Teach Your Child How to Think
by Edward de Bono
Yet the amount of attention we give to design thinking – and creative and constructive thinking – in education is tiny. Design is seen as something for architects, graphic artists and fashion designers. Yet design is a fundamental and very important part of thinking. Design is at least as important as analysis. Design includes all those aspects of thinking involved in putting things together to achieve an effect. Yet thinking should be free, unfettered and open-ended. This is true. The tighter the framework for the thinking the freer the thinking can be within that framework. A carpenter needs a strong tool and a skill in using that tool. The carpenter is free to use that tool for any purpose. But at any moment the carpenter knows what tool he or she is using and what is being done.
Yet thinking should be free, unfettered and open-ended. This is true. The tighter the framework for the thinking the freer the thinking can be within that framework. A carpenter needs a strong tool and a skill in using that tool. The carpenter is free to use that tool for any purpose. But at any moment the carpenter knows what tool he or she is using and what is being done.
Operacy involves such aspects of thinking as: other people’s views; priorities; objectives; alternatives; consequences; guessing; decisions; conflict-resolution; creativity and many other aspects not normally covered in the type of thinking used for information analysis. These things are part of ‘pro-active’ thinking, not the usual ‘reactive’ thinking.
There are many problems which require ‘design’ as much as they require analysis. It is with design that we construct and create solutions. Design thinking allows us to put things together to achieve what we desire. It is not a matter of removing the cause of the problem but of constructing a solution.
Highly intelligent people are usually good at solving puzzles or problems where all the pieces are given. They are less good at situations which require them to find the pieces and to assess the value of the pieces.
The purpose of thinking is to so arrange the world (in our minds) that we can apply emotion effectively. In the end it is emotion that makes the choices and decisions.
"Yet the amount of attention we give to design thinking – and creative and constructive thinking – in education is tiny. Design is seen as something for architects, graphic artists and fashion designers. Yet design is a fundamental and very important part of thinking. Design is at least as important as analysis. Design includes all those aspects of thinking involved in putting things together to achieve an effect."
"Yet thinking should be free, unfettered and open-ended. This is true. The tighter the framework for the thinking the freer the thinking can be within that framework. A carpenter needs a strong tool and a skill in using that tool. The carpenter is free to use that tool for any purpose. But at any moment the carpenter knows what tool he or she is using and what is being done."
"Operacy involves such aspects of thinking as: other people’s views; priorities; objectives; alternatives; consequences; guessing; decisions; conflict-resolution; creativity and many other aspects not normally covered in the type of thinking used for information analysis. These things are part of ‘pro-active’ thinking, not the usual ‘reactive’ thinking."
"There are many problems which require ‘design’ as much as they require analysis. It is with design that we construct and create solutions. Design thinking allows us to put things together to achieve what we desire. It is not a matter of removing the cause of the problem but of constructing a solution."
"Highly intelligent people are usually good at solving puzzles or problems where all the pieces are given. They are less good at situations which require them to find the pieces and to assess the value of the pieces."
"The purpose of thinking is to so arrange the world (in our minds) that we can apply emotion effectively. In the end it is emotion that makes the choices and decisions."
"Unfortunately neither of these two states is present today. There is a tremendous need for change and there is a remarkable lack of new ideas and creative energy."
- →There are many problems which require ‘design’ as much as they require analysis. It is with design that we construct and create solutions. Design thinking allows us to put things together to achieve what we desire. It is not a matter of removing the cause of the problem but of constructing a solution.
- →Highly intelligent people are usually good at solving puzzles or problems where all the pieces are given. They are less good at situations which require them to find the pieces and to assess the value of the pieces.
- →Intelligence is a potential. Thinking is the skill with which we use that potential. I shall be discussing this point in more detail within a few pages.
- →Theoretically everyone should be happy to lose an argument because that way you end up with more than you had at the beginning.
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