Speakers and Biogs

Dr Edward de Bono is regarded as the global leading authority in the field of creative and conceptual thinking. An MD, PHD and Rhodes Scholar, he has authored 72 books in 41 languages. His instruction in thinking has been sought by major corporations such as IBM, Microsoft, Shell, Prudential, GM, Ford, and Citicorp to name a few. His work is in use in thousands of schools worldwide, and mandatory on the curriculum in some countries.

He is the originator of the term ‘Lateral Thinking’ and the very popular “Six Thinking Hats” framework. Based on an understanding of how the brain works as a self-organising information system, Edward de Bono has designed specific thinking tools to maximize the creative process.

Dr. de Bono has worked successfully with organizations such as Pharmacia, Nokia and Dupont to imbed his thinking tools into their culture.  The ROI for these companies has been impressive.

Dr. de Bono was appointed EU Ambassador for Thinking for the European Union Year of Creativity 2009. He was recently awarded a doctorate in design by the Royal Melbourne Institute of Technology and now holds four doctorates. The University of Pretoria named Dr. de Bono the first ‘ Professor of Thinking’ in the world. The Association of Management Consulting Firms (Europe, America and Asia) awarded Dr. de Bono with the “Carl Sloane Award” for having contributed the most in the field of business thinking in 2005. The new University of Advanced Technology in Phoenix Arizona appointed Dr. Edward de Bono the “Da Vinci Professor of Thinking” in 2005. The American Creativity Association awarded Dr. de Bono with  a ‘lifetime achievement award’ and also inducted him into the ‘Hall of Fame’ in 2005. In 2005 the University of Dundee conferred the degree of Doctor of Law (LLD) on Edward de Bono for his contribution in the field of human thought.

Diane F. Halpern is a past-president of the American Psychological Association, the largest professional association in the world with over 150,000 members and affiliations in 80 countries. She is the Trustee Professor of Psychology and was the founding Director of the Berger Institute for Work, Family, and Children at Claremont McKenna College.  Diane has published hundreds of articles and many books including, Thought and Knowledge: An Introduction to Critical Thinking (5th Ed. coming soon!); Sex Differences in Cognitive Abilities (4th ed.), and Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family (co-authored by Fanny Cheung).  Her other recent books include Psychological Science (3rd ed. with Michael Gazzaniga and Todd Heatherton) and the edited book, Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline.

Diane is currently working on two projects related to enhancing thinking skills. Along with her co-principal investigators Keith Millis (Northern Illinois University) and Art Graesser (University of Memphis) she designed OperationARIES! a computerized learning game that teaches critical thinking/scientific reasoning using principles from the science of learning and serious games. OperationARIES! will have students Acquiring Research Investigative and Evaluative Skills as they learn from avatars and battle with the alien Fuaths to save the Earth. In addition, she recently published the Halpern Critical Thinking Assessment (HCTA; Schuhfried Publishers) as part of the Vienna Test System. The HCTA is the only test of critical thinking that uses multiple response formats, which allow test takers to demonstrate their ability to think about everyday topics using both constructed response and recognition formats. Its unique scoring system with simple scoring prompts is the key to high inter-rater reliabilities for written responses. Thus, it combines the ecological validity of open-ended responding with a reliable scoring system.

Prof. (Emeritus) Salomon received his B.A. and M.A. (Summa cum Laude) from the Hebrew University of Jerusalem, Israel (1966), and his Ph.D. in educational psychology and communication from Stanford University  (1968). Since then he has taught at the Hebrew University and Tel-Aviv University in Israel, and various universities around the world. Prof. Salomon was the dean of the Faculty of Education at the University of Haifa, Israel, (1993-8) and a professor of educational psychology there.

Salomon has written three books: Interaction of Media, Cognition and Learning (1979/1994), announced as a "Citation Classic"; Communication and Education, (1981); Communication (Hebrew, 1981); and Technology and Education in the Information Age (Hebrew, 2001), and edited three books - Distributed Cognitions (1993), Peace education: The concept, the principles and the research (2002), and The Handbook of Peace Education (co-edited with Ed Cairns) (2009) . He has also published more than 120 empirical, theoretical, and methodological articles in a variety of international professional journals in the fields of technology, learning, cognition and learning; educational evaluation, and peace education.

Professor Salomon is currently retired but continues to head the Center for Research on Peace Education and serves as the chair of Sikkuy, a Jewish-Arab NGO dedicated to advancing civil equality between Jews and Arabs and is also the chair of the academic council of the Al-Kassami (Arab) college in the central region of Israel.

Salomon has been elected as fellow of the APA (1983) the AERA (2008), the International Academy of Education (2006), received the Clervinga Chair at the Leiden University, The Netherlands (2005), the Sylvia Scribner AERA award, and the Israel National Award ("Pras Israel") for life long achievements in educational research (2001); he is the recipient of an Honorary Doctorate from the Catholic University of Leuven, Belgium (1999), a fellow at the Stanford Center for the Advanced Study in the Behavioral Sciences (1998-9), editor of Educational Psychologist (1991-5), and president of the Educational and Instructional Division of the International Association of Applied Psychology (1990-1994).

Philip Adey is Emeritus Professor of Cognition, Science, and Education at King’s College, London. He has a substantial research record over a period of 30 years investigating the nature of intellectual ability, its development and how it can be promoted. He was one of the originators of the Cognitive Acceleration programmes now internationally recognised as one of the few “thinking” programmes with  substantial and replicable evidence for its effect on children’s cognitive development and academic achievement. He has also developed a model for the effective professional development of teachers based on 30 years of experience, research, and study of the relevant literature.

Adey’s Cognitive Acceleration materials for schools include Thinking Science for Years 7 & 8 (now in its 3rd edition) and The Let’s Think! Materials for Years 1-4. The Let’s Think! Handbook for teachers published in 2008 describes methods and materials for the whole primary range. Adey has also has written integrated science textbooks for the Caribbean, Southern Africa, and Indonesia and is currently working with a Chinese publisher on a series of science texts for their primary schools.

His academic books include:

Adey, P & Shayer, M  Really Raising Standards, Routledge, 1994

Shayer, M & Adey, P (Eds) Learning Intelligence, Open University Press, 2002

Adey, P, with  Landau, N, Hewitt, G and Hewitt, J The Professional Development of Teachers, Kluwer, 2003

Margaret Carr is Professor of Education at the University of Waikato.  She was a co-Director of the Early Childhood Curriculum Development project that developed the national early childhood curriculum for New Zealand (Te Whāriki). This is a bicultural and bilingual document that describes key outcomes as learning dispositions and working theories. She has since then been involved in a number of research projects with teachers in early childhood settings and schools. Her most recent book is Learning in the Making: Disposition and Design in Early Education, written with research colleagues in 2010. Professor Carr developed, with teachers, a narrative approach to assessment and her book Assessment in Early Childhood Settings: Learning Stories has been translated into Japanese and Danish; an Italian translation is in progress. A new book on Learning Stories will be published in 2012. She has presented at a Conference on Thinking on two previous occasions: Auckland and Norrköping.

Lane Clark is a teacher, consultant, workshop trainer, resource developer and author of two books - ‘Where Thinking and Learning Meet’ and ‘Where Assessment Meets Thinking and Learning’.

Lane’s work on the link between thinking, learning and assessment has attracted international recognition and many of the tools, strategies, and processes, she has developed, have been adopted by schools worldwide.

Lane presents her ideas around thinking, learning and assessment to schools, clusters, districts and Education Authorities across Australia, New Zealand, Hong Kong, Canada, the US, and Great Britain. Her presentations are energetic, inspiring and filled with practical tools and strategies that teachers can use in their classrooms the next day.

Professor Guy Claxton is a world renowned authority on expandable intelligence; what it is, why it matters, and how to grow it. He is the author of many books and articles, including Hare Brain, Tortoise Mind: Why Intelligence Increases When You Think Less, Wise Up: The Challenge of Lifelong Learning and New Kinds of Smart: How the Science of Learnable Intelligence is Changing Education, written jointly with Bill Lucas. Guy’s bestseller What’s the Point of School? was highly praised by Professor Howard Gardner, Sir Ken Robinson and Baroness Susan Greenfield. His highly practical Building Learning Power approach to creating learning cultures in schools has influenced youngsters’ lives throughout the UK as well as in Sweden, Malaysia, Dubai, Argentina, Australia and New Zealand.

Guy has a first in Natural Sciences from Cambridge and a DPhil from Oxford. He is a Fellow of the British Psychological Society and the Royal Society of Arts, and an Academician of the Academy of the Social Sciences. He is currently Professor of the Learning Sciences and Co-Director of the Centre for Real-World Learning at the University of Winchester. He lives in Sussex.

Professor Art Costa is Emeritus Professor of Education at the California State University Sacramento, USA and co-founder of the Institute for Habits of Mind.  Having served as a classroom teacher, a curriculum consultant, an assistant superintendent for instruction and as the Director of Educational Programs for the National Aeronautics and Space Administration, Dr. Costa has made presentations and conducted workshops around the world.

He authored and edited numerous journal articles, and books including: Developing Minds:  A Resource Book for Teaching Thinking; The School as a Home for the Mind;, Cognitive Coaching: A Foundation for Renaissance Schools; Assessment in the Learning Organization;  and Learning and Leading with Habits of Mind.

 He served as National President of the Association for Supervision and Curriculum Development from 1988 to 1989.

Anna Craft is Professor of Education at Exeter University and The Open University.  She is a leading authority on creativity and educational futures. With a background in teaching and national curriculum development work across early years, primary and secondary education, Anna was for two years Government Advisor on Creative and Cultural Education (2008-2010).  She works with learners, teachers, researchers and policymakers in many parts of the world and has published widely.  Her books include Creativity Across the Primary Curriculum (2000), Creativity and Early Years Education (2002), Creativity in Schools:  Tensions and Dilemmas (2005), and Creativity, Trusteeship and Wisdom (2008), edited with Howard Gardner and Guy Claxton).  Her new book is Creativity and Education Futures (Trentham, 2011).    At Exeter she leads the CREATE research group and Aspire (creative school transformation).  She is co-Founding Editor of Thinking Skills and Creativity and co-founded the British Educational Research Association Special Interest Group, Creativity in Education.  

Galina Dolya is the Curriculum Director of Key to Learning, which has developed an innovative Vygotskian approach to Early Years Education. She is an acknowledged world leading expert on the practical application of Vygotsky's Theoryt of Learning and Development. She has worked at every level from Early Years to University and trained hundreds of teachers and trainers wold-wide. Currently she is a Researcher in the Department of Psychology and Pedagogy of Abilities at the Research Institute of Development of Preschool Education, Russian Academy for Education, Moscow. She is currently based in the UK.

Professor Brandon Hamber is Director of the International Conflict Research
Institute (INCORE), an associate site of the United Nations University, based
at the University of Ulster. He is also Visiting Professor of Psychology at
the University of the Witwatersrand in Johannesburg. He was born in South
Africa and currently lives in Belfast.  In South Africa he trained as a
Clinical Psychologist at the University of the Witwatersrand and holds a
Ph.D. from the University of Ulster. Prior to moving to Northern Ireland, he
co-ordinated the Transition and Reconciliation Unit at the Centre for the
Study of Violence and Reconciliation in Johannesburg.  He has published some
40 book chapters and scientific journal articles, and edited the book
entitled Past Imperfect: Dealing with the Past in Northern Ireland and
Societies in Transition
, which was published by INCORE/University of Ulster.
His latest book Transforming Societies after Political Violence: Truth,
Reconciliation, and Mental Health
was published by Springer in 2009.

Dr Rosemary Hipkins is a chief researcher at the New Zealand Council for Educational Research and a member of the science education research team. Rose’s projects contribute to NZCER’s future-focused programme of work, in particular the challenges of transforming teaching and assessment practice to meet so-called “21st century” learning needs. She was actively involved in the development of New Zealand’s current national curriculum framework and has led national research projects related to both curriculum and assessment innovation in New Zealand. Rose is particularly interested in deepening understandings of discipline-specific dimensions of the OECD’s key competencies, including thinking. 

Stefan Lindstromis an international trainer and speaker,engaged in individual and business development. After earning an executive MBA from the Nordic School of Management in 97/98 Stefan began working with leadership training in the business community. During these years, Stefan has developed programs in various sectors in a variety of businesses and organizations.

He has also worked as a teacher at the International School of Sales and lectures at colleges and universities. He presented  at the International Conference on Thinking in Norrkoping in 2007, and again at the follow-up conference in Kuala Lumpur in 2009.
As well as working on assignments in individual and business developments over the past ten years, Stefan lectured on entrepreneurship. More recently his lectures focus on communication skills, presentation methods and negotiation techniques.

In 2005 he attended Boston University’s School of Management to study entrepreneurial management. He has pursued courses in psychology, leadership and other programs that supplement his lifelong learning policy. These included a stint at Harvard University in 2006. As a business owner Lindstrom has honed his commitment to the customer and good management practices.

Bill Lucas is Co-Director of the Centre for Real-World Learning at the University of Winchester. His interests include lifelong learning, learnable intelligence, parental engagement in schools, parenting, leadership and habit change. Bill is also chairman of the UK’s Talent Foundation and a trustee of the English project. Bill’s clients straddle both the public and private sectors, including government departments, the National College, the Health Foundation, the Australian Council for Educational Research and many schools/local authorities. While CEO of  the Campaign for Learning, Bill created Family Learning Week and set up the first research project exploring learning to learn approaches in schools. Bill is a prolific author, including: rEvolution; how to thrive in crazy times(UK Management Book of the Year: Innovation) New Kinds of Smart; how the science of learnable intelligence is changing education(with Guy Claxton) and Help your child to succeed (with Alistair Smith).

Aidan Moran is a Professor of Cognitive Psychology and Director of the Psychology Research Laboratory in University College, Dublin. He and his research team explore cognition in action – especially the attentional (via eye-tracking) and mental imagery/mental practice processes underlying expertise in athletic performance. A Fulbright Scholar, he has written/co-authored 14 books (as well as 3 audiobooks/CDs) and has published many scientific papers in a variety of high-impact, international journals in psychology, medicine and sport science. He is the inaugural Editor-in-Chief of the International Review of Sport and Exercise Psychology (IRSEP; Taylor and Francis, Oxford).


Applying his research to enhance skilled performance, Aidan has advised many of Ireland’s leading professional athletes (e.g., golfer Pádraig Harrington) and teams (e.g., the Irish rugby teams) and is a former psychologist to the Irish Olympic Squad. He is an experienced radio and television broadcaster in Psychology and is a regular speaker at academic conferences and corporate events in Ireland and abroad. Among his latest publications are three audiobooksCDs in psychology released in association with MindCool Productions (see http://www.mindcoolproductions.com/products/concentrate/

  • “Learn to Study for Success at College and University”
  • “Learn to Concentrate”
  • “Learn to Win at Golf”

Karin Morrison is Director of The Development Centre at Independent Schools Victoria (ISV) in Australia. Previously she was the Director of the Rosenkranz Centre for Excellence and Achievement in Education and the in-school leader of the Cultures of Thinking project, a project sponsored by Bialik College in collaboration with Project Zero at the Harvard Graduate School of Education. Karin is also the instructor for the WIDE World online learning course, Making Thinking Visible, developed at the Harvard Graduate School of Education and a Faculty member of the Project Zero Summer Institutes, the Future of Learning and the Project Zero Classroom at the Harvard Graduate School of Education.

Karin was Conference Co-convenor for the 12th International Conference on Thinking in Melbourne in 2005, the Australian delegate to the World Council for Gifted and Talented Children for six years, past President of the Victorian Association for Gifted and Talented Children and has been a committee member of the Reggio Emilia Australia Information Exchange. She is also co-author, together with Ron Ritchhart and Mark Church, of the book Making Thinking Visible.

James Nottingham was sacked from his first job as an industrial quality controller for his lack of independent thought and motivation. Agreeing with this damning assessment, he has been on a mission to put things right ever since – developing innovative teaching practices, founding social enterprise projects and growing three entrepreneurial businesses.

Alexander Osterwalder is an entrepreneur, speaker and business model innovator. Together with Professor Yves Pigneur he co-authored Business Model Generation, a global bestseller on the topic of business model innovation. His Business Model Canvas, a tool to visualize, challenge and (re-) invent business models is used by leading organizations around the world, like 3M, Ericsson, PwC, and many more. Alexander is a frequent keynote speaker and has held guest lectures in top universities around the world, including Stanford, Berkeley, IESE and IMD. He holds a PhD from HEC Lausanne, Switzerland, and is a founding member of The Constellation, a global not-for-profit organization aiming to make HIV/AIDS and Malaria history.

Professor David Perkins is a member of the Senior Faculty and the Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard Graduate School of Education. He is a founding member of the well-known research and development group Harvard Project Zero, co-directed it for almost 30 years, and now serves as senior co-director. He has conducted long-term programs of research and development in the areas of creativity and reasoning in the arts and sciences, learning for understanding, organizational development, and online learning. He is the author of Making Learning Whole, The Eureka Effect, King Arthur’s Round Table, Smart Schools, Outsmarting IQ, Knowledge as Design, and several other books, as well as many articles. He has helped to develop instructional programs and approaches for teaching for thinking and understanding in a number of settings around the world. He is a founder and codirector of WIDE World, an online teacher and school leader development initiative at the Graduate School of Education serving several thousand people per year in three languages. He is a former Guggenheim fellow and fellow of the Stanford Center for Advanced Study in the Behavioral Sciences.

Rebecca Reagan, M.S. Ed., is a retired fifth-grade teacher in Lubbock, Texas.  She received her B.A. and Master’s of Science in Education from Texas Tech University.   She has done extensive staff development work in the United States and abroad in the areas of critical and creative thinking and gifted education through the National Center for Teaching Thinking. She has a special interest in thinking and writing. 

Ron Ritchhart is a Senior Research Associate at Harvard Project Zero where his work focuses on such issues as teaching for understanding, the development of intellectual character, creative teaching, making students' thinking visable, and most recently the development of school and classroom culture. Ron's research and writings, particularly his theory of Intellectual Character and framework for understanding group culture through the "Culture Forces," have informed the work of schools, school systems and museums throughout the world. His current research focuses on how classrooms change as teachers strive to make thinking valued, vsable, and actively promoted in their classrooms. Ron's latest book, Making Thinking Visible written with Mark Church and Karin Morrison, takes readers inside a diverse range of learning environments to show how thinking can be made visible at any level and across all subject areas through the use of effective questioning, listening, documentation and facilitative structures called thiking routines.

Robert Swartz is Director of the National Center for Teaching Thinking, USA. He received his doctorate from Harvard University and is an emeritus faculty member at the University of Massachusetts at Boston.  He has worked extensively over the past twenty five years with teachers, schools, school districts, and colleges internationally in staff-development projects on restructuring curriculum and instruction by infusing critical and creative thinking into content teaching. He has developed a series of lesson design handbooks, Infusing Critical and Creative Thinking into Content Instruction, co-authored by a number of educational practitioners, K-12, published a large number of articles about teaching and assessing thinking, and has acted as a thinking skills testing consultant with the National Assessment of Educational Progress in the USA. He is presently a member of the organizing committee of the International Conference on Thinking (ICOT). His most recent work, of which he is the lead author of a team of five, is Thinking-Based Learning, published in 2007 and reprinted in 2010.

Steven Trickey has worked as an educational psychologist in schools for 35 years in both Scotland and England. During that time he has also had responsibility for improving the quality of learning for large groups of learners across local education authorities. He has had a particular interest in developing children’s thinking and has been a regular contributor to ICOT conferences over the last 12 years.

Steven conducted research with Keith Topping, University of Dundee, into the impact of collaborative philosophical inquiry in classrooms on reasoning abilities, the quality of classroom dialogue and social development. A follow up study found that gains in reasoning abilities were sustained two years after the original initiative had been completed.

Steven currently teaches at American University, Washington DC. He has also worked with a team at Sam Houston University, Texas, who are replicating key elements of the Scottish project.