thinkers. This is because the world is made up of very many fallacious ideologies. There is need to draw a distinct line in the assumptions that are experienced everyday. This is with the sole aim of identifying whether they are positive or negative. Existing critical and creative thinkers and their ideologies are saluted. They contribute greatly to the overall growth of institutions, schools, places of work and even at home as illustrated by Kern (2001). Overlaps in Critical and Creative Thinking As has been introduced above, this type of thinking is similar yet different in so many ways. One of their strong overlapping attributes can be seen in their overall sense of purpose. When one thinks critically, they have a general reason and purpose as to why they are doing so. This is also the case when one thinks creatively. Psychologists reckon that there is a reason as to why people plunge themselves into the general process of thinking. In them, there is a problem that needs a solution. The solution is attained by thinking. This is because both levels of thinking provide a platform for the problem to be fixed. Purposeful thinking is the best type of thinking. This is something that critical and creative thinking offers. If both types of thinking are applied in a given context, the rate and success of the decision arrived at is always higher as argued by Simonton (2007). Around us there are so many issues. All these issues trigger some sense of thought in each and every human being. The random nature of creative thinking meets the concentrative nature of critical thinking. This creates a platform where it is very it is very possible to come up with a solution to solving the issue that is experienced. The element of creativity and criticality is brought forth by the existence of an issue. Once the issue has been identified, both, levels of thinking are employed simultaneously. This is because they work best when they are put to the test. This ensures that they yield the best propagated results in reference to the issue raised (Springer & Borthick 2004). Reasoning is one feature that cuts across the aspects of the two types of thinking. In both critical and creative thinking, reasoning is applied. Reasoning ensures that it is possible to employ all the tactics that will lead to efficient problem solving. A good example can be represented by a mathematical equation (Springer & Borthick 2004). In many instances, mathematical equations have pre-defined ways in which they are supposed to be work in mathematical queries. Creativity ensures that one has the ability to remember the equation and how it maps out in looking for a solution. Critical thinking ensures that there are systems in place that make it possible to arrive at the expected solution. This is in regard to the question that has been asked. This is because despite the question asked, the equation can be employed to arrive at a totally different answer. This is the sole reason as to why equations remain the same. They tackle different mathematical problems that automatically give rise to different answers according to Watson & Edward (2010). Thinking arises from assumptions that are created in any situation. Once an assumption has been identified, thinking of any nature occurs. This can either be critically or creatively. This means that both creative and critical thinking arise from assumptions that are draw from an existing hypothesis. After the analysis of the assumptions, the art or process of thinking begins. This means that despite the methodology of thought, there is a starting point. The starting point is dovetailed to its ultimate end. The end is represented by the ultimate solving of the problem at hand. This means that despite the general process of thinking, it is in order to start the process of thinking and finally conclude it (Wolcott, Baril, Cunningham, Fordham & St. Pierre 2002). After the solution has been identified, there are implications to how the solutions have been arrived at. A creative thinker aims to find a solution for the problem that he or she is experiencing. Once they have, they employ the solution to their problem. The implications could be either positive or negative. This is also the case for critical thinker. The implications that these two schools of thought have show their level of meaningfulness. This is in relation to their ability to solve the problem at hand as illustrated by Ennis (2002). Differences in Critical and Creative Thinking The first difference to be observed is that critical thinking aims to evaluate all propagated ideas. This is unlike creative thinking which takes into account already existing ideas. It then expands on the logical assumptions with the aim of looking for a lot more. This then makes critical thinking positive and generally very productive. As a critical thinker is faced with a task, they approach with a lot of judgement and selection. This is what makes critical thinking unique. Creative thinking is more concerned with elements of expansibility that it does not create room for judgement. That is why it is very easy to generate fresh ideas from this kind of thinking. Critical thinking and its elements of judgment ensure that the choices made have the ability to be employed in a decision making context (Kern 2001). Research conducted that the two types of thinking are represented by different lobes of the brain. This is the sole reason as to why they are so similar yet very different. The left lobe of the brain caters significantly for critical thinking. This is unlike creative thinking which is represented by the right brain lobe. This aspect ensures that critical thinking deals with logic which is considered linear. Critically it is known that once you add one thing to another you get two things. Creatively there is room to question other factors that can lead this fact to changing. This means that creatively the same situation could bear different answers (Simonton 2007). Thinking that is spontaneous, random and can be rushed is represented by creative thinking. This is because at all steps, we are in the creative zone where our minds analyse everything around us. Our minds question everything that we see around us creatively. This is unlike thinking critically. This insists on relaxation which will aid deep concentration to find lasting solutions to existing problems as argued by Springer & Borthick (2004). Development of Critical Thinking Skills Literature argues that there are ways and means in which critical thinking can be achieved. This creates a platform for the development of skills and how they can be best employed in a decision making context. Individuals can employ critical thinking by conducting research. Research enables one to understand what has been put forth in relation to the issue at hand. Critical thoughts ensure that there is room for the critical evaluation of ideas. This is with the aim of judging whether they can be substantiated. This is by proving whether they are right or wrong as argued by Watson & Edward (2010). Critical thinking is also developed by practise from time to time. The brain is an organ that can be powered to achieve any desired results. This means that if an individual chooses to power through and employ all the features that make up critical thinking, he will have critical solutions. This means that, the mode in which we chose to approach our problems and assumptions will definitely determine whether we are thinking critically or not (Wolcott, Baril, Cunningham, Fordham & St. Pierre 2002). Critical thinking skills can also be best achieved by lessons on critical thinking. Many professions have identified the need to employ critical thinking in their organizations. They offer skills, seminars and lessons that will have a positive effect on the mode of thinking. This will be best work by providing a platform for people to understand critical thinking and how it works. A good example can be seen with what universities and institutions are doing in elation to critical thinking. They are employing critical thinking as part of their course content requirements as stated by Simonton (2007). Accounting Profession and Critical Thinking Skills Every profession needs elements of critical thinking in the way that they conduct their affairs. The world today expects its employees to critically think before they make decisions that would negatively affect the organizations. This is the case with the accounting profession. Accounting on its part entails the collection, analysis and manipulation of accounting information. This is for purposes of ensuring that accounting information can be effectively communicated to bring forth the best results. Critical thinking provides a platform for accountants to analyse financial data in their possession (Kern 2001). Once they have, they have the ability to know the right thing to do. The expectations of the GAAP are best understood by critical thinkers. The principles and elements that make up the field of accountancy require decisions to be arrived at after careful thought. Many at times accountants conduct themselves in a professional manner. The manner dictates that after analysis of financial data, they relay their observations. This trend is slowly changing as many clients are interested in what accountants do. This means that they want to be informed what is being done and why it is being done (Ennis 2002). In general accounting requires a critical thinker. This is one who will have the ability to fit into the diversified and complex environment that is represented y the field of accounting. Accountants should have the ability to employ reflective thinking to carry out an effective SWOT analysis. After they have they are required to conduct data analysis and compilation. This will ensure that the data that is transferred from one source to the other is carefully thought through. It will be accompanied by aspects of confident communication. This is one feature amongst many others that critical thinkers acquire as they grow into critical thinkers as argued by Kern (2001). Universities Effort in Supporting Critical Thinking Skills Universities all over have realised that there is absolutely no benefit in offering education that is not wholesome. This means that they are incorporating aspects that will ensure that after campus life, students can fit into the world out there. Many universities have ensured that they have changed their curriculum’s to pave way for the inclusion of critical and creative thinking. This is irrespective of the course that is being pursued by the students (Springer & Borthick 2004). There are very many programs that have been started in the universities. They are in form of competitions and challenges. They aim at ensuring that the best student who responds to the challenges is rewarded. Before a student is admitted into a university, they are subjected to rigorous tests. The tests have the sole aim of ensuring that the students accepted into the universities have a high level of analytical and judgment skills. This would provide the much needed information about what needs to be done and how it should be done (Watson & Edward 2010). Universities realise that it is their duty to impact knowledge on each and every person that they come across. This is because they are moulding people who will contribute greatly to the growth of the nation. This is either through the existing job market or self employment. They strive to ensure that despite the fortunes that may befall people in society, a critical thinker will use all that he has acquired in the journey of life to better himself or herself. This will ensure that all the students have the ability to reason within the confines of their moral setting. This will pave way for ethical decisions that resonate well in each and every profession (Wolcott, Baril, Cunningham, Fordham & St. Pierre 2002). Conclusion In all aspects of life, critical and creative thinking is essential. All professions should embrace critical and creative thinking. This is because the current world requires critical thinkers. The accounting profession is one of the professions that cannot thrive without critical thinkers. This is because at every stage the aspect of criticality and creativity will be needed (Simonton, 2007). This will ensure that all the stakeholders and clients in the field can benefit from efficient service delivery. References Ennis, RH 2002, A Super-Streamlined Conception of Critical Thinking, viewed 28th October, 2011http://faculty.ed.uiuc.edu/rhennis/SSConcCTApr3.html Kern, BB 2001, Structuring financial statement analysis projects to enhance critical thinking skills development, Journal of Accounting Education, vol. 18, no. 4, pp. 341-353. Simonton, DK 2007, ‘The Creative Process in Picasso's Guernica Sketches: Monotonic Improvements versus Non monotonic Variants’, Creativity Research Journal, vol. 19, pp. 329-344. Springer, C & Borthick, AF 2004, Business simulation to stage critical thinking in introductory accounting: rationale, design, and implementation, Issues in Accounting Education, vol. 19, no. 3, pp. 7-303. Watson, G & Edward, MG 2010, Watson-Glaser Critical Thinking Appraisal, viewed 28th October 2011, http://www.talentlens.com/en/watson/index.php. Wolcott, SK, Baril, C, Cunningham, B, Fordham, D & St. Pierre, K 2002, Critical thought on critical thinking research, Journal of Accounting Education, vol. 20, pp. 85-103. Read More