Kompilasi presentasi tentang Lateral Thinking dari Edward de Bono.

1. for Yourself

2. Can We Improve Our Thinking Ability?
• Dr. Edward de Bono says that
thinking CAN be improved
just like any skill because
thinking according to him is a
skill. He has developed many
useful techniques for training
thinking skills.

4. How to Think for Yourself
1. Ask questions, particularly the
question "why?“ or “why not?”.
2. Look for selfish motives.
3. Stop being a people pleaser.
4. Do the research.
5. Be humble.
6. Live outside your comfort zone.
7. Beware paralysis by analysis.

5. Errors in Thinking
It is necessary that we should be aware of the errors in thinking. There are five such errors in thinking: 1.
Partialism 2. Adversary Thinking 3. Time Scale Error 4. Initial Judgement and 5.Arrogance and Conceit.
• Partialism
This error occurs when the thinker observes the problem through one perspective only. That is, the thinker
examines only one or two factors of the problem and arrives at a premature solution.
• Adversary Thinking
This is a "you are wrong. So, I should be right." type of reasoning. Politicians are the masters in this type of
thinking and they use it to their advantage.
• Time Scale Error
This is a kind of partialism in thinking in which the thinker sees the problem from a limited time-frame. It
can be likened to short-sightedness.
• Initial Judgement
Here, the thinker becomes very subjective. Instead of considering the issue or problem objectively, the
thinker approaches it with prejudice or bias.
• Arrogance and Conceit
This error is sometimes called the "Village Venus Effect" because like the villagers who think that the most
beautiful girl in the world is the most beautiful girl in their village, the thinker believes that there is no
better solution other than that he has already found. This blocks creativity. Not only individuals but
societies and even the whole mankind sometimes fall prey to this error. For example, before Einstein, the
whole scientific community (and thus the whole mankind) believed that time was absolute.

6. Six Hat Thinking
Edward De Bono and Six Hat Thinking

8. What is Six Hat Thinking?
• Six Thinking Hats is a strategy devised by Edward de Bono which
requires students (and teachers), to extend their way of thinking
about a topic by wearing a range of different ’thinking‘ hats:
• White hat thinking identifies the facts and details of a topic
• Black hat thinking examines the negative aspects of a topic
• Yellow hat thinking focuses on the positive aspects of a topic
• Red hat thinking looks at a topic from the point of view of
emotions and feelings
• Green hat thinking requires imagination and lateral thinking
about a topic
• Blue hat thinking focuses on reflection, metacognition (thinking
about the thinking that is required), and the need to understand
the big picture

10. De Bono’s ‘Six Hats’
White Objective info (facts and What facts do I need ? How
figures) do I get them?
Red Feelings, emotions, non- How do I
rational feelings
Black Why ideas will not work What are downsides ?
Yellow Opportunities, Advantages? Best possible
possibilities outcome ?
Green Creative new ideas Fresh innovative approaches,
creative
Blue Control of the thinking Review thoughts, think of next
process – ‘Cool’ logical step
10

11. De Bono’s 5 stages of thinking
• TO Where are we going to
• LO ‘Lo and behold’ – what can we see/need
• PO Lets generate possibilities
• SO So what is the outcome?
• GO Go to it – put plans into action
11

12. Lateral Thinking
A book by: Edward De Bono

13. Vertical Thinking
vs. Lateral Thinking
Vertical Thinking
• Traditional LOGICAL thinking process of Plato, Aristotle and Socrates.
• Reductive. Designated to eliminate all but the truth
Lateral Thinking
• Ability to escape from patterns and logic.
• Promotes Creativity and Innovativeness.

14. Vertical Thinking
(how our mind processes information)
The behavior of patterning system.
Our mind is an efficient self-organizing information
system. To be efficient, it uses patterns.

15. Disadvantage of Patterns
1. Expectancy
2. Familiarity
3. Lack of Choice.
H
D C B A G H F

16. Teknik dasar
• Mengembangkan alternatif
• Menantang Asumsi

17. Tips for Challenging Assumptions
• Understand the Problem: recognize that you and everyone else
have ingrained assumptions about every situation
• Play a Child: Ask plenty of basic 'Why?' and 'Why Not?'
questions in order to discover and challenge those assumptions
• Play an External Observer: pretend you are a complete outsider
and ask questions like 'Why do you do it this way at all?'
• Unpackage the Problem: reduce a situation to its simplest
components in order to take it out of your environment
• Reframe: consider an issue from many different angles; restate
a problem in different terms
• Imagine the Opposite: consider what the experts and
professionals advise and then consider doing the opposite.

19. Tools
• Menunda Keputusan
• Gagasan dominan dan faktor penting
• Metode pembalikan
• Brainstorming
• Analogi

20. Thinking Formula
• PMI = Plus, Minus, Interesting
• CAF = Consider All Factors
• OPV = Other People’s Views
• FIP = First Important Priorities
• C&S = Consequences & Sequels
• AGO = Aims, Goals, Objectives
• APC = Alternatives, Possibilities, Choices

21. PMI
PLUS
MINUS
INTERESTING

22. PMI - A Strategy for Improving
Thinking
• PMI (Plus, Minus, Interesting) is a simple strategy which can be used in the
classroom by students to encourage them to look at problems from all
sides.
• When using a PMI strategy, students are asked to look at a problem, or
question, in terms of:
– "plus" elements or ideas
– "negative" elements or ideas
– "interesting" or "unusual" elements or ideas
• Plus / Minus / Interesting (PMI) is an effective strategy to use with
students:
– to generate ideas about a question or problem
– to encourage them to reflect on creative and broader aspects of a topic
– to help them to see, and value, both sides of an argument
– to help them make informed decisions

23. PMI: THE TREATMENT OF IDEAS
• P = Plus The good things about an idea - why you like it.
M = Minus The bad things about an idea - why you don't like it
I = Interesting What you find interesting about an idea
• Instead of just saying that you like an idea, or don't like an idea,
you can use a PMI. When you use a PMI you give the good
points first, then the bad points and then the points than are
neither good nor bad but are interesting. You can use a PMI as a
way of treating ideas, suggestions and proposals.

24. PMI
• Normally when presented with an idea,
people support it or are against it
• Once they have decided to take a position
they will use all of their logic and emotion to
defend that position
• Using the PMI says “Let’s be fair to an idea
and look at it from a few different sides
before making up our minds”
• Like Pros-and-Cons or SWOT analysis

25. PMI
• P = Plus
– The good things about an idea
– Why you like it
– What are the benefits of it

26. PMI
• M = Minus
– The bad things about an idea
– why you don't like it
– What are the potential problems

27. PMI
• I = Interesting
– What you find interesting about an idea
– What are the future implications of the idea
– What does it tell us about the status quo

28. PMI: How to do it
P M I
Faskmdf wkmfwef Salkmvskfvmaslfkv Sadfmewpmfeow
Rfa qrrtyj tu eyw Fvkl’amfapwwrvm Wefwe;lfmsdom
weewtwrtjwryjyj We weew;vws;vwp Efw[p,pwefwew
wj3446j46j46j46je Fsvwmwwefwe;l, Wef;ewsefsd[ee
Sad.f/mr kiwmr r Efwe,fwopropmgrt Weflwef,we;,efl

29. PMI
• Order is significant, most people find
“M” easy, so putting “P” first forces
new directions
• “directed thinking” only considering
one direction at a time
• Short timescales to encourage
quickthinking creativity

30. PMI: Example
• Scenario: “Windows should be
made of transparent plastic
instead of glass”

31. PMI: Example
• PLUS
– They wouldn’t break as easily
– They would not be as dangerous when broken
– Easier to transport in bulk because of resilience

32. PMI: Example
• MINUS
– Plastic would be more expensive than glass
– Plastic would get scratched very easily
– Plastic could be melted easily

33. PMI: Example
• INTERESTING
– Perhaps windows could be of all colours if
plastic
– Perhaps we take it for granted that glass is best
since we are used to it
– Maybe the windows could be coated with anti-
scratch coating

34. PMI: Exercise
• Scenario: “All seats should be taken
out of buses”

35. PMI: Exercise
• POSSIBLE SOLUTIONS
• PLUS
– More people would be able to get into buses
– It would be easier to get in and out
– Buses would be cheaper to make and to repair
• MINUS
– Passengers would fall over if sudden stops
– Old people and the disabled might not be able to use buses
– It would be harder to carry shopping bags and babies
• INTERESTING
– Might be two types of bus; one with seats, one without
– The same bus might do more work
– Comfort is less important on a bus ??

36. CAF
CONSIDER
ALL
FACTORS

37. CAF = Consider All Factors
• When you have to choose or
make a decision or just think
about something, there are
always many factors that you
have to consider. If you leave out
some of these factors, your
choice may seem right at the
time but will later turn out to be
wrong. When you are looking at
other people's thinking, you can
try and see what factors they
have left out.

38. CAF
• Unlike the PMI this is not a timed exercise, it
takes as long as it takes
• Decide on a specific number of factors, e.g.
10 factors
• Continue working on list until that number
of factors are achieved
• May uncover hitherto unconsidered factors

39. CAF
• Related to
– Action
– Decision
– Planning
– Judgement
– Conclusion

40. CAF
Consider All Factors
1. sfakwpaefmwaop
2. sdfrva;,r;rropawe
3. lawooeridmcwnw
4. lskedjedosmwapc
5. xoowwmkfkovms
6. xwspaweofmefm
7. zkdoekrirjwwopac
8. lslwiwirjfkcmqas
9. cdale;aefiemfefm
10. kmxppaowedope

41. CAF: Exercise
• Scenario “A husband and wife go to buy
a used car for their family”
–10 factors

42. CAF: Example
1. The person selling it actually owns it
2. The price of the car
3. The type of car and colour
4. The engine power and speed of the car
5. All the mechanical parts are working well
6. The car is big enough for a family
7. Has the car been in a crash?
8. It will be easy to get replacement parts
9. It has tax and NCT certificates
10. What is the potential resell value?

43. CAF: Exercise
• Scenario “Factors involved in choosing
your hairstyle”
–10 factors

44. OPV
OTHER
PEOPLE’S
VIEWS

45. OPV = Other People's Views
.
Other people may have a very different viewpoint. Although they are
in the same situation, they may look at things very differently.

46. OPV
• The process of looking at other people’s
viewpoints so that the process can be used
consciously and deliberately
• Consider the views of all stakeholders
• Can be employed in conjunction with other
techniques

47. OPV

48. OPV: Example
• A salesperson is trying to sell you a second-hand
sports car
• Salesperson:
– Show how sharp car is,
– how powerful the engine,
– the new tires,
– how it suits you,
– what a good buy it is.
• You:
– see whether or not it has been in a crash,
– how much spare tires cost,
– how worn the parts are,
– how it compares with other cars you have seen

49. OPV: Exercise
• A boy refuses to obey his teacher in class.
The teacher sends the boy to the principal
who suspends him. The boy’s parents object.
• What is the view of;
– The boy
– The teacher
– The principal
– The parents
– The classmates

50. FIP
FIRST
IMPORTANT
PRIORITIES

51. FIP
• The process of picking out the most important
ideas, factors, objectives, consequences
• To be used in conjunction with other techniques
(e.g. CAF, APC )
• Purpose is to restore the balance in a deliberate
manner.
• FIP is a judgement situation and there are no
absolute answers.

52. FIP: Example
• FIP on scenario “A husband and wife go
to buy a used car for their family”

53. FIP: Example
1. The person selling it actually owns it
2. The price of the car
3. The type of car and colour
4. The engine power and speed of the car
5. All the mechanical parts are working well
6. The car is big enough for a family
7. Has the car been in a crash?
8. It will be easy to get replacement parts
9. It has tax and NCT certificates
10. What is the potential resell value?

54. FIP: Example
1. The person selling it actually owns it
2. The price of the car
3. The type of car and colour
4. The engine power and speed of the car
5. All the mechanical parts are working well
6. The car is big enough for a family
7. Has the car been in a crash?
8. It will be easy to get replacement parts
9. It has tax and NCT certificates
10. What is the potential resell value?

55. FIP: Example
1. The person selling it actually owns it
2. The price of the car
3. The type of car and colour
4. The engine power and speed of the car
5. All the mechanical parts are working well
6. The car is big enough for a family
7. Has the car been in a crash?
8. It will be easy to get replacement parts
9. It has tax and NCT certificates
10. What is the potential resell value?

56. FIP: Exercise
• FIP on choosing hairstyle.

57. C&S
CONSEQUENCES
& SEQUELS

58. C&S = Consequence and Sequel
• A new invention (e.g. the petrol
engine), a plan, a rule or a
decision all have consequences
that go on for a long time.
Consequences should always be
considered:
Immediate consequences
Short-term consequences
(1 - 5 years)
Medium - term consequences (5 -
25 year)
Long-term consequences (over
25 years)

59. C&S
• The process of looking ahead to see the
consequences of some action, plan,
decision, rule, invention.
• C&S deals with what may happen after the
decision has been made.
– Short-term (1-2 years)
– Medium-term (2-5 years)
– Long-term consequences (over 5 years).

60. C&S: How to do it
ST MT LT
Faskmdf wkmfwef Salkmvskfvmaslfkv Sadfmewpmfeow
Rfa qrrtyj tu eyw Fvkl’amfapwwrvm Wefwe;lfmsdom
weewtwrtjwryjyj We weew;vws;vwp Efw[p,pwefwew
wj3446j46j46j46je Fsvwmwwefwe;l, Wef;ewsefsd[ee
Sad.f/mr kiwmr r Efwe,fwopropmgrt Weflwef,we;,efl

61. C&S: Example
• An Australian man introduces rabbits
into the country to provide hunting for
his friends.

62. C&S: Example
• Short-Term consequences
– friends have plenty to shoot at,
– rabbit is alternative source of food,
– lots of fun had,
– lots of guns sold

63. C&S: Example
• Medium-Term consequences
– rabbits have multiplied,
– they have become a pest

64. C&S: Example
• Long-Term consequences
– rabbits have spread all over Australia
– do a lot of damage to crops

65. C&S: Exercise
• “A new device has been created to immediately
tell if someone is telling lies”

66. AGO
AIMS, GOALS
& OBJECTIVES

67. AGO
• To introduce and emphasise the idea of
purpose
• Focus directly and deliberately on the
intention behind actions.
– Aim is the general direction
– Goal is an ultimate destination
– Objectives are recognisable points of
achievement along the way

68. AGO: Example
• “A developer is building a new shopping
centre”

69. AGO: Example
• Aim
– Make all arrangements for building
• Goal
– Complete the shopping centre
• Objectives
– to make a profit,
– build a successful shopping centre,
– pleasing potential shoppers,
– fitting in with planning authorities,
– work well in time and in budget

70. AGO: Exercise
• Develop an AGO for the police and put them
in order of priority

71. APC
ALTERNATIVES, POSSIBILITIES
& CHOICES

72. APC = Alternatives, Possibilities,
Choices
When you have to make a
decision or take action, you may
at first think that you do not have
all the choices at you disposal.
But if you look for them, you may
find that there are more
alternatives than you thought.
Similarly in looking at a situation
there are always obvious
explanations. But if you look for
them, you may find that there are
possible explanations that you
had not thought of.

73. APC
• The process of deliberately trying to find
alternatives.
• An attempt to focus attention directly on
exploring all the alternatives or choices or
possibilities - beyond the obvious ones
• Applies not only to action but also to
explanations.

74. APC: Example
• You arrive at school on
Monday morning and see
the goal posts have been
removed. What could have
happened?

75. APC: Example
• Vandals cut them down
• A car backed into a post badly splintering it
and for safety sake it had to be removed.
• The PE teacher had taken them down because
they were not regulation size
• The local football team borrowed them for a
match
• A pole vaulter needed to some quick practice
• A Jousting contest had been held over the
weekend and no one wanted to use real lances
• A new school building is going to be built on
the field

76. APC: Exercise
• The brightest girl in class starts making
mistakes in her work on purpose, what are
the possible explanations ?