Lateral Thinking
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The document introduces a new course on lateral thinking to help students develop skills for an uncertain future. Lateral thinking teaches creative problem solving and generating new ideas. It was developed by Dr. Edward de Bono and has been used successfully by Nobel laureates and major companies. The course aims to improve IQ, creativity, flexibility and thinking abilities through systematic training. Learning lateral thinking will help students solve practical problems and prepare for an unknown future that requires novel thinking.
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Lateral thinking
The document discusses lateral thinking and Edward de Bono's Six Thinking Hats technique. Lateral thinking involves approaching problems in unexpected ways instead of using logical thinking. The Six Thinking Hats technique uses six colored hats to represent six different perspectives or thinking styles (white for facts, red for emotions, black for caution, yellow for optimism, green for creativity, blue for process control) to help people analyze decisions from multiple viewpoints. Using this technique can help identify weaknesses, risks, and new solutions that typical logical thinking may miss.
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The document discusses the concept of lateral thinking, which involves thinking creatively and unconventionally to solve problems. It provides the example of the "nine dots" puzzle, whose solution requires thinking outside the boundaries of the dots. Lateral thinking was promoted by management consultants in the 1970s-80s and involves techniques developed by Edward de Bono, such as the use of "po" which refers to provocative statements that move thinking in new directions. De Bono's "six thinking hats" method categorizes different types of thinking, such as facts, emotions, benefits, risks, and creativity. The document suggests lateral thinking could be applied in design and technology education to help students develop enhanced thinking skills.
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Lateral thinking is a problem-solving approach that involves looking at problems in unconventional ways rather than just analyzing them logically. It was developed by Edward de Bono in 1967. Lateral thinking seeks alternative solutions by ignoring traditional assumptions and patterns. Some techniques include recognizing polarizing ideas, searching for different perspectives, and using chance instead of logical steps. Examples show how lateral thinking can divide a square into four equal parts in non-traditional ways or space plants equidistantly in novel configurations.
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This is a term paper for psychology 101 course offered to our batch, it covers the basics about lateral thinking in a very simple way and has some examples about the same.
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This document discusses different styles of thinking, including vertical and lateral thinking. It emphasizes that both styles are useful and should be used complementarily. Vertical thinking is used to initially understand a problem, while lateral thinking can help find new solutions when vertical thinking is not sufficient. Lateral thinking involves developing alternate perspectives, eliminating dominant ideas, avoiding rigidity, and playing deliberately with ideas. Chance discoveries are discussed, but the document suggests we can improve our ability to recognize opportunities through deliberate and varied thinking.
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Lateral thinking is a book written by edward de bono, this is one of the best book about thinking outside, creativity,innovation, and the term PO.
I am giving you review of this book.
Lateral thinking by Edward de Bono
Lateral Thinking by Edward de Bono discusses creative problem solving techniques. It contrasts lateral thinking with vertical thinking, noting that lateral thinking explores many possible paths rather than following a single solution vertically. Some lateral thinking techniques discussed include restructuring patterns, suspending judgment, focusing on design, identifying dominant ideas and crucial factors, using fractionation and reversal, making analogies, and considering different entry points and attention areas. The goal of lateral thinking is to provoke new ideas by escaping established ways of thinking and considering a problem from various perspectives.
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- The document discusses lateral and creative thinking and provides examples of applying the Six Thinking Hats model to different thinking tasks and scenarios.
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2. Random inputs like random words can help escape mainstream thinking. Provocations deliberately leave the mainstream by techniques like negation, reversal, exaggeration, distortion, and wishful thinking.
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- Lateral thinking is a term coined by Edward de Bono to describe methods of thinking concerned with changing concepts and perceptions.
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The document contains quotes from Dr. Edward de Bono about creativity, thinking, problem solving, and value creation. Some of the key points made in the quotes include: that creativity involves looking at things in a new way and breaking out of established patterns; that an expert simplifies decisions by focusing on relevant information; and that companies should focus on value creation rather than solely on competition to thrive in the long run.
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Lateral Thinking is solving problems through an indirect and creative approach.
The term was coined in1967 by Edward de Bono.
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Lateral Thinking is when someone takes an approach in a creative way to any problems or challenges. It is basically when people think ‘outside of the box’ and give it a creative approach. It is mainly connected with the new innovative ideas and concepts related to various situations.
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Lateral thinking is an indirect and creative approach to problem solving that involves thinking outside the box. It is used to generate novel ideas and new perspectives. The "Six Thinking Hats" technique developed by Edward de Bono uses six different perspectives (information, creativity, emotion, logic, caution, objectivity) to evaluate decisions. Lateral thinking and Six Thinking Hats can help businesses identify new opportunities, launch innovative products and services, optimize processes, and implement changes. They stimulate creativity and ensure a variety of perspectives are considered when addressing challenges.
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This document discusses the importance of lateral thinking in today's business environment. It defines lateral thinking as solving problems through an indirect and creative approach, as coined by Edward de Bono. Lateral thinking is about changing concepts and perceptions creatively. The document also introduces the "6 Thinking Hats" framework for analyzing problems from different perspectives such as emotions, benefits, and weaknesses. It emphasizes that lateral thinking allows finding new ideas by cutting across patterns in an indirect manner to solve problems in a creative way.
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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.
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3. Some lateral thinking techniques include using random words, considering alternatives, making provocative statements without reason, and creative challenges to re-examine assumptions.
Lateral Thinking - Definition and Puzzles
1) Lateral thinking is a term coined by Edward de Bono in 1967 to describe methods of thinking concerned with changing concepts and perceptions.
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3) Edward de Bono developed tools for lateral thinking including idea generation tools, harvest tools, focus tools, and treatment tools to help break patterns and think creatively.
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Wouter Kersten introduces his work with The New ABC, which aims to address the problem that curiosity is often untrained or "deskilled" after childhood education. Curiosity is important for 21st century skills like creativity and innovation, but most organizations do not prioritize it. Kersten wants to encourage developing an attitude of wondering, enquiring, and seeking meaning. The New ABC offers training programs to help people and organizations, especially those feeling stuck or overwhelmed, learn how to embrace complexity and work with uncertainty by cultivating curiosity. Kersten is available for curious schools, organizations, teams, or individuals wanting to try new approaches.
Critical Thinking Routines for the Modern Classroom
This document introduces various thinking routines that can be used in classrooms to develop students' critical thinking skills. It discusses tools from Harvard Project Zero and Thinker Keys that provide different routines. Thinking routines are presented as short activities that provoke deep thinking across different subjects. Examples are given of routines that analyze layers of meaning, compare options, or have students examine the thoughts and feelings behind facts. Implementing thinking routines regularly is said to transform how students learn. The document encourages teachers to try different routines and integrate them into their teaching.
Reflective practice in the professional context
Reflection has its origins in ancient philosophy and is an important part of human development and learning. The purpose of reflection is to improve professional practice by critically examining experiences. It requires skills like self-awareness, open-mindedness, and honesty. Reflection leads to personal and professional growth as practitioners gain insight, make changes, and improve their competence over time. Different models emphasize aspects like critical analysis, planned change, and reflecting both during and after experiences. Overall reflection is a valuable tool for practitioners to continuously learn and enhance their skills.
Visible Thinking - Project Zero
Visible Thinking is a broad and flexible framework for enriching workplace learning in the content areas and fostering team members’ intellectual development at the same time.
The central idea of Visible Thinking is very simple: making thinking visible.
In this presentation, Abhishek tries to explore how Visible Thinking can be applied in an organisation.
Creativity in school education
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Questioning
1) Questioning is an important part of the teaching and learning process as it drives critical thinking. Questions define tasks, express problems, and help thinking continue.
2) "Essential questions" that are central to our lives and contestable are most important. They touch our heart and soul and probe the deepest issues.
3) Strategies like Philosophy 4 Children that use questioning techniques help build thinking and reasoning skills in students. Communities of inquiry that discuss essential questions are important.
English 7-Q3-Wk8.pptx
The document discusses how to formulate thought-provoking questions. It provides examples of different types of questions, such as WH-questions that begin with what, who, when, where, why and how to elicit specific information. Yes/no questions can be answered with a simple yes or no. The document also gives tips for creating thought-provoking questions, such as having a clear focus and purpose, showing intent, considering how the question is framed, and planning for follow up. Students practice identifying whether example questions would provoke thought or not.
Philosophy 4 Children: creating a community of enquiry
Philosophy 4 Children (P4C) is a way of teaching which aims to encourage young people to think more critically, caringly, creatively and collaboratively.
Slide2 1222950689251451-9
Focus questions are open-ended questions that engage learners in project-based learning. They pose problems or situations that learners can tackle, knowing there is no single answer. Good focus questions are authentic to learners' lives and communities, requiring higher-order thinking like evaluating, synthesizing, and analyzing to develop complex understandings. Answers to focus questions must be invented by learners through gathering information and constructing their own meanings and insights. Why questions often lead to problem-solving or decision-making questions that motivate learners to find solutions.
Supporting People’s Life with Pattern Languages that Describe the Essence of ...
Takashi Iba's talk at International Academic Forum "ASIAN SPIRITS IN CULTURE", Kuala Lumpur, Malaysia, Nov. 2023
DFC Toolkit
This document summarizes the Design for Change program, which empowers students to enact positive change in their communities. It describes how students in one school felt they didn't have enough time for play and organized themselves into football teams to practice and teach other schools. Their initiative expanded to coaching teams in 7 other schools and training additional coaches, bringing about revolutionary change through the students' imagination and enthusiasm. The program teaches 21st century skills like leadership, collaboration and problem solving to help students believe in their ability to create change.
Help! My classroom is like a barn (LEA Convocation 2013)
This document is a presentation about teaching in early childhood education. It discusses how teaching can feel like working in a barn with all the noises, smells, and unpredictability. However, it emphasizes that teaching is important for cultivating the future and that teachers play a key role in children's lives. It provides advice on classroom set up, behavior management, the importance of play, and using inexpensive materials. The overall message is that teachers should focus on building relationships, think creatively, and put children's learning and development first.
21st century leadership
This document outlines an approach to redesigning education systems to better encourage thinking, questioning, and lifelong learning. It discusses how current systems focus too much on memorization and testing recall without context. It advocates teaching subjects like math, science and history in a more integrated way that highlights real-world applications and lessons. The document also promotes asking questions over giving answers, rewarding curiosity, and seeing teachers as guides opening doors of learning rather than instructors. It provides examples of hands-on lessons linking different subject areas and encouraging children to make discoveries. The approach aims to cultivate excitement about learning and connection to God through exploring nature.
Creativity, innovation & design week 5 all about innovation
The document provides information about an innovation and design course. It includes details about course content and activities for different weeks. Some of the key topics covered are creativity in organizations, design thinking, and using design thinking to solve problems. Students are asked to complete a mind mapping activity, discuss case studies, and work through design thinking steps to address a problem presented by a student named Sally. Guidelines are also provided for an argumentative essay assignment, including the structure, sources to use, and referencing style.
Creativity, Innovation & DesignWeek 5 All about innovation
Creativity, Innovation & Design
Week 5: All about innovation
‹#›
Mind mapping activity….
Using the ‘Whiteboard function’ on Collaborate Ultra
Draw a mind map of Week 5 lecture content
‹#›
Questions based on the HBR article
Read the article titled
‘The Innovation Catalysts’
by R L Martin
‹#›
What is meant by an organizational culture of innovation? How can a company develop such a culture?
Do an online search and find company information about Intuit. For example information related to what is the core business of Intuit, what industry the company is operating in, the products/services sold by Intuit, its partner or subsidiary companies and current market share.
According to the HBR article, what was Intuit doing wrong with regards to fulfilling customer needs?
What strategies did Intuit use to become a design driven innovative company? Why do you think these strategies worked?
How did Intuit integrate design-driven innovation into its organizational culture? Why was this important for promoting innovation at Intuit?
‹#›
‹#›
Group problem solving activity
based on a real-world issue
‹#›
Bullying in schools facts and figures
Approximately one in four Year 4 to Year 9
Australian students (27%) reported being bullied
every few weeks or more often.
Lack of a shared definition of bullying can hamper
finding lasting solutions.
Students may not report bullying to the school
because they fear not being believed or making things
worse.
Approximately one in five young school students
reported experiencing online bullying in any one year.
Hurtful teasing was the most common bullying
behaviour reported, followed by having hurtful lies
told about them.
In 85% of bullying interactions, peers are present
as onlookers, and play a central role in the bullying
process.
84% of students who were bullied online were also
bullied in person.
72% of schools reported managing at least one
incident of online bullying in the previous year.
32% of Year 5s and 29% of Year 8s reported
frequent school bullying.
Students often tell parents about bullying rather
than anyone else.
Enhancing social status with peers is the most
commonly reported motivator for bullying.
83% of students who bully others online also bully
others in person.
Students 10 to 15 years of age are the most
likely to be involved in online bullying.
The national
definition of bullying
for Australian
schools is the
starting point for
bullying prevention
Bullying is an ongoing and deliberate
misuse of power in relationships
through repeated verbal, physical
and/or social behaviour that intends
to cause physical, social and/or
psychological harm. It can involve an
individual or a group misusing their
power, or perceived power, over one
or more persons who feel unable to
stop it from happening.
Bullying can happen in person or
online, via various digital platforms
and devices and it can be obvious
(overt) or hidden ...
Program Administrator: Architect Of A Learning Organization (Slideshare Version)
The document outlines the key elements needed for an educational institution to succeed as a learning organization. It discusses how the roles of an administrator include promoting good communication, helping staff develop personal mastery and clarify mental models, aligning personal and institutional visions, and using team-based approaches to problem solving. The document also summarizes Peter Senge's five disciplines of a learning organization: systems thinking, personal mastery, mental models, shared vision, and team learning.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
Lec30
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
Paternity byond labor pain
This document describes the author's experience developing and launching the first commercial batch of UHT yogurt at Milkpak in 1987. As a new Laboratory Executive, the author was given responsibility for the product and oversaw producing the first 5000 liter batch. Upon completing packaging, the author impulsively decided the entire batch would be consumed in-house at the company canteen instead of launching it to the market, in order to get feedback before commercial release. This marked the beginning of the author's involvement with UHT yogurt product development at Milkpak.
Philosophy.pdf
This document introduces philosophy for children curriculum materials from The School of Life. It aims to develop independent thinking, encourage sharing of ideas, foster consideration of others, and introduce important philosophical concepts. The curriculum includes two books - Big Ideas for Curious Minds, which introduces children to philosophical ideas and figures, and Philosophical Questions for Curious Minds, which provides thought-provoking questions to spark conversation. The document provides an overview and objectives of sample lesson plans focusing on defining philosophy and wisdom, questioning assumptions through Socratic dialogue, cultivating curiosity through formulating questions, and exploring the meaning of life.
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Critical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern Classroom
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Philosophy 4 Children: creating a community of enquiry
Supporting People’s Life with Pattern Languages that Describe the Essence of ...
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Help! My classroom is like a barn (LEA Convocation 2013)
Help! My classroom is like a barn (LEA Convocation 2013)
Creativity, innovation & design week 5 all about innovation
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Creativity, Innovation & DesignWeek 5 All about innovation
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Program Administrator: Architect Of A Learning Organization (Slideshare Version)
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CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
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All About Education Boards
All parents have a concern about which Board should they enroll their child in. To address this, GEMS Genesis International School (GGIS) organised a seminar where Sridhar Rajagopalan was the speaker. He addressed the parents and explained that parents are better off choosing a good school and not focusing just on Boards.
The seminar answered numerous queries and parents were heartened to find answers to their issues.
Das So Far And Forward
This document provides a history of Devashish school from the 1980s to 2009. It details additions to facilities and programs over the years such as new buildings, labs, activities, and events. Enrollment numbers fluctuated with the lowest admissions in 2006. Teachers were supported with initiatives like reduced paperwork, training programs, and recognition. The school developed a reputation for innovations in teaching methods and a focus on computers. The management aims to expand enrollment to 1500 students and potentially open a new campus.
Exam Time Table (Gm Pri)
The document discusses upcoming exams for the first and second semesters. Exams for the first semester will take place in December, while second semester exams are scheduled for May. Students are advised to begin preparing early and manage their time effectively to prepare for all exams.
Activities Gm Pri
1) The document appears to be a schedule listing activities for different time periods throughout the day.
2) The activities include quizzes, competitions, and lessons on topics like being proud of one's Indian heritage and saving water.
3) Most activities are repeated across the different time periods, with some variation in the specific lessons or quizzes being held.
Exam Time Table (Gm Pri)
The document discusses upcoming exams for the first and second semesters. Exams for the first semester will take place from January 15th to January 20th. Second semester exams will be held from May 25th to May 30th. Students are advised to study hard and prepare well in advance for their exams.
Activities Gm Pri
1) The document appears to be a schedule listing activities for different time periods throughout the day.
2) The activities include quizzes, competitions, and lessons on topics like being proud of one's Indian heritage and saving water.
3) Most activities are repeated across the different time periods, with some variation in the specific lessons or quizzes being held.
Time Table
1) The time-table provides the exam schedule for the 2009-2010 half-yearly and final exams for classes 1 through 12.
2) Exams are scheduled from October 6, 2009 through April 17, 2010, with both half-yearly and final exams taking place for various classes and subjects on different dates.
3) The time-table specifies the exam subjects for each class on every exam date.
Activities 2009 10
The document lists various activities that took place from 2009 to 2010, including stanza writing, banner making, instrumental competition, classical dancing, a brunch fiesta, trendy hair styles, a fancy dress competition, and controversies. Many creative and performing arts activities were offered.
Academic Toppers 2008 09
This document lists the class toppers from 2008-2009 for various sections and subjects, along with their percentages. Kandale Sanya Rahul topped Class B with 95%, while Raval Aastha Satyenkumar topped Class A with 93%. The document also recognizes joint second place finishes and lists the percentages of students ranking from first to twelfth in their respective classes and subjects.
Pre Primary Activity List
This document lists activities for a pre-primary school section for the year 2009-10. It includes fruit day, vegetable day, texture day, Halloween day, picnic, sharing day, clay modelling competition, rhymes competition, fancy dress competition, storytelling competition, knowing festivals, and colouring competition.
Exam Pattern 2009 10
There will be two exams this year, a Half Yearly Exam in October and an Annual Exam in April, replacing the usual three exams. Each exam will have a written and oral component, with the written section worth 75 marks (25 for short questions and 50 for essays) and the oral worth 25 marks (10 for MCQs, 5 for a viva, and 10 for observation and chapter tests). The Half Yearly Exam and Annual Exam will each be out of 100 marks, for a total of 200 marks. Students need a minimum of 70 marks in each subject to be promoted to the next class.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Lateral Thinking
- 1. DEVASHISH SANKUL presents
- 3. We cannot grasp it totally …. We don’t know what our future will need
- 5. What will your child need to know more acutely in future????
- 6. To think out innovative solutions to complex problems?? How to measure the area of rhombus OR
- 7. Mathematics and Logic are a part of it It is important BUT Insufficient The former is an example of Vertical Thinking step 1 step 2 step 3 step 4 Maths
- 8. Because it does not allow breeding of new ideas Or creation of new products Or new insights in existing problems
- 10. For the first time we introduce a formal course on directed thinking Lateral Thinking
- 11. Lateral Thinking is a tool that leads to Insights, creativity and new ideas
- 12. Ideas that are not just technical
- 13. But ideas that bring CHANGE Change in every field from Politics to science Philosophy to traffic nuisance Personal happiness to sports
- 14. Lateral Thinking teaches you how to think creatively, turn problems into opportunities, find alternative solutions, and spark your creativity on demand.
- 15. Can’t Believe ??? Try this Divide a square into 4 equal parts in as many ways as possible
- 16. May be this one too Got this? Got this too??
- 17. But could you have thought of all these ways??
- 18. But in real life you need to solve practical problems Try this Four plants are to be planted in a garden in such a manner that they are equidistant from each other
- 19. Try…. May be a square ?? May be a circle ….. Try as hard as you can … the solution is almost impossible Unless ………… but noooooo But then what about diagonals
- 20. You think Laterally and break the assumption of planting all trees on the same level ….
- 21. Because Lateral Thinking is a skill that can be learnt practiced and applied just like Now you see lateral thinking solves problems …. Practical Problems Maths, Tennis or music
- 23. He has taught Lateral Thinking to Nobel Laureates and Fortune 500 companies and 4 year olds in South Africa and Cambodia !!! It is the simplicity and practicality of De Bono’s work that make it the most widely used program on directed Thinking
- 24. It will be done through a systematic well-defined course aimed at “significant improvements in IQ, creativity, flexibility and fluency of thinking” And we at Devashish are proud to say that now on Devashishians will be trained not just in Maths and Science but will receive FORMAL training on THINKING
- 25. And good thinking ability alone will take him through.. Prepare your child for the future Teach him to THINK through novel situations To THINK in adverse conditions To THINK unusual solutions Because the future is going to be very different….
- 26. For more information please contact the PRO at the school’s Front Desk Thank you for your attention.