Free Union An Analysis

Free Union An Analysis The poem â€Å"Free Union† is written by the surrealist poet Andre Breton. It is great in many ways: as a free verse, for its complex nature, and is great for the unconventional ideas with which the female anatomy is depicted in the poem. Therefore, the title is to be seen as having different ideas and meanings.Advertising We will write a custom research paper sample on â€Å"Free Union†: An Analysis specifically for you for only $16.05 $11/page Learn More â€Å"Free Union† can be seen as the free union of the two sexes in general, between the poet and his wife, or between the poet and the ultimate woman living in his imagination. It can also indicate the free union of various heterogeneous images lying compressed in the poem, the images which otherwise would have remained unrelated in the outside world. It must also be taken as the free union of the strange and paradoxical words in the poem set with their utmost freedom. This paper is a n analysis of the poem to see its surrealistic qualities, to highlight the beautiful way in which the poet depicts the female body, and also to examine how various images used in the poem help the poet in bringing out the central idea contained in it. Surrealism began as a movement in arts and literature. It attempted to express the workings of the unconscious mind in art by strange imagery and unfamiliar juxtaposition of content. Though the movement was influenced by Dadaism, its originator is Andrà © Breton, the author of â€Å"Free Union†. It had important precursors in Baudelaire, Rimbaud and Lautrà ©amont. It also embraced Marxism for its revolutionary ideas. It believed in looking at the world with keener eyes and wanted to go beyond the conventions. Surrealism was more positive and was indeed an instrument of knowledge. Andre Breton’s poems must be read with these artistic and literary changes in mind. For him true reality lay in the subconscious, and he devel oped concepts and techniques to explore and express those depths. Therefore, in â€Å"Free Union† when he looks at the female body, his subconscious eye is active and it also has a Freudian approach to reality. The opening line can be taken as an illustration of it: â€Å"My love whose hair is woodfire her thoughts heat lightning her waist an hourglass† (Breton). Like Donne, he juxtaposes various images, but to get a proper meaning of the quoted line the reader has to go through the entire poem. The readers may get perplexed as they move through the diverse images in the poem, and for a coherent idea they have to be yoked together. They may get confused as the poet describes the same part of the body with several different, if not opposing, images. For example, Breton describes the tongue of his beloved as â€Å"smooth as amber and as glass/ my love her tongue a sacred host stabbed through/ her tongue a doll whose eyes close and open/ her tongue a fantastic stone† (Breton).Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More This must be because her tongue has not just created one memory or one experience in the poet, but several. They bubble up from the unconscious mind in such a surprising way that a single image from the outside world is not enough to highlight what that female tongue had been to the poet in his life. Its passive nature, its erotic power, and its wounding power are juxtaposed in one line with various images. Similarly the poet moves on to the other parts of the body of his beloved with mixed memories and feelings. The readers have to delve deep into their unconscious, as the poet does, to knit a coherent meaning of the poem. As Keith points out, â€Å"The poem moves to an apparent climax in the evocation of the sex in terms of successively a gladiolus, a placer (deposit where precious metals such as gold or pl atinum may be found), a duck-billed platypus, seaweed, old sweets, and a mirror† (Keith). It is with the skilful manipulation of words that the poet is able to do this. A close observation of the poem, â€Å"Free Union†, reveals the way images are arranged and also the way they associate with each other or one another. The lines describing the lower part of the body, â€Å"my love whose legs are fireworks moving like clockwork and despair/ my love her calves of elder tree marrow/ my love whose feet are initial letters/ are keyrings and sparrows drinking† are an example of this. The tone is not only persuasive, but authoritative too. The reader’s attention moves from the leg to the images which stand for the leg. The poet is engaged in exploring something through these images and in these observations intuition has more importance than reasoning. The conventional way of using images with established relationship is replaced with new and strange ways. The re al gives way to the surreal in Breton’s poems. Everyone is familiar with a lady’s back and its beauty, with its erotic curve, but when Breton says that his lady’s â€Å"back is a bird’s vertical flight/ whose back is quicksilver/ whose back is light† (Breton), the reader is compelled to view the back of the fair sex again in a new light. He is sure to remember its â€Å"vertical flight† and its lightness, but it demands a thorough search into the past associations with one’s beloved. Mathews observes that â€Å"The more we read his verse, the more we perceive that it is the fugitive, fragile quality of the imaginative revelation that gives his poetry its special mood† (Mathews). One object in the poem either overlaps upon the other or is transformed into a new one.Advertising We will write a custom research paper sample on â€Å"Free Union†: An Analysis specifically for you for only $16.05 $11/page Lear n More For Breton objects become subjects. In other words, what one has conceived as an object is turned into a subject in the poem when it is used as an image to represent an intimate experience. What looks as mere appearance is penetrated into by the poet and he makes it a familiar one. The ordered classification is upset and the surrealist poetry creates a new order in the minds of the reader. Initially the poet describes how the eyelash, the eyebrow, and the temples of his beloved are, but it is in the last lines he reveals how her eyes really are: â€Å"my love of savannah eyes/ my love her eyes of water to drink in prison/ my love her eyes of wood always to be chopped/ eyes of water level earth and air and fire† (Breton). The images juxtaposed in these lines push the readers from the faà §ade of outer reality into the realm of surrealism. It is not the description of mere body but that of the soul too. The duality of body and soul, and the concept of time and p lace are altogether upset in the poem. Though Breton uses art as an artifact, he moves beyond in order to express his philosophical ideas and to show what surrealist techniques in poetry can achieve. In the words of Martin Seymour-Smith and Andrew C. Kimmens: â€Å"His influence has been so wide as to be almost incalculable: on psychoanalysis and feminism through Jacques Lacan; on politics via Herbert Marcuse, as well as anarchist thinkers; on criticism through Roland Barthes andAdvertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More countless others; on British and American poetry via David Gascoyne, Robert Duncan, and, again, countless others† (Martin). The poem, â€Å"Free Union†, is great as a free verse, as a surrealist poem, and above all for its content. It teaches the power of the metaphor and ignites the readers’ imagination. Breton kept on pursuing the quest for freedom; he followed its course without thinking of the consequences. The greatness of Breton as a poet and the enduring literary significance of him can be traced in this fact. Reference Aspley, Keith. Free Union: Overview. Reference Guide to World Literature.Ed. Lesley Henderson. 2nd ed. New York: St. James Press, 1995. Literature Resource Center. Web. Breton, Andre. â€Å"Free Union†. Web. Matthews, J. H. Andre Breton. European Writers: The Twentieth Century. Ed. George Stade.Vol. 11. New York: Charles Scribners Sons, 1990. Literature Resource Center. Web. World Authors 1900-1950, Edited by: Martin Seymour-Smith an d Andrew C. Kimmens, The H. W. Wilson Company, 1996.

Women in Combat Arms essays

Women in Combat Arms essays Position Essay "Who Should Serve?" There are growing feelings in the United States that, as women are having more rights given to them that were previously restricted, women should be given everything that is offered to men. This is becoming very true in the military, where much sentiment is that women should be given the opportunity to serve in combat arms positions. Women are currently allowed to serve in combat support positions, such as military intelligence and air support positions, but they are not allowed to serve in positions such as infantry, armor, or field artillery. Many believe that it is time to open these positions to women soldiers and allow them to serve in the front lines of combat. Although women are currently allowed to serve in combat support positions in the military, women should not be able to serve in combat arms positions, because women do not have physical capacity to serve in these positions, would have trouble dealing with the emotional restraint involve d in war, and could cause a decline in the morale of their unit. Those that oppose my idea of continuing to bar women from combat positions feel that it is sexist and politically incorrect. Some feel that limiting women to support positions is insulting to women, and that it is damaging to the relationships between men and women in the military. Furthermore, many believe that women should be given an equal chance to prove themselves alongside men. These people point out that some women may be able to stand up to the rigors that are required in combat arms positions; therefore, these women should be given the opportunity to serve in the military in these positions. The opposition also points out that the military has become more driven toward teamwork, and that a woman who is capable of being committed to such a design would be able to serve in any position in the military if she willing. Some counterparts also point out that many men may also be emotionally...

Analysis of the government institutions, society, political system of Essay

Analysis of the government institutions, society, political system of Greece, - Essay Example The organizational structure created by the authorities is the most significant entity in predicting the performance of the community. The consideration within the paper accords the system in Greece and the impacts of the established societal system. The government institutions and political system within Greece present a given impact on the societal setting. With the structures established under consideration, the result can offer judgement to argue for or against the established framework in offering the needed result and stable coexistence. The modern civilization and the presented aspects in Europe had been considered to have origins from the ancient civilization in Greece. Ancient Greece had been organized into stable political systems that offered the ventures to create societal systems identified through the rich theatrical presentations, culture and architecture. The organization of the Greece had been included in relation to achieve civilization within Europe. The organization witnessed Sparta depict an Oligarchy government system, democracy established in the central Athens and monarchies established within the other states to establish an organization that lacked in the majority of the other states across Europe. The stable political system established within Greece led to the origin of the stability witnessed as compared to other European nations. The transition of the political Greece system fails to be listed in the format of transformation from feudalism to anthropocentrism as in the other European civilizations. The state had been under the centralized government system that had been influenced by the rule in Rome. However, in 1974, Greece had been altered to a democratic state to alter the relationship and role of the state and civil societies. The modifications saw the transition from the centralized governing system that saw a prolonged dictatorship rule of the military. The change saw the formation of

Report of India Essay Example | Topics and Well Written Essays - 3000 words

Report of India - Essay Example India is the country which in the modern days is showing all the signs of the modernism and the liberalism. The industries that the state has contribute to the greater extent to the economy of the sate. However if we go deeper and deeper we see that the problems that the state has are deep rooted and the problems have to be solved as soon as they can be. The report will discuss the main reasons of the failure of the Indian women to make there space in the political scenario. The reasons would be specific enough as far as the failure of the women in the political scenario is concerned. The changes that are being made in the political scenario so that the participation of women in the parliament is increased will be discussed. In addition it will be seen that what are the scopes of the changes and what do the strategies offer. The report will not go into the depth of the governments analysis of the political scenario and the political makeup of the Indian governments. Therefore the report will be restricted to the importance of the women in the political scenario in the state if India and how the changes can be made in that case. The specific areas to discussed inn this report specifically include the ways and the strategies to be designed andimplemenetd to increase the awareness of the women in India and the way to increase there roles in the government formulation. The report focuses the ways in which the women should be encouraged to participate in the political formulation along with the men without thinking that the men are superior to the women. Kulke and Rothermund (2004) discuss that India is the country with the population of around the figure of one billion. It is a big number of the population for the huge country as India. If the statistics are carried out and the numbers are seen than India has the second place in having the greatest number of population, while the greatest population resides in the country of china. India is

Communicate in a business environment Essay Example for Free

Communicate in a business environment Essay 3.1 Describe ways of verbally presenting information and ideas clearly 3.2 Explain ways of making contributions to discussion that help to move them forward 3.3 Describe methods of active listening 3.4 Explain the purpose of summarising verbal communications 4.1 Describe ways of getting feedback on communications 4.2 Explain the purpose of using feedback to develop communication skills Describe ways of verbally presenting information and ideas clearly to present any information or ideas I need clearly I often use simple language and short sentences this makes it easier for everybody to understand. Also I present the information is a variety of ways as some people understand things and concepts in different ways. For example; some people understand by hearing or seeing. Before I present any information or ideas I always plan out what I want to say, I often also take out any information that is not necessary. I also use active and personal language like ‘’you’ and ‘we’’. Explain ways of making contributions to discussion that help to move them forward To make conversation move forward, I often learn to listen to people and give importance for everybody’s ideas. This way I can make positive contributions that can lead to further discussion. I also often do not make a contribution to a subject who isn’t positive or may not affect me or my work. Describe methods of active listening In order to perform within LSG and to develop my skills listening is one the most important skills I should obtain. As it will portray the quality of my relationship with my team and clients. Listening is important as I need to often obtain information from others to learn new things. Methods of active listening include: Listening calmly without interrupting, so that I let the other person speak and show them that I care and respect them Asking others to repeat if I do not understand anything, in order to avoid mistakes Taking notes of important points, so that I do not forget or miss out on any important points Confirming what I have understood, so that there is no misunderstanding of information Explain the purpose of summarising verbal communications The purpose of summarising verbal communication is to identify major points, behaviours, thoughts and feelings that have been discussed. I then often collate all the information I have collected. By doing this is helps to have a clear precise outline of all communications. Describe ways of getting feedback on communications I believe that feedback completes the entire process of communication. Feedback helps us to decide if the communication was effects and useful. I often get feedback from my line manager Scott or I often get it from clients on the phone. If any feedback given is to improve on anything I often make note of the feedback and make a working progress for myself to include the suggestion in my work. Explain the purpose of using feedback to develop communication skills I use feedback for improve my work performance. It helps improve my work ethnic, team work and quality of my work. To help develop communication skills the feedback has to be received and acted upon. Once I have acted upon feedback I always let my line manager Scott know so that he can see I am willing to learn and enthusiastic and this may encourage people to offer me feedback in the future.

Exploring My Mental Illnesses Essay -- Borderline Personality Disorde

In today’s society it’s very difficult for people to successfully identify who they are, where they belong in this world, as well as establish and maintain healthy relationships with those around them. These issues can considerably be much more problematic for someone with a mental illness. Furthermore, these challenges can be even worse for an individual who has a mental illness but hasn’t been officially diagnosed with an overall condition; therefore, making it all the more difficult for that person to receive the proper help and assistance needed to live a happy and successful life. I just so happen to be one of those individuals who has never been formally diagnosed with a mental disability. Other than being noted for suffering from excessive anxiety and depression as a teenager, I have no actual idea what mental condition I may have. So, in an effort of gaining a greater understanding of myself, I’d like to explore several mental illnesses that descr ibe some of my symptoms in order to see which aspects of these disorders match my life experiences. The first disorder to which I believe closely pertains to me is Borderline personality disorder. According to Pamela Bjorklund, this serious disorder is most accurately described as a consistent pattern of instability and impulsive behavior within the contexts of relationships and self-image, among many others (5). It is believed to be caused by childhood traumas such as parental neglect or sexual, physical, or emotional abuse (Bjorkland 5). Borderline personality disorder could also be caused by exposure to harmful environments such as war and disease (Bjorklund 5 & Holm el at. 560). However, as Bjorklund states according to the Diagnostic and Statistical Manual of Mental Diso... ...earch Complete. Web. 24 Apr. 2014. Levy, Kenneth N. "Subtypes, Dimensions, Levels, and Mental States in Narcissism and Narcissistic Personality Disorder." Journal of Clinical Psychology 68.8 (2012): 886-897. Academic Search Complete. Web. 29 Apr. 2014. Pincus, Aaron L., Nicole M. Cain, and Aidan G. C. Wright. "Narcissistic Grandiosity and Narcissistic Vulnerability in Psychotherapy." Personality Disorders: Theory, Research, and Treatment (2014): PsycARTICLES. Web. 29 Apr. 2014. Zbozinek, Tomislav D.Rose, Raphael D.Wolitzky-Taylor, Kate B.Sherbourne, CathySullivan, GreerStein, Murray B.Roy-Byrne, Peter P.Craske, Michelle G. "Diagnostic Overlap of Generalized Anxiety Disorder and Major Depressive Disorder in a Primary Care Sample." Depression & Anxiety (1091-4269) 29.12 (2012): 1065-1071. Psychology and Behavioral Sciences Collection. Web. 29 Apr. 2014.

Critical and Creative Thinking Essay

INTRODUCTION What is thinking? Basically, thinking is one way for human to practice the act or exercise their intellectual or process of thought. In other way, thinking can also mean as a way of reasoning and judgment. In easier words, thinking is the active process by which human develops by understandings of us, others and our world. The process of thinking enables us to solve problems, interpret information, make sense of our feelings and attitudes, discuss important issues, establish beliefs, and work toward the completion of goals. Thinking is an essential component in our life as a human being. As saying by Bill Beattie goes, â€Å"The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.† Thinking can be derived in two ways, critical thinking and also creative thinking. Critical thinking is active and purposeful thinking about how we arrive at our understandings of everything in this world and selecting those modes of thinking which are most successful in clarifying and enhancing our understanding. Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. People who think critically in a consistent manner attempt to live rationally, reasonably, and empathically. â€Å"The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.† – Martin Luther King, Jr. Critical thinking is an exceptional mode of thinking about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skilfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. Creative thinking is a way of looking at problems or situations from a fresh perspective that suggests unusual solutions which may look unsettling at first but eventually become useful and brilliant. Creative thinking can be inspired both by an unstructured process such as brainstorming, and by a structured process such as lateral thinking (higher order thinking). A simple definition of creativity is the ability to imagine or invent something new. However, creativity is not the ability to create out of nothing, but the ability to generate new ideas by combining, changing, or reapplying existing ideas. Some creative ideas are surprising and brilliant, while others are just simple, good, practical ideas that no one seems to have thought of yet. â€Å"Creative thinking is not a talent; it is a skill that can be learnt. It empowers people by adding strength to their natural abilities which improves teamwork, productivity and where appropriate profits.† — Edward de Bono Creative thinking is the process which we use when we come up with a new idea. It is the merging of ideas which have not been merged before. Brainstorming is one form of creative thinking: it works by merging someone else’s ideas with your own to create a new one. You are using the ideas of others as a stimulus for your own. This creative thinking process can be accidental or deliberate. â€Å"It is the function of creative people to perceive the relations between thoughts, or things or forms of expression that may seem utterly different, and to combine them into some new forms, the power to connect the seemingly in connected.† – William Plomer The importance of critical and creative thinking is undeniable. In order to comply with the National Education Philosophy; which emphasize on the development of a whole-rounded individuals and capable of taking challenges, CCTS is very crucial and important to be nurtured in every students or individual. Part 1 – CURRENT SITUATION OF CCTS IN SCHOOL. I have been working as a contract teacher for 3 years in two different schools. Throughout those 3 years, I have been teaching Mathematics for one year and teaching English Language for about 2 years. As far as I can remember, during my contract as an English teacher, CCTS was not being implemented and in fact, I don’t even know the importance of critical and creative thinking skills that have to be highlighted and implemented to the students. But, I realize that the Literature Component that currently being taught in school is very suitable and able to nurture CCTS in students. This is because, it promotes students to think of the situation, analyse the current situation and interpret what is going to happen in the future. Besides, some of the literature components such as poems make students think something outside of the ordinary and be creative to play with the words and also the meaning of the sentences. I remember from my previous course on Literature Component during my contract teacher is that, the awareness as to the need to cultivate CCTS among students in Malaysia has been an issue of concern to many. Malachi Edwin (1992) stated that literature in English besides developing reading skills will also help develop students’ critical thinking skills. He adds that these skills will in turn provide students opportunities to understand themselves and their fellow human beings better. In line with Malachi Edwin’s view on the potentials of literature and its role in the cultivation of CCTS, the present research is aimed at using literature as the base through which CCTS can be promoted effectively. Literature in English has been chosen from the many subjects offered in the Malaysian curriculum for two reasons. Firstly, literature in English can be seen to cut across the various subjects in the curriculum as the contents of literary texts are so diverse that they incorporate social, political, scientific, technological, medical and all other areas of life. Secondly it is an undeniable fact that literature plays an important role in our present curriculum since it is now being taught to students from Form 1 to Form 5 as a component of the English Language syllabus. There is no doubt that the very nature of the subject which requires analysis, solving problems and interpretation can encourages critical and creative thinking. In English Language, other syllabus that are currently being taught such as grammar, reading comprehension and others would not make student to fully use their thinking process. As the knowledge is something that you can remember and it is basically a skill that u can achieve. It is strongly believe that learners can only become proficient language users if they, besides using the language and knowing the meaning, could display creative and critical thinking through the language (Kamarul Kabilan, 2000). This suggests that the learners must be creative in their production of ideas, and critically support them with logical and rational explanation, details and particulars and also examples. For me, as a teacher, it is essential for us to recognise the subject in our curriculum before we can understand and trying to teach students or cultivating CCTS in studying literature. The role of literature in English in the Malaysian curriculum has gone through tremendous changes. Before this, literature components that have been taught in school are just simple to know about the story and how to answer the examination. Most of the students or even teacher do not know that the literature components is actually a powerful tool that can be used to instil critical and creative thinking in students. The English language syllabus for Form Four states clearly a number of objectives of the curriculum but the objective which is of relevance to the present study is Objective Number Three as quoted below: ‘listen to, view, read and respond to different texts, and express ideas, opinions, thoughts and feelings imaginatively and creatively in spoken and written form’. (Huraian Sukatan Pelajaran, Ting IV. KPM, 2003) Part 2 – CHALLENGES FACED IN IMPLEMENTING CCTS IN SCHOOL. There are basically three reasons why CCTS is quite difficult to be implemented in school. They are: 1) Teachers themselves, 2) Students background, and 3) School Authority. First, during my contract with the school, I have never been exposed to CCTS. I don’t even know the existence of CCTS in school. The first time I heard about CCTS is when all English teacher was sent to short courses on Literature Component in 2009. Besides that, I have never know about the training in CCTS and the school never emphasize and put interest in getting the teacher trained in CCTS. Even though the teachers has been sent to the courses on the implementation of CCTS in Literature Component, we have no idea on how to implement the CCTS and still lacking in the idea to teach CCTS in class. We basically have the basic idea of CCTS but the problem is, we do not know how to implement the skills in teaching the language. Besides that, teachers have a lot of responsible rather than teaching students. There is lots of clerical work that should be done. This is somehow can interrupt teachers focus in giving all out in class. Teachers were given work out of their scope. There is too much administrative work and teaching subjects they were not trained for. In Malaysian education context, teachers play huge role in teaching and learning. They determine and direct the content, activities and processes of teaching and learning in classrooms. It is the teachers who decide on the aims, goals, and strategies of teaching to be implemented in classrooms. Unfortunately, not all teachers have the same idea about teaching. It is not only the students who need to think and act creatively and critically but the teacher should also do the same. When I was thinking about the Set Induction for my lesson, I had been challenged to think of a set induction that I had never use or seen before. In making the students interested to what the lesson are going to be for that day, I have been using songs, drama or even quotes from famous celebrities for my induction set. Secondly, the education system should teach students to be great thinkers, not followers. Unfortunately, it did not work out that well. This might be happening because of the student’s background. Sometimes, the family is not very helpful in ensuring the successfulness of one student. Parents also play an important role in providing encouragement for children to learn. Encouragement and incentives such as praise and prizes should be given to kids if they get good results. The education of the child is the collective responsibility of the family members. The education of the children in a family is the collective responsibility of all family members. The student will become a good thinker and they should be able to master critical and creative thinking. As such, they should be trained with activities that have been focused and aimed to produce a high intellect thinker. Unfortunately, not all students are interested because they fail to see the importance of thinking skills or even learning English. In short they do not know why they need to learn English. One way to solve this problem is, we as a teachers have to give a reason and rational in learning English. I have to do this, because students nowadays always want to know or have rewards when they do things, including studying. Thirdly, the school authority can also become a problem for teacher to implement the CCTS. The task given to teachers by the school authority sometimes can take teachers time and energy. Besides that, the teachers need to comply with the syllabus that they had to finish in the given time. This is sometimes can become a challenge for teacher to spend time in conducting critical and creative thinking in class. Even when I was a teacher, I have some difficulties in finishing the syllabus on time, especially Literature Component. When teaching Literature Component, I need to take some extra time to let the students think about the story or poems. Some students do not know how to interpret the information from the poem. This is actually quite hard for teacher to teach the students the thinking skills when there is no enough time. Thinking skills is not something that the teacher can teach over night, but it takes some time to do it. Part 3 – POSSIBLE SOLUTIONS AND RECOMMENDATION Every problem must have a cure. In order for CCTS to be fully implemented and useful in school system, all the teachers need to be exposed to any new invention in general and ‘thinking skills’ specifically as well as how to incorporate them in the lessons, such as through videos, workshops, talks, and others. Besides that, continuous development must be carried out from time to time as ‘refresher’ course for the teachers. This is because, teacher are just like another human being that always forgets and tend to be careless. Apart from that, teachers need to be aware of the importance of thinking skills so that it will be carried out in the classroom more and can be fully utilised on classroom. Furthermore, the questions asked in the classrooms will determine the ‘thinking’ that the pupils are doing, so teachers need to be exposed and nurtured to have and apply questions and questioning technique that will elicit thinking. Teachers should also know the activity that will be done in classroom. The activity should be able to get students to observe the texts particularly literature components carefully and critically, to draw upon their vocabulary and to think creatively and critically about the material given. Besides training and preparing teacher to be critical and creative, problem-based learning (PBL) can also be one of the methods that can be used to challenge students to learn how to think. Students will work cooperatively in groups to find solutions to real world problems and more importantly, to develop skills to become self-directed learners. Here, the goal of problem-based learning is viewed as learning for capability rather than learning for the sake of acquiring knowledge. Students develop critical thinking abilities by constantly relating what ideas they generate and to what they want to do with the information (Gallagher, 1997). In an activity like problem solving, both kinds of thinking are significant to us. First, we must examine and study the problem; then we must create potential solutions; next we must pick and implement the best solution; and finally, we must assess the efficiency of the solution. As you can see, this process reveals an alternation between the two kinds of thinking, critical and creative. In practice, both kinds of thinking operate together much of the time and are not really independent of each other. Furthermore, for me, as a teacher we have to think aloud in front of our students. Let them hear what are we thinking and puzzling our way slowly through problems in the subject. I have tried to think aloud in class in front of my students, and they show a good response. Especially, when they say that they never think the way that I thought and surprise to hear my thought. But, when doing this, the teacher should voice our thinking slowly and clearly, so the students able to hear them and response to them. In Critical and Creative Thinking Skills class, I have learned about Socratic questioning. Now I know that as a teacher, we have to regularly question our students Socratically. Such as, investigating various dimensions of their thinking: their purpose, their evidence, reasons, data, their claims, beliefs, interpretations, deductions, conclusions, the implications and consequences of their thought, their response to alternative thinking from contrasting points of view, and others. CONCLUSION Creative and critical thinking skills should not be taught separately as an isolated entity, but embedded in the subject matter and woven into the curriculum. Due to this, the present educational system in Malaysia no longer put emphasis on the 3Rs but rather stressed critical thinking skills, scientific skills as well as technological skills in the schools’ curriculum. It is in fact possible to do creative and critical thinking activity often, in any English language class. However, being stuck in the curriculum system as in Malaysia, with the exam-oriented teaching and learning in school, I tend to predict that CCTS will be quite hard to be fully implemented in school. However, with the fresh English curriculum introduced by the Ministry of Education starting from year 2010, I really expect that students will be further exposed with new ways of teaching and learning in English. It was stated that the change of the curriculum involves the language art and grammar components with focus on fun learning as well as the ability converse in Standard English, with emphasis on pronunciation and phonics (Ministry of Education, 2009). If the changes are actually applied and assessments are made on the result, I am certain that we can do better in enlightening the teaching and learning of English in Malaysia and at the same time produce students who are able to think critically and creatively in any situations. REFERENCES Beyer, B. (1987). â€Å"Practical Strategies for the Teaching of Thinking.† Boston: Ally and Bacon Inc. Kamarul Kabilan ( 2000) .Creative and Critical Thinking in language Classroom.The internet TESL Journal, Vol. VI, No. 6, June 2000 retrieved 16th April 2010 from http://iteslj.org/Techniques/Kabilan-CriticalThinking.html Moore,K.D. (2005). Effective instructional strategies: from theory to practice. California: Sage Publications Inc Nurliza Othman (2002) Thinking Skills; A motivational Factor in ELT. Jurnal Pendidikan IPBA (2) 5 2002 ; 101-109 White, R.V. (1995) .New Ways in Teaching Writing. USA : Teachers of English to Speakers of Other Languages ,Inc