How to enable or hinder the implementation of new teaching, learning and thinking styles in schools?
Both, the eight-year and nine-year primary schools aspire to creativity. But something hinders this. It is well known that the external tranquillity for being internally excited is an essential precondition for pupils’ creativity. When they are noisy (shouting one over another), they cannot focus on the learning content treated in class. Noise is inevitably noticeable, disturbing and warning signal in the communication between teachers and pupils, especially when didactic innovations are being put into practice. No thinking style can fully be expressed if pupils are disturbing each other in using their own thinking style. Noise distracts pupils’ attention from learning content and problem solving (Novak, 2001). During the process of introducing nine-year primary schools, a controversy aroused between eight-year schools oriented towards achieving results and nine-year schools aiming to being process-oriented. This does not mean that eight-year schools do not encourage pupils’ critical t
