ABSTRACT
This chapter examines both critical and creative thinking strategies. This chapter will focus on one particular model, Thinking Actively in a Social Context, commonly abbreviated to TASC. The chapter outlines the different elements within the TASC process as a generic tool for promoting effective learning across a wide range of curriculum and also how it can be adapted for use within religious education (RE). The TASC wheel has different components or stages in the thinking process. TASC runs alongside Bloom's taxonomy of learning which is commonly regarded as foundational within educational thinking. More recently TASC has been revised by Anderson, Krathwohl et al to reflect a more active form of thinking and slight re-ordering. Wallace points out that the TASC process can be introduced to children in a number of ways, including whole school projects, as a means of reporting back from what has been learnt from a visit and problem-solving activities.
