My slightly modified slides for a webinar I delivered March 21, 2015 for the "Global Connectivity Research Institute" related to the question: "What are Deep Strategic Thinking" and Leadership, and how to teach them.
The video of the webinar is at https://www.youtube.com/watch?v=tKNSu3kgg8U
-- Sign up for future GCRI Webinars at http://ThinkingStrategically.net
-- Podcasts are also available for download.
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Creative Thinking (Convergent and Divergent thinking)Prinson Rodrigues
This document discusses different aspects of creativity and creative thinking. It defines creativity as turning imaginative ideas into reality through two processes: thinking of ideas and then producing or acting on those ideas. It describes divergent thinking as generating many possible solutions in a spontaneous way, while convergent thinking gives a single correct answer. Methods for generating ideas like brainstorming and using random pictures as prompts are explained. The document also outlines the six phases of the ICEDIP model for creative thinking: inspiration, clarification, evaluation, distillation, incubation, and perspiration.
The document discusses various aspects of creative thinking such as open-mindedness, curiosity, observation, analysis, synthesis, imagination, experimentation, and developing a beginner's mind. It provides definitions and techniques for each concept. For observation, it discusses improving observation skills as well as challenges like inattentional blindness and distractions. For experimentation, it notes that an experiment is used to verify or validate a hypothesis. Developing a beginner's mind encourages taking one step at a time with an open and inquisitive approach.
The document discusses thinking and metacognition. It describes metacognition as thinking about the process of thinking and learning. It discusses various stages of creative thinking such as orientation, preparation, incubation, illumination and verification. It also discusses techniques for effective studying such as active reading, understanding main points, highlighting, and understanding concepts before criticizing them. The document aims to help understand principles of thinking and relevance for medical students.
Creative Thinking & Critical Problem SolvingBilalSBS
This presentation on "Creative Thinking & Critical Problem Solving" was delivered to middle level managers and ideal for students to differentiate between Creative Thinking & Critical Problem Solving.
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Creative Thinking (Convergent and Divergent thinking)Prinson Rodrigues
This document discusses different aspects of creativity and creative thinking. It defines creativity as turning imaginative ideas into reality through two processes: thinking of ideas and then producing or acting on those ideas. It describes divergent thinking as generating many possible solutions in a spontaneous way, while convergent thinking gives a single correct answer. Methods for generating ideas like brainstorming and using random pictures as prompts are explained. The document also outlines the six phases of the ICEDIP model for creative thinking: inspiration, clarification, evaluation, distillation, incubation, and perspiration.
The document discusses various aspects of creative thinking such as open-mindedness, curiosity, observation, analysis, synthesis, imagination, experimentation, and developing a beginner's mind. It provides definitions and techniques for each concept. For observation, it discusses improving observation skills as well as challenges like inattentional blindness and distractions. For experimentation, it notes that an experiment is used to verify or validate a hypothesis. Developing a beginner's mind encourages taking one step at a time with an open and inquisitive approach.
The document discusses thinking and metacognition. It describes metacognition as thinking about the process of thinking and learning. It discusses various stages of creative thinking such as orientation, preparation, incubation, illumination and verification. It also discusses techniques for effective studying such as active reading, understanding main points, highlighting, and understanding concepts before criticizing them. The document aims to help understand principles of thinking and relevance for medical students.
Creative Thinking & Critical Problem SolvingBilalSBS
This presentation on "Creative Thinking & Critical Problem Solving" was delivered to middle level managers and ideal for students to differentiate between Creative Thinking & Critical Problem Solving.
Giovanni Corazza suggests ways to think more creatively like Elon Musk by going "out of the box". This involves taking risks, thinking differently than others by expanding one's mind beyond known information, combining ideas from different disciplines, and noticing opportunities through serendipity. Creative thinking also values long thinking to extract principles from ideas and evaluate new ideas for their potential value.
The document discusses various aspects of human thinking and creativity. It describes different types of reasoning like deductive and inductive arguments. It also discusses structures of thinking and evolution of the frontal cortex. Several theorists who studied creativity are mentioned, like Guilford, Wallas, and de Bono. Creative thinking is defined as divergent thinking involving originality, flexibility, fluency and elaboration. The creative process and ways to develop creative thinking are outlined. Finally, tools to encourage creative problem solving like brainstorming and multivoting are explained.
1) Lateral thinking involves an indirect and creative approach to problem solving using reasoning that is not immediately obvious or obtainable through traditional logic alone.
2) Vertical thinking is a selective and sequential approach that moves in a linear fashion, with each step being precise, necessary, and logically correct.
3) While vertical thinking is useful for analysis and evaluation, lateral thinking is better for generating new ideas and solutions to intractable problems by considering unorthodox approaches and elements outside typical consideration.
The document discusses 10 prevalent types of thinkers: storytellers, visually minded, systems oriented, associative, logical, organizers, architects, intuitives, leaders, and visionaries. Each type has a distinct approach to processing ideas and information. The document recommends forming teams with diverse thinking styles when working on projects, as different perspectives can lead to more creative solutions. Pairing individuals with varying styles allows ideas to be approached from multiple angles.
This document provides information on creativity and innovation training for South Ayrshire Council. It discusses the importance of innovation, generating creative options to improve the council, and applying creative techniques in a practical setting. Various creative thinking tools and problem solving models are presented, such as the 6 Thinking Hats technique for parallel thinking during meetings. The goal is to help council employees think differently and promote a culture of innovation.
This document discusses critical thinking for information development. It defines critical thinking as a process of self-regulatory judgment that drives problem-solving and decision-making. It also identifies barriers to critical thinking such as poor reading/listening skills and prejudice. Additionally, it outlines reasons for thinking critically such as enhancing language skills and promoting creativity. The document provides tips for thinking critically such as understanding logical connections, identifying inconsistencies, and focusing on accuracy and empathic thinking. It concludes with references for further reading.
Thinking involves mental processes such as cognition, problem solving, reasoning, and decision making. It can involve different units like images, concepts, and language. Concepts allow us to categorize objects and ideas, while images are mental representations that resemble our perceptions. Language facilitates thinking through inner speech. There are two main types of thinking: unrealistic thinking like dreaming and daydreaming that lacks connection to reality, and realistic thinking like deductive, inductive, and evaluative reasoning. Problem solving is goal-directed and may use methods like trial and error or insight.
Thinking involves mental processes such as forming concepts, problem solving, reasoning, and decision making. There are different types of thinking such as autistic thinking and realistic thinking. Cognitive psychology studies mental processes like thinking, perceiving, remembering, and learning. Computer programming draws on skills also used in writing like creativity, logic, and sequencing, and can benefit from understanding cognitive psychology which studies how people think. Problem solving is considered one of the most complex intellectual functions and involves identifying problems, exploring solutions, choosing an action, and evaluating outcomes. Reasoning allows transforming information to reach conclusions through deductive or inductive logic.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Creativity involves producing novel and original ideas or objects. It involves divergent thinking and progresses through stages of preparation, incubation, illumination, and verification. Creativity rests on divergent thinking and involves explaining, predicting, or inventing in a new way. It can be identified using standardized tests, interviews, and observing behaviors. Developing creativity requires providing freedom from criticism, encouraging originality and risk-taking, and exposing individuals to role models and techniques like brainstorming.
The frontal lobes are involved in thinking which uses information from senses, memories, and emotions to create mental representations like concepts, images, and schemas. Concepts are mental categories that allow us to classify experiences and objects and are organized in hierarchies from general to specific. Schemas provide frameworks for thinking about objects and events. Imagery adds complexity to thinking, while different cultures develop different concepts and ways of thinking. Problem solving uses strategies like algorithms, heuristics, and breaking problems into smaller parts, while common obstacles include mental set, functional fixedness, and self-imposed limitations. Poor judgment can arise from biases like confirmation, hindsight, anchoring, representativeness, and availability biases. Genius requires high knowledge, imagination
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Logical Thinking".
The document discusses different types of thinking and thinking skills. It describes analytical, convergent, divergent, lateral, and creative thinking. Thinking skills include collecting and analyzing information, problem solving, decision making, and reflecting. The document discusses two approaches to teaching thinking skills: the skills method which directly teaches thinking processes and the infusion method which embeds these skills in the regular curriculum. It also discusses the importance of creativity, critical thinking, and using both critical and creative thinking in problem solving.
This document discusses creativity and creative thinking. It defines creativity as the ability to produce novel and useful ideas. There are several stages of creative problem solving including preparation, incubation, illumination, verification, and revision. Techniques for fostering creativity such as brainstorming, mind mapping, and lateral thinking are also outlined. The document also discusses factors that influence creativity such as intelligence, environment, education/training, and freedom of expression as well as barriers to creativity like habits, rigidness, and fear of failure/ambiguity. Finally, the importance of creativity in nursing is noted as a way to promote continuous growth and development.
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
A look at the creative process in public relations, from green light to red light thinking, Edward de Bono's Six Hats and other practical applications. See http://brightonfreelancepr.co.uk/ for more.
Creative- convergent & DIvergent - Psychology Jay Pardasani
Divergent thinking involves starting from one point and generating many different ideas or possibilities, while convergent thinking seeks a single correct answer through logical reasoning. Creativity involves combining ideas in new ways to solve problems. Divergent thinking can be stimulated through techniques like brainstorming, journaling, free writing, and mind mapping to explore ideas from various perspectives.
Critical thinking university success internationalSteven Rogers
Critical thinking has its roots in Socrates' method of questioning beliefs and exposing contradictions. It involves actively analyzing and evaluating information rather than passive acceptance. Critical thinking abilities include skills like observation, analysis, problem solving and decision making. These abilities can be developed through lessons aimed at distinguishing fact from opinion, identifying bias and assumptions, and recognizing weak arguments. Regularly questioning one's own thinking and seeking alternative perspectives can help improve critical thinking over time.
It all start with me doodling and making mandalas. One day i got a compliment about how creative person i was, so as I am majoring in psychology I decided to read and search for the relationship between creativity and psychology and why not making a presentation about it.
The document outlines selection criteria for a strategic thinking role, including questions about:
- Previous experience developing strategic directions, communicating plans, and aligning operations to strategic goals.
- Anticipating long term risks and solutions.
- Championing vision and unifying an organization.
- Considering future challenges in the political, economic, social and technological landscape and positioning the organization accordingly.
- Issues that will inform long term decision making and potential changes to operations.
- Tools for monitoring and planning for the future.
This document outlines several decision making and strategic thinking models:
- The Eisenhower Matrix helps distinguish important vs urgent tasks.
- SWOT analysis evaluates strengths, weaknesses, opportunities, and threats of decisions.
- The BCG Box assesses investment value.
- The Project Portfolio Matrix maintains oversight of multiple projects.
- Additional models provide frameworks for setting goals, providing feedback, creativity, consequences, conflict resolution, and more. The document explores applications of these models to improve decision making and strategic thinking.
Giovanni Corazza suggests ways to think more creatively like Elon Musk by going "out of the box". This involves taking risks, thinking differently than others by expanding one's mind beyond known information, combining ideas from different disciplines, and noticing opportunities through serendipity. Creative thinking also values long thinking to extract principles from ideas and evaluate new ideas for their potential value.
The document discusses various aspects of human thinking and creativity. It describes different types of reasoning like deductive and inductive arguments. It also discusses structures of thinking and evolution of the frontal cortex. Several theorists who studied creativity are mentioned, like Guilford, Wallas, and de Bono. Creative thinking is defined as divergent thinking involving originality, flexibility, fluency and elaboration. The creative process and ways to develop creative thinking are outlined. Finally, tools to encourage creative problem solving like brainstorming and multivoting are explained.
1) Lateral thinking involves an indirect and creative approach to problem solving using reasoning that is not immediately obvious or obtainable through traditional logic alone.
2) Vertical thinking is a selective and sequential approach that moves in a linear fashion, with each step being precise, necessary, and logically correct.
3) While vertical thinking is useful for analysis and evaluation, lateral thinking is better for generating new ideas and solutions to intractable problems by considering unorthodox approaches and elements outside typical consideration.
The document discusses 10 prevalent types of thinkers: storytellers, visually minded, systems oriented, associative, logical, organizers, architects, intuitives, leaders, and visionaries. Each type has a distinct approach to processing ideas and information. The document recommends forming teams with diverse thinking styles when working on projects, as different perspectives can lead to more creative solutions. Pairing individuals with varying styles allows ideas to be approached from multiple angles.
This document provides information on creativity and innovation training for South Ayrshire Council. It discusses the importance of innovation, generating creative options to improve the council, and applying creative techniques in a practical setting. Various creative thinking tools and problem solving models are presented, such as the 6 Thinking Hats technique for parallel thinking during meetings. The goal is to help council employees think differently and promote a culture of innovation.
This document discusses critical thinking for information development. It defines critical thinking as a process of self-regulatory judgment that drives problem-solving and decision-making. It also identifies barriers to critical thinking such as poor reading/listening skills and prejudice. Additionally, it outlines reasons for thinking critically such as enhancing language skills and promoting creativity. The document provides tips for thinking critically such as understanding logical connections, identifying inconsistencies, and focusing on accuracy and empathic thinking. It concludes with references for further reading.
Thinking involves mental processes such as cognition, problem solving, reasoning, and decision making. It can involve different units like images, concepts, and language. Concepts allow us to categorize objects and ideas, while images are mental representations that resemble our perceptions. Language facilitates thinking through inner speech. There are two main types of thinking: unrealistic thinking like dreaming and daydreaming that lacks connection to reality, and realistic thinking like deductive, inductive, and evaluative reasoning. Problem solving is goal-directed and may use methods like trial and error or insight.
Thinking involves mental processes such as forming concepts, problem solving, reasoning, and decision making. There are different types of thinking such as autistic thinking and realistic thinking. Cognitive psychology studies mental processes like thinking, perceiving, remembering, and learning. Computer programming draws on skills also used in writing like creativity, logic, and sequencing, and can benefit from understanding cognitive psychology which studies how people think. Problem solving is considered one of the most complex intellectual functions and involves identifying problems, exploring solutions, choosing an action, and evaluating outcomes. Reasoning allows transforming information to reach conclusions through deductive or inductive logic.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Creativity involves producing novel and original ideas or objects. It involves divergent thinking and progresses through stages of preparation, incubation, illumination, and verification. Creativity rests on divergent thinking and involves explaining, predicting, or inventing in a new way. It can be identified using standardized tests, interviews, and observing behaviors. Developing creativity requires providing freedom from criticism, encouraging originality and risk-taking, and exposing individuals to role models and techniques like brainstorming.
The frontal lobes are involved in thinking which uses information from senses, memories, and emotions to create mental representations like concepts, images, and schemas. Concepts are mental categories that allow us to classify experiences and objects and are organized in hierarchies from general to specific. Schemas provide frameworks for thinking about objects and events. Imagery adds complexity to thinking, while different cultures develop different concepts and ways of thinking. Problem solving uses strategies like algorithms, heuristics, and breaking problems into smaller parts, while common obstacles include mental set, functional fixedness, and self-imposed limitations. Poor judgment can arise from biases like confirmation, hindsight, anchoring, representativeness, and availability biases. Genius requires high knowledge, imagination
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Logical Thinking".
The document discusses different types of thinking and thinking skills. It describes analytical, convergent, divergent, lateral, and creative thinking. Thinking skills include collecting and analyzing information, problem solving, decision making, and reflecting. The document discusses two approaches to teaching thinking skills: the skills method which directly teaches thinking processes and the infusion method which embeds these skills in the regular curriculum. It also discusses the importance of creativity, critical thinking, and using both critical and creative thinking in problem solving.
This document discusses creativity and creative thinking. It defines creativity as the ability to produce novel and useful ideas. There are several stages of creative problem solving including preparation, incubation, illumination, verification, and revision. Techniques for fostering creativity such as brainstorming, mind mapping, and lateral thinking are also outlined. The document also discusses factors that influence creativity such as intelligence, environment, education/training, and freedom of expression as well as barriers to creativity like habits, rigidness, and fear of failure/ambiguity. Finally, the importance of creativity in nursing is noted as a way to promote continuous growth and development.
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
A look at the creative process in public relations, from green light to red light thinking, Edward de Bono's Six Hats and other practical applications. See http://brightonfreelancepr.co.uk/ for more.
Creative- convergent & DIvergent - Psychology Jay Pardasani
Divergent thinking involves starting from one point and generating many different ideas or possibilities, while convergent thinking seeks a single correct answer through logical reasoning. Creativity involves combining ideas in new ways to solve problems. Divergent thinking can be stimulated through techniques like brainstorming, journaling, free writing, and mind mapping to explore ideas from various perspectives.
Critical thinking university success internationalSteven Rogers
Critical thinking has its roots in Socrates' method of questioning beliefs and exposing contradictions. It involves actively analyzing and evaluating information rather than passive acceptance. Critical thinking abilities include skills like observation, analysis, problem solving and decision making. These abilities can be developed through lessons aimed at distinguishing fact from opinion, identifying bias and assumptions, and recognizing weak arguments. Regularly questioning one's own thinking and seeking alternative perspectives can help improve critical thinking over time.
It all start with me doodling and making mandalas. One day i got a compliment about how creative person i was, so as I am majoring in psychology I decided to read and search for the relationship between creativity and psychology and why not making a presentation about it.
The document outlines selection criteria for a strategic thinking role, including questions about:
- Previous experience developing strategic directions, communicating plans, and aligning operations to strategic goals.
- Anticipating long term risks and solutions.
- Championing vision and unifying an organization.
- Considering future challenges in the political, economic, social and technological landscape and positioning the organization accordingly.
- Issues that will inform long term decision making and potential changes to operations.
- Tools for monitoring and planning for the future.
This document outlines several decision making and strategic thinking models:
- The Eisenhower Matrix helps distinguish important vs urgent tasks.
- SWOT analysis evaluates strengths, weaknesses, opportunities, and threats of decisions.
- The BCG Box assesses investment value.
- The Project Portfolio Matrix maintains oversight of multiple projects.
- Additional models provide frameworks for setting goals, providing feedback, creativity, consequences, conflict resolution, and more. The document explores applications of these models to improve decision making and strategic thinking.
Systematic, intuitive and expansive design thinkingUTFPR
This document discusses three types of design thinking: systematic, intuitive, and expansive.
Systematic design thinking involves defining requirements up front, designing separate and interconnected components, and making decisions based on quantitative data. Intuitive design thinking stems from inspiration and involves refining conceptual sketches through alternatives and models. Expansive design thinking emphasizes developing empathy, collaboration across disciplines, and holistic visions that consider social and technical factors.
The document provides examples of where each type is commonly used and schools that teach expansive design thinking, such as Stanford's d.School, which aims to spread IDEO's particular approach and uses flexible spaces, prototyping tools, and activities like posting notes to enable collaboration.
The document describes the ancient Greek myth of Pandora's Box. It explains that Pandora was created by the gods to be a perfect young girl and each god bestowed her with precious gifts. However, Jupiter did not approve of the other gifts and instead gave Pandora a box with a warning not to open it. Pandora's curiosity got the better of her and when she opened the box, all evils like sickness, greed and jealousy were released into the world. Luckily, hope was also in the box and helps mankind survive these ills.
This document outlines a unit plan for teaching 2nd grade students about cause and effect relationships. It includes 5 lessons using read-alouds like Alexander and the Terrible, Horrible, No Good, Very Bad Day to identify causes and effects in stories. Visuals, sentence frames, think-alouds and discussions are strategies to help English learners understand the concept. Students will learn that a cause is what makes something happen and an effect is what happens as a result, and identify causes and effects in real-life examples. Assessment includes a matching activity and worksheet for students to draw or write their own cause-effect situations.
This document discusses cause and effect and provides examples to illustrate the concept. It defines cause as the reason for an action or event, and effect as the result of what happened. Connecting words like "because", "therefore", and "as a result" can help show the relationship between causes and effects. Examples are given of causes and their effects, both with and without connecting words. The document concludes by asking the reader to apply their understanding of cause and effect to short stories they have read.
THE SIX THINKING HATS: LOOKING AT A DECISION FROM ALL POINTS OF VIEW Mapua Institute of Technology-Makati City , Philippines [Sept. 5, 2010]
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
This document discusses creative and critical thinking skills. It defines creative thinking as applying imagination to learning tasks, noting it involves risk-taking and allowing for mistakes. Critical thinking is defined as reasonable, reflective thinking aimed at deciding what to believe. The document provides strategies for developing both skills, such as brainstorming, questioning assumptions, and considering multiple perspectives. It emphasizes that combining creative and critical thinking enriches the learning process.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
The document discusses various tools and techniques for managing creative thinking skills and overcoming conceptual blocks to creativity. It describes attribute listing, brainstorming, visioning, the Kipling method, problem statements, and challenge methods as tools for defining problems, creating new ideas, and developing a creative climate. It also discusses types of conceptual blocks like constancy, compression, and complacency that can limit creative thinking.
The document discusses critical thinking and different types of thinking. It defines critical thinking as disinterested pursuit of knowledge according to Matthew Arnold and contrasts this definition with how "critical thinking" is sometimes used to mean indoctrination. It also discusses strategic thinking vs intuitive thinking, with strategic thinking defined as conceptual, imaginative, systematic, and opportunistic and intuitive thinking described as quick insight. The document provides examples of famous intuitive thinkers and describes 4 types of intuitive thinking. It also lists qualities of strategic thinkers and contrasts rational vs intuitive thinking.
Process
Nathaniel Barr, PhD
What is creativity, anyway?
“Creativity is the ability to produce work that is both novel and appropriate”
~ Sternberg & Lubart
“Humans are animals that specialize in thinking and knowing, and our extraordinary cognitive abilities have transformed every aspect of our lives. In contrast to our chimpanzee cousins and Stone Age ancestors, we are complex political, economic, scientific and artistic creatures, living in a vast range of habitats, many of which are our own creation.”
-Cecelia Hayes
3
Systems view of Creativity
Hennessey & Amabile, 2010,
Annual Review of Psychology
“The term ‘cognition’ refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations... Given such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon.”
Ulric Neisser, 1967, Cognitive Psychology
5
Spontaneous or deliberate creativity
Spontaneous: Insight
Deliberate: CPS
Meliorism
“humans can, through their interference with processes that would otherwise be natural, produce an outcome which is an improvement over the aforementioned natural one”
In order to interfere with processes and improve them, we need to know how things work…
Understanding your mind
Interfering with the natural way you think
Improvement of performance
Deliberate creativity
J.P. Guilford’s 1950 APA Address
“The neglect of this subject by psychologists is appalling…I examined the index of the Psychological Abstracts for each year since its origin. Of approximately 121,000 titles listed in the past 23 years, only 186 were indexed as definitely bearing on the subject of creativity.”
-Guilford
J.P. Guilford’s 1950 APA Address
“In other words, less than two-tenths of one per cent of the books and articles indexed in the Abstracts for approximately the past quarter century [1925-1950] bear directly on this subject.”
-Guilford
Intelligence
“Some of you will undoubtedly feel that the subject of creative genius has not been as badly neglected as I have indicated, because of the common belief that genius is largely a matter of intelligence and the IQ.”
-Guilford
Galton, Cattell, Cox, Terman, Spearman
Not just intelligence
Guilford’s address marked the “the emergence of a wider psychological interest in the non-intellective components of cognitive performance.”
-Shouksmith, 1970, p. 205
Increased attention
In decade following Guilford’s address, more than 800 records exist
-Arons, 1965
1927-1950: 4.5 papers per year
1950-1960: 80 papers per year
Ways of thinking, not just raw ability
“It took the genius of thinkers like Alex Osborn, an advertising executive, and Sidney Parnes, an academic research, to realize that ...
This document provides advice for academic research and survival. It discusses why research is conducted both officially and unofficially. Key questions to ask before and during research are outlined, including defining the problem, importance, benefits, differences from prior work, novel aspects, challenges, impacts, requirements, and outcomes. The document stresses creativity, problem orientation, publishing, communication, prioritization, collaboration, giving talks, careers, and acknowledgements. Overall it offers guidance for successfully navigating an academic research career.
This document discusses creativity and innovation concepts including the relationship between creativity and intelligence, the human brain and thinking types, the creativity process, characteristics of creative work, creative thinking techniques, barriers to creativity and strategies for overcoming them, and an organization's role in enhancing creativity and innovation. The key topics covered include the two-hemisphere theory of brain functioning, linear and non-linear models of the creativity process, characteristics of creative work such as fluency, flexibility and originality, and techniques for creative thinking like mind mapping and SCAMPER.
Ag Smaoineamh Taobh Amuigh Den Bhosca: Enhancing Creative And Critical Thinki...Damian T. Gordon
The document discusses techniques for enhancing creative and critical thinking skills for undergraduate final year projects. It describes the requirements of software development and research projects and emphasizes the need for both creative and critical thinking. Several techniques are presented, including the Six Thinking Hats method, CoRT techniques like PMI (Plus, Minus, Interesting), CAF (Consider All Factors), OPV (Other People's Views), random word generation, hero quotes, and mind maps. These techniques can be used to stimulate creative thinking, analyze ideas critically, and improve decision making.
This document provides an introduction to key concepts in psychology, including cognition, artificial intelligence, thinking, concepts, problem solving, reasoning, decision making, intelligence, language, and cognitive appraisal and stress. It defines these terms and describes their importance in understanding human psychology. Concepts allow us to generalize, associate experiences, make memory more efficient, and provide clues about how to react. Problem solving involves finding, framing, and evaluating solutions to problems. Reasoning and decision making are mental processes used to reach conclusions. Language is a communication system based on symbols that influences thought.
The document discusses creativity and how it is more than just arts and invention, exploring concepts like divergent thinking, brainstorming, and Carl Rogers' view that creativity requires a visible product. It also analyzes why creativity tends to decline with age as we prioritize competencies for dealing with reality, and proposes approaches like brainstorming and embracing childlike thinking to help revive creativity.
This document discusses thinking skills and their importance. It defines thinking skills as the cognitive abilities used to understand, analyze, evaluate, and synthesize information to solve problems. It then discusses common myths about thinking skills and lists some examples, such as critical thinking, creative thinking, analytical thinking, problem-solving, decision-making, metacognition, and logical reasoning. The document emphasizes that developing these skills is essential for navigating challenges. It provides more details about critical thinking, creative thinking, and analytical thinking. It also discusses thinking frameworks, assumptions, biases, logical fallacies, and recommends some texts to improve mental agility.
Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The document discusses the key concepts of Understanding by Design (UbD), a framework for designing curriculum and assessments. It explains the 3 stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. The focus is on identifying "big ideas" - core concepts and generalizations that students should understand. Big ideas should drive the identification of understandings, essential questions, knowledge and skills, and assessments in a UbD unit. The process is meant to be non-linear, with flexibility in how educators engage with the UbD template.
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1. Thinking about “Thinking”
Edward B. Rockower, Ph.D.
Research Professor, MOVES Institute
The Naval Postgraduate School
Webinar Presented 3/21/15
Global Connectivity Research Institute
(http://www.global-connectivity-research.org)
www.Rockower.net Blog.Rockower.com LinkedIn.com/in/edwardbrockower/
1
Caveat Thinkers: These are purely my own personal opinions.
"One head cannot hold all wisdom”
- Maasai, East Africa
2. Organizing Principle(s)
• Want to discuss “Deep Strategic Thinking”
• Implies some immediate questions
– What is “Strategic”?
– What is “Thinking”? (does it include intuition?)
• What are the other “types”?
• How do we know they’re NOT “strategic”?
– Who’s doing the thinking?
– What are they thinking about
How to approach these questions?
2
"The intuitive mind is a sacred gift and the rational mind is a faithful servant. We
have created a society that honors the servant and has forgotten the gift."
-- Albert Einstein
3. Yes, General Clausewitz
but how?
3
“War plans cover every aspect of a war, and weave them all into a
single operation that must have a single, ultimate objective in which
all particular aims are reconciled.”
Major General Carl von Clausewitz
On War, viii, 1832, tr. Howard and Paret
“Begin with the end in mind”
-- Stephen Covey
What we’ll discuss:
• Measures of Effectiveness (MOEs)
• System Definition
• What is a “Strategic Thinking Process” along with Methods
and Tools
• Consistent with how we really think
4. Von Clausewitz
… stressed the "moral" (in modern terms, psychological) and
political aspects of war.
His thinking is often described as Hegelian because of his
references to dialectical thinking (cf Taoist Tai Chi )
He stressed the dialectical interaction of diverse factors, noting
how unexpected developments unfolding under the "fog of war"
(i.e., in the face of incomplete, dubious, and often completely
erroneous information and high levels of fear, doubt, and
excitement) call for rapid decisions by alert commanders*.
… he argued that war could not be quantified or reduced to map
work, geometry, and graphs. Clausewitz had many aphorisms, of
which the most famous is "War is the continuation of politics by
other means.
4* cf. “Thin-slicing“: the ability to find patterns in events from "thin slices," or narrow windows, of experience
5. Strategic Thinking per Wikipedia
• “There is no generally accepted definition for strategic thinking, no
common agreement as to its role or importance, and no standardized
list of key competencies of strategic thinkers”
• “major attributes of strategic thinking in practice”
– Systems perspective
– Intent focused i.e. more determined and less distractible (strong “will”)
– Thinking in time means being able to hold past, present and future in
mind at the same time
– Hypothesis driven, ensuring that both creative and critical thinking are
incorporated into strategy making.
– Intelligent opportunism, which means being responsive to good
opportunities. (agile)
• I would add, as also mentioned in that article*:
“comfortable with dialectical, Hegelian, synthesist, thinking”
5
* “The strategist must have a great capacity for both analysis and synthesis” --General Andre Beaufre
“strategic thinking is more about synthesis … than analysis” -- Henry Mintzberg
6. Types of Challenges
• Solving physics problems
– Teaching Univ. MD Physics course in Okinawa
• Creative Thinking
– Preparation, incubation, illumination, verification
– benzene & sewing machine (while dreaming)
– Hadamard’s Book, “The Psychology of Invention in the Mathematical Field”
• Trade Studies (trade-off or decision analysis)
– “Trade Studies: Process , Methods , Tools”
• “Strategic” Issues need “Strategic Thinking”
– Above, plus possible added features:
• “Will”, Cutting the Gordian Knot, “Vision”, personality, Intuition,
much more holistic, executive ability to see the essential features
and ignore the unimportant, synthesist, ++ ?
6
"No plan survives contact with the enemy."
-- Helmut von Moltke (legendary Prussian strategist)
“but planning is essential” -- Eisenhower
7. Teaching Physics in Okinawa
• Physics Problem Solving, 1st year College Physics
• Teach most valuable thing: “how I think” when solving Physics problems
• I Never solved the problems before class so they could see my process
• Students asked about difficult problems
• I verbalized my thoughts and process as I wrestled with the problems
(sometimes sweating) in front of the class
• Process always worked (whew!)
– Transform verbal problem statement to symbols, equations and diagrams
– Do NOT try to solve it in my head, nor care if it confuses me
– Apply “methods” of physics, math, calculus, algebra
– Only “tool” was the chalk and blackboard
– the problem “solved itself”
• Much harder problems in graduate school: I said “what if I were Einstein,
how would I approach this” (it always worked to get me unstuck)
– Cf. current research on “priming” subjects to get different results of experiments
• Above is NOT Strategic Thinking (Why?)
7
8. Pragmatic Approach
• From a Practitioner ( I did Trade Studies on F-16 Program)
• Look at some examples, pick them apart
• Next, a training course I developed & taught
-- Lockheed Martin/Space Systems Company, Advanced Technology Center
8
“Trade Studies” (aka decision or tradeoff analysis)
Process, Methods, Tools
• Led to my being selected as “Technical Lead” LM Corporate
“Systems Engineering Analysis Fundamentals” (SEAF) Course
9. First, Define a Process
9
1. Plan Trade Study
2. Problem Statement
3. System Definition
4. Modeling
5. Data
6. Measures of Effectiveness
7. Analysis of Alternatives
8. Optimization
9. Sensitivity Studies
10. Present Results
Study the science of art and the art of science.
Learn how to see and remember that everything is connected to everything else.
-- Leonardo da Vinci
10. How well does our “System” Perform?
10
Cost
weight($)
d($)
Less is better
Performance
weight(P)
d(P)
More is better
Risk
weight(R)
d(R)
Less is better
Schedule
weight(T)
d(T)
Less is better
Measure of Effectiveness
Weighted Arithmetic Mean ("compensation")
Weighted Geometric Mean ("mission critical factors")
a surrogate for a "real" model combining factors
*
* “Notes on Measures of Effectiveness”
-- E. Rockower 1985
11. Hierarchy of MOEs & of “Trades”
11
Aggregation
Costs
Uncertainties
LowerFidelitymodels/data
More uncertain
Larger & more Diverse
More “Strategic”?
More quantifiable
& engineered
12. Teams for Trade Studies
• Lower level trades need diverse engineering,
computer, statistics skills
• Higher level Trades need more leadership,
wisdom, vision
• More strategic thinking required?
– Anticipate meta-problems
– Guide wider ranging thinking
– Avoid technique-oriented thinking, promote
“problem-oriented” perspective
12
Highly Multidisciplinary
14. Types of Thinking
• Left brain vice Right brain
• Microscopic analysis into black boxes vice Meta
or Macro synthesis of System Architecture
• Conscious vice Unconscious
• Logical vice Intuitive
• Monkey Mind vice “Mindful”
• Organized, compulsive, focused, controlled
vice
day-dreaming, relaxed, Archimedes’ bath (Eureka!), “fuzzy”
• “Dialectic”, Yin/Yang, Synthesis vice “A or NOT A”
– All wisdom is the integration of opposites. Lao Tzu was right!
14“The mind is a wonderful servant, but a terrible master” — Goethe
15. Unconscious Mind Dominates
From the book “Thinking, Fast and Slow” by Nobel Prize
winning (in Economics!) Psychologist Daniel Kahneman
:
“The picture that emerges from recent research,
the intuitive System 1 (unconscious) is more
influential than your experience tells you, and it is
the secret author of many of the choices and
judgments you make. Most of this book is about the
workings of System 1 (unconscious mind) and the
mutual influences between it and System 2
(conscious mind).”
15
"When making a decision of minor importance, I have always found it advantageous to
consider all the pros and cons. In vital matters however ... the decision should come
from the unconscious, from somewhere within ourselves." — Sigmund Freud
16. Aids to Thinking
• Systems Thinking
• Edward de Bono’s 6 hats
• I Ching
• “Master Mind”, Discussions
• Journaling, Doodling, …
• Optimal Chunking
• Transforming to other “space”, variables, perspectives
• Learning to “see” w/o interference of unconscious
assumptions (draw face upside down)
• Large “vocabulary” of words, images, models, tools
– Math, physics, agent-based simulations, complex adaptive
systems, Chaos Theory, OO, top-down-structured, …
• Trusting your Unconscious (but not too much!)
16
“Many of the tools of thinking are simply
attention-directing tools.” — de Bono
“Teach Your Child to Think”
18. Pitfalls to Thinking
• Trying to prove how smart you are
• Hiding your ignorance
• Acceding to authority’s PoV
• Premature closure
• Staying in your “comfort zone”
– “drunk looking for keys under street light”
• Insisting on holding entire problem in your head
• Being “technique oriented”, not “problem oriented”
• Lack of
• Lack of Systems Thinking
18
19. Notional Thinking System
(who’s in charge here?)
19
Conscious
(partial control)
Sow
Reap
Sowing = preparation, incubation
Reaping = illumination (eureka), verification
“Monkey
Mind”
Physical Body
Motor
Sensors touch>sight>sound
control
Unconscious
emotions
Sensor &
HumINT
Networks
Computer
Analyses
Data
20. Checks and Balances*
• The “Will” can cut the Gordian Knot (Alexander the Great)
• The Conscious Mind can evaluate logically and “time travel” to the
past and future
– Can intentionally exercise each “type” of thinking
(dialectical/synthesis, critical, creative, systems/holistic, …)
– But is easily overwhelmed and confused by huge amounts of
information and uncertainty
• The Unconscious Mind is possibly 1,000 to 10,000 times as fast as
the conscious mind
– But can intrude thoughts based on false assumptions from emotions
and old memories
– Sometimes sees patterns that aren’t there
Requires a lot of ability and experience to balance them
How to do it
How to teach it?
20
* I added “Will” to Nobelist Kahneman’s “useful fiction”
21. “Strategic Thinking, Process, Methods, Tools”?
Crux of the problem: when to use each?
• “Will” has little regard for facts or theories
– “wants what it wants”, “what part of ‘no’ don’t you
understand?” Can ignore details (can be a good thing!)
• Conscious Mind makes mistakes due to being
overwhelmed, slow, unrecognized assumptions &
preferences
• Unconscious Mind makes mistakes from lack of
correct patterns or mis-applying wrong patterns,
being illogical, using inappropriate heuristics
21
“Know Thyself” -- Thales of Miletus
(engraved on the façade of the Oracle at Delphi)
22. References
• 1. “The Art of Thinking” a) by Ernest Dimnet b) by Harrison & Bramson c) by Vincent Ruggiero
• 2. “Naval Operations Analysis” 3rd Edition (includes my materials on Measures of Effectiveness)
• 3. “Notes on Measures of Effectiveness” by E. Rockower, 1985.
http://www.rockower.net/articles/MOEs_Rockower.pdf
• 4. “The Art of Doing Science and Engineering: Learning to Learn” by Richard W. Hamming, Gordon
and Breach 1997
• 5. “Six Thinking Hats” 2nd Edition by Edward de Bono, Back Bay Books, 1999
• 6. “Teach your child How to Think” by Edward de Bono, Penguin Books 1994
• 7. “Systems Thinking. Applied. A Primer” by Robert Edson, 2008; Asysti.org
http://www.anser.org/asyst http://www.anser.org/docs/systems_thinking_applied.pdf
• 8. “The memorable Thoughts of Socrates” by Xenophon
• 9. “Solitude: A Return to the Self” by Anthony Storr, Ballantine Books; 3rd edition (May 6, 1989)
• 10. “It’s not that I’m so smart, it’s just that I stay with problems longer”. – Albert Einstein
• 11. The Geography of Thought: How Asians and Westerners Think Differently…and Why by
Richard Nisbett
• 12. Intelligence and How to Get It: Why Schools and Cultures Count by Richard Nisbett
• “A Humanistic Art of Thinking, Better” http://blog.rockower.com/humanistic-art-thinking-
better/
• “Thinking, Fast and Slow” Daniel Kahneman Farrar, Straus and Giroux. 2011
• “Blink, the power of thinking without thinking” by Malcolm Gladwell Back Bay Books 2005
22