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Rui Marques 12º
Edward De Bono
Biography
Rui Marques 12º
Edward de Bono studied at St Edward's College in Malta and gained a medical degree from the University of Malta. He was a Rhodes Scholar at Christ Church, Oxford where he gained an M.A. degree in psychology and physiology. He also has a Ph.D. degree and a D.Phil. degree in Medicine from Cambridge University, a D.Des. degree (Doctor of Design) from the Royal Melbourne Institute of Technology, and an LL.D. degree from the University of Dundee. He holds professorships at the Universities of Malta, Pretoria, Dublin City University, and the University of Central England. The New University of Advancing Technology in Phoenix AZ appointed Dr. de Bono Da Vinci Professor of Thinking in May 2005.[1] He is among one of 27 European Union ambassadors for the European Year of Creativity and Innovation 2009. website He was formerly married, has two sons and resides on the Channel Islands. In 1969 de Bono founded the Cognitive Research Trust (CoRT) which continues to produce and promote material based on his ideas. He has written 82 books with translations into 41 languages. He has spent the last 30 years teaching thinking, including working with governments, corporations, organisations and individuals, speaking publicly or privately on many matters. He has started to set up the World Center for New Thinking, based in Malta, which he describes as a "kind of intellectual Red Cross". In 1995, he created the futuristic documentary film, 2040: Possibilities by Edward de Bono, a lecture designed to prepare an audience of viewers released from a cryogenic freeze for contemporary (2040) society. De Bono has detailed a range of 'deliberate thinking methods' - applications emphasizing thinking as a deliberate act rather than a reactive one. His writing style has been lauded for being simple and practical. Avoiding academic terminology, he has advanced applied psychology by making theories about creativity and perception into usable tools. De Bono's work has become particularly popular in the sphere of business - perhaps because of the perceived need to restructure corporations, to allow more flexible working practices and to innovate in products and services. The methods have migrated into corporate training courses designed to help employees and executives think outside the box.
Lateral Thinking
Rui Marques 12º
WHO’s Eduardo de Bono and what is lateral thinking? Eduardo de Bono is the world’s leading authority on creativity. He pioneered the concept of “lateral thinking” as a way of coming up with creative solutions to problems. Lateral thinking means not “digging the same hole deeper” but approaching the problem from a different angle. Lateral thinking may be akin to “right-brain thinking,” which is intuitive, nonlinear, and nonsequential, as opposed to “left-brain thinking,” which is logical, sequential, and vertical. Eduardo de Bono gives the following, which I got from the Internet, as an example of lateral thinking: A merchant who owes money to a money lender agrees to settle the debt based upon the choice of two stones (one black, one white) from a money bag. If his daughter chooses the white stone, the debt is cancelled; if she picks the black stone, the moneylender gets the merchant’s daughter. However, the moneylender “fixes” the outcome by putting two black stones in the bag. The daughter sees this and when she picks a stone out of the bag, immediately drops it onto the path full of other stones. She then points out that the stone she picked must have been the opposite color of the one remaining in the bag. Unwilling to be unveiled as dishonest, the moneylender must agree and cancel the debt. The daughter has solved an intractable problem through the use of lateral thinking. The Philippines could use a dose of lateral thinking to solve its intractable problems. One example of lateral thinking—and I must cite the reformed Arroyo administration for this—is Executive Order 170 declaring the roll-on, roll-off terminal as part of the national highway system. Problem: How to introduce competition to the ports and shipping sectors. Politically powerful groups that control shipping, stevedoring and arrastre are opposing moves to deregulate the sector. The result has been high transport and shipping costs, much higher than transport by land. The ro-ro (roll on, roll off system) provides an alternative to the ports and shipping route. In ro-ro, a truck loaded with dry goods can roll on to a ferry and upon landing, roll off the pier. There are no monopoly stevedoring and arrastre groups to deal with. However, the development of ro-ro has been stymied by regulatory costs, since roro terminals were considered to be ports and under the control of the Philippine Ports Authority. Since the PPA earns 10 percent of all cargo handling revenues, its interests lie in higher and higher cargo handling fees. Here is where lateral thinking comes in. Instead of directly confronting the powerful shipping companies and stevedoring and labor groups, President Arroyo issued an executive order declaring ro-ro terminals, which use the seas as transport
Rui Marques 12º
lanes, as part of the national highway system. Ergo, if the ro-ro terminals are part of the national highway system, they need not be approved by the Philippine Ports Authority and subjected to all kinds of regulations and regulatory costs. The EO effectively made truckers competitors to shippers. (However, in certain goods like grains and other commodities handled in bulk, shippers will always have the edge over truckers.) Moreover, by declaring the seas part of the national highway system, ro-ros and roro terminals may qualify for certain official development assistance (ODA) funds for infrastructure development. Another example of lateral thinking in government was the program initiated by former environment and natural resources secretary Antonio Cerilles to reverse deforestation. He started a program to award usufruct rights to plant fruit trees over denuded lands. His reasoning was that usufruct holders would have an incentive to preserve fruit trees, rather than cut them, because their useful life extends over many years. He used a property rights solution, rather than government money, to try to reverse deforestation. If this program has been stopped because Cerilles is no longer in DENR, it should be restarted and expanded. Socio-economic Secretary Romulo Neri’s emphasis on supply side stimulation rather than demand management, and micro-economics rather than macroeconomics may be an example of lateral thinking. Since the government doesn’t have the money to do any demand stimulation by old-style Keynesian pumppriming, why not focus on micro-economic supply-side reforms to increase productivity and stimulate production? We need lateral thinking because conventional economics may not provide a solution. Japan built a steel industry although it didn’t have the comparative advantage for it (it had no raw materials like iron ore). Israel built a mighty military machine although Jews were not known to be fighters and soldiers during World War II. (They were known to be victims, being led to slaughter by the Nazis). We have been digging the same hole for years and haven’t struck gold. Let’s try some lateral thinking for a change.
My friend and former professor, Mahar Mangahas, head of Social Weather Stations, is calling on all alumni of the UP School of Economics to attend their homecoming on Feb. 22 at 3 p.m. at the UPSE grounds in Diliman. I wish I could attend but I am a dropout. It should be fun, as Mahar assures, since this year’s theme is Fun, Food and Friendship in February.
Seis Sombreros para pensar
Rui Marques 12º
Cada sombrero representa uno de los elementos del pensamiento: - Blanco: neutro y objetivo, basado en hechos y números - Rojo: la visión emocional - Negro: cuidado y precaución - Amarillo: optimismo, pensamiento positivo - Verde: crecimiento fértil, creatividad y nuevas ideas - Azul: calma, organización
Cómo pensamos El ser humanos lucha constantemente por ordenar sus ideas y pensamientos en forma clara. Pero existen dos grandes inconvenientes con la forma tradicional de hacerlo:
1. Muchos utilizan el pensamiento como una manera para reforzar sus egos – para hacer las cosas a su manera, antagonizar a [...]
Los sombreros El método de los “seis sombreros para pensar” nos permite enfocarnos en un sólo proceso mental a la vez. Los sombreros son herramientas de visualización que se pueden emplear para identificar cada una de las funciones del cerebro. El método tiene como [...]
El sombrero blanco
Rui Marques 12º
El blanco, la falta de color, indica una estructura neutral de la mente. El “sombrero de pensar blanco” está basado en hechos y números. Está diseñado para ser práctico. Funciona en forma similar a las computadoras - arroja sólo hechos, no opiniones. Para evitar saturarse -por la enorme cantidad de hechos que se pueden manejar, limítese a pedir sólo la información que realmente necesita – solicite hechos específicos. Recuerde que los hechos deben ser tratados en dos niveles: hechos que se creen son ciertos y aquellos que son verificables.
El sombrero rojo
Este sombrero es el opuesto al blanco. Rojo es el color del amor, la rabia y los sentimientos. El sombrero rojo reconoce que nuestros sentimientos forman parte integral de nuestro proceso de pensamiento. Nos facilita expresar emociones e intuiciones, pero no requiere que las defendamos o [...]
El sombrero negro
El sombrero negro indica cuidado y precaución. Es en líneas generales el más usado. Con este sombrero, uno puede identificar las dificultades potenciales y evitarlas a tiempo. Puede ayudarle a decidir si proceder de acuerdo al plan o proyecto estipulado. Se deben considerar los riesgos, las [...]
El sombrero amarillo
El color amarillo, simboliza el sol y el resplandor; indicando optimismo. El sombrero amarillo provee el contrapeso al sombrero negro, permitiendo realizar una evaluación positiva de su plan o idea. Cubre un rango de pensamientos, desde el lógico y práctico que utiliza diariamente, hasta los [...]
Rui Marques 12º
El sombrero verde
Póngase el sombrero verde cuando quiera pensar de manera creativa. El verde es el color de la fertilidad y del crecimiento. Cuando uno habla con este sombrero puesto, surgen las alternativas y soluciones posibles para los problemas o conflictos anticipados por el sombrero negro. Todos los seres [...]
El sombrero azul
Este sombrero, frío y azul como el cielo, indica autoridad. Proporciona un rol permanente para el líder del grupo. Con este sombrero, usted es el facilitador; el responsable de definir el objetivo, establecer el enfoque y asegurarse que las reglas sean cumplidas. Utilice este sombrero al comienzo [...]
Rui Marques 12º
Rui Marques 12º
Direct Teaching of Thinking
Most people do not bother any more about their thinking than they do about walking or breathing. Thinking seems a natural enough process and one is happy with one's competence. There is, however, much more individuality in thinking styles and sufficient difference between individuals to suggest that thinking may be a skill about which something can be done. It is with this in mind that Edward de Bono designed the CoRT Thinking Lessons for schools. The earlier that children can be taught to think the greater advantage they will have to understand and assimilate other subjects. "The CoRT Thinking Lessons are now the most widely used materials for the direct teaching of thinking as a basic skill. The lessons have been in use since 1970 and in the intervening years a great deal of experience in the direct teaching of thinking as a skill has been accumulated. I write this because it is not difficult to devise new programmes which seem exciting at first but which do not withstand the test of time and use. Excitement and novelty are no substitute for practicality and experience. The CoRT Thinking Lessons, in six sections, are now in heavy use throughout the U.S.A., in the U.K., Ireland, Canada, Australia, New Zealand, Israel and Malta. In Venezuela, after a year's pilot programme, the CoRT Thinking Lessons have been added on to the curriculum of every school in the country. A number of other countries have already expressed interest in following this example. The Success of the CoRT Thinking Lessons has depended on two things: an increasing interest in the teaching of thinking as a basic skill and the practical, hands-on nature of the lessons. There is a growing feeling amongst educators that thinking is a skill that should be given direct attention. It is felt that thinking is a skill that can be improved by focused attention and the practice of some basic skills. The old idea that skill in thinking is developed as the by-product of such subjects as Geography and History is no longer tenable. Some thinking skills concerned with the sorting of information can be taught as a by-product of such subjects but these are only part of the broad range of thinking skills required for life. For example, the thinking skills required for action must include consideration of priorities, objectives, other people's views and the like. Descriptive thinking is not enough. It used to be felt that a person with a high IQ would necessarily be an effective thinker. This does not seem to be the case. Some people with high IQs turn out to be relatively ineffective thinkers and others with much more humble IQs are more effective. I have defined thinking as: The operating skill with which intelligence acts upon experience. If IQ is the innate horsepower of a car then thinking skill is the equivalent to driving skill. Because of this realisation many schools for the exceptionally gifted are now
Rui Marques 12º
using the CoRT Thinking Lessons in a deliberate attempt to avoid the "intelligence trap" which occurs when a high IQ is not accompanied by effective thinking skills. To be effective thinking does require an information base. But it is absurd to suppose that if we have enough information it will do our thinking for us. Only in very rare instances can we ever have such complete information that thinking is superfluous. In most cases we have to supplement inadequate information by use of our thinking skills. I have lectured to hundreds of thousands of industrialists, scientists, engineers, architects, teachers, public servants, and many other groups. Again and again there arises the complaint that nowhere in their education had they been taught how to think. There need not be any complicated mystique about thinking. The CoRT Lessons have been designed to be practical and usable, in a wide variety of situations ranging from the jungles of Venezuela to IBM corporate headquarters in Paris. They have been used in the elite schools and in schools in disadvantaged areas. On the whole they have been used by teachers who have not had any previous training in the use of the lessons. The basic format allows lessons to be used over a wide range of ages (6 years to adult) and abilities (IQs of 75 to 140). This is not as surprising as it may seem, for the CoRT Lessons are concerned with the basic thinking processes and these are the same for any age. The lessons are designed to be simple and practical. "In teaching the CoRT Lessons the idiom is: simple, practical, clear, focused and serious." - Edward de Bono The CoRT Thinking Lessons are divided into 6 Groups with ten lessons in each group. The complete set of 60 lessons for Teachers and Students • • • • • •
CoRT 1 Breadth (10 lessons) CoRT 2 Organisation (10 Lessons) CoRT 3 Interaction (10 Lessons) CoRT 4 Creativity(10 Lessons) CoRT 5 Information & Feeling(10 Lessons) CoRT 6 Action (10 Lessons)
In in each of the Groups there are Teacher's Notes and Student notes. With the CD version there is no restriction on the number of student notes that may be printed, subject to the licence agreement. Possibly another advantage of the CD version is that examples and exercises may be altered to ensure that local and topical items can be used. The CoRT Teaching Lessons are being made available in a number of languages.
Rui Marques 12º
Bibliografia •
http://www.edwdebono.com/debono/cort.htmv
•
http://en.wikipedia.org/wiki/Edward_de_Bono#Biography
•
http://www.edwarddebono.com/Default.php
•
http://www.resumido.com/es/libro.php?cod=144
•
Edward De Bono
Biography
Rui Marques 12º
Edward de Bono studied at St Edward's College in Malta and gained a medical degree from the University of Malta. He was a Rhodes Scholar at Christ Church, Oxford where he gained an M.A. degree in psychology and physiology. He also has a Ph.D. degree and a D.Phil. degree in Medicine from Cambridge University, a D.Des. degree (Doctor of Design) from the Royal Melbourne Institute of Technology, and an LL.D. degree from the University of Dundee. He holds professorships at the Universities of Malta, Pretoria, Dublin City University, and the University of Central England. The New University of Advancing Technology in Phoenix AZ appointed Dr. de Bono Da Vinci Professor of Thinking in May 2005.[1] He is among one of 27 European Union ambassadors for the European Year of Creativity and Innovation 2009. website He was formerly married, has two sons and resides on the Channel Islands. In 1969 de Bono founded the Cognitive Research Trust (CoRT) which continues to produce and promote material based on his ideas. He has written 82 books with translations into 41 languages. He has spent the last 30 years teaching thinking, including working with governments, corporations, organisations and individuals, speaking publicly or privately on many matters. He has started to set up the World Center for New Thinking, based in Malta, which he describes as a "kind of intellectual Red Cross". In 1995, he created the futuristic documentary film, 2040: Possibilities by Edward de Bono, a lecture designed to prepare an audience of viewers released from a cryogenic freeze for contemporary (2040) society. De Bono has detailed a range of 'deliberate thinking methods' - applications emphasizing thinking as a deliberate act rather than a reactive one. His writing style has been lauded for being simple and practical. Avoiding academic terminology, he has advanced applied psychology by making theories about creativity and perception into usable tools. De Bono's work has become particularly popular in the sphere of business - perhaps because of the perceived need to restructure corporations, to allow more flexible working practices and to innovate in products and services. The methods have migrated into corporate training courses designed to help employees and executives think outside the box.
Lateral Thinking
Rui Marques 12º
WHO’s Eduardo de Bono and what is lateral thinking? Eduardo de Bono is the world’s leading authority on creativity. He pioneered the concept of “lateral thinking” as a way of coming up with creative solutions to problems. Lateral thinking means not “digging the same hole deeper” but approaching the problem from a different angle. Lateral thinking may be akin to “right-brain thinking,” which is intuitive, nonlinear, and nonsequential, as opposed to “left-brain thinking,” which is logical, sequential, and vertical. Eduardo de Bono gives the following, which I got from the Internet, as an example of lateral thinking: A merchant who owes money to a money lender agrees to settle the debt based upon the choice of two stones (one black, one white) from a money bag. If his daughter chooses the white stone, the debt is cancelled; if she picks the black stone, the moneylender gets the merchant’s daughter. However, the moneylender “fixes” the outcome by putting two black stones in the bag. The daughter sees this and when she picks a stone out of the bag, immediately drops it onto the path full of other stones. She then points out that the stone she picked must have been the opposite color of the one remaining in the bag. Unwilling to be unveiled as dishonest, the moneylender must agree and cancel the debt. The daughter has solved an intractable problem through the use of lateral thinking. The Philippines could use a dose of lateral thinking to solve its intractable problems. One example of lateral thinking—and I must cite the reformed Arroyo administration for this—is Executive Order 170 declaring the roll-on, roll-off terminal as part of the national highway system. Problem: How to introduce competition to the ports and shipping sectors. Politically powerful groups that control shipping, stevedoring and arrastre are opposing moves to deregulate the sector. The result has been high transport and shipping costs, much higher than transport by land. The ro-ro (roll on, roll off system) provides an alternative to the ports and shipping route. In ro-ro, a truck loaded with dry goods can roll on to a ferry and upon landing, roll off the pier. There are no monopoly stevedoring and arrastre groups to deal with. However, the development of ro-ro has been stymied by regulatory costs, since roro terminals were considered to be ports and under the control of the Philippine Ports Authority. Since the PPA earns 10 percent of all cargo handling revenues, its interests lie in higher and higher cargo handling fees. Here is where lateral thinking comes in. Instead of directly confronting the powerful shipping companies and stevedoring and labor groups, President Arroyo issued an executive order declaring ro-ro terminals, which use the seas as transport
Rui Marques 12º
lanes, as part of the national highway system. Ergo, if the ro-ro terminals are part of the national highway system, they need not be approved by the Philippine Ports Authority and subjected to all kinds of regulations and regulatory costs. The EO effectively made truckers competitors to shippers. (However, in certain goods like grains and other commodities handled in bulk, shippers will always have the edge over truckers.) Moreover, by declaring the seas part of the national highway system, ro-ros and roro terminals may qualify for certain official development assistance (ODA) funds for infrastructure development. Another example of lateral thinking in government was the program initiated by former environment and natural resources secretary Antonio Cerilles to reverse deforestation. He started a program to award usufruct rights to plant fruit trees over denuded lands. His reasoning was that usufruct holders would have an incentive to preserve fruit trees, rather than cut them, because their useful life extends over many years. He used a property rights solution, rather than government money, to try to reverse deforestation. If this program has been stopped because Cerilles is no longer in DENR, it should be restarted and expanded. Socio-economic Secretary Romulo Neri’s emphasis on supply side stimulation rather than demand management, and micro-economics rather than macroeconomics may be an example of lateral thinking. Since the government doesn’t have the money to do any demand stimulation by old-style Keynesian pumppriming, why not focus on micro-economic supply-side reforms to increase productivity and stimulate production? We need lateral thinking because conventional economics may not provide a solution. Japan built a steel industry although it didn’t have the comparative advantage for it (it had no raw materials like iron ore). Israel built a mighty military machine although Jews were not known to be fighters and soldiers during World War II. (They were known to be victims, being led to slaughter by the Nazis). We have been digging the same hole for years and haven’t struck gold. Let’s try some lateral thinking for a change.
My friend and former professor, Mahar Mangahas, head of Social Weather Stations, is calling on all alumni of the UP School of Economics to attend their homecoming on Feb. 22 at 3 p.m. at the UPSE grounds in Diliman. I wish I could attend but I am a dropout. It should be fun, as Mahar assures, since this year’s theme is Fun, Food and Friendship in February.
Seis Sombreros para pensar
Rui Marques 12º
Cada sombrero representa uno de los elementos del pensamiento: - Blanco: neutro y objetivo, basado en hechos y números - Rojo: la visión emocional - Negro: cuidado y precaución - Amarillo: optimismo, pensamiento positivo - Verde: crecimiento fértil, creatividad y nuevas ideas - Azul: calma, organización
Cómo pensamos El ser humanos lucha constantemente por ordenar sus ideas y pensamientos en forma clara. Pero existen dos grandes inconvenientes con la forma tradicional de hacerlo:
1. Muchos utilizan el pensamiento como una manera para reforzar sus egos – para hacer las cosas a su manera, antagonizar a [...]
Los sombreros El método de los “seis sombreros para pensar” nos permite enfocarnos en un sólo proceso mental a la vez. Los sombreros son herramientas de visualización que se pueden emplear para identificar cada una de las funciones del cerebro. El método tiene como [...]
El sombrero blanco
Rui Marques 12º
El blanco, la falta de color, indica una estructura neutral de la mente. El “sombrero de pensar blanco” está basado en hechos y números. Está diseñado para ser práctico. Funciona en forma similar a las computadoras - arroja sólo hechos, no opiniones. Para evitar saturarse -por la enorme cantidad de hechos que se pueden manejar, limítese a pedir sólo la información que realmente necesita – solicite hechos específicos. Recuerde que los hechos deben ser tratados en dos niveles: hechos que se creen son ciertos y aquellos que son verificables.
El sombrero rojo
Este sombrero es el opuesto al blanco. Rojo es el color del amor, la rabia y los sentimientos. El sombrero rojo reconoce que nuestros sentimientos forman parte integral de nuestro proceso de pensamiento. Nos facilita expresar emociones e intuiciones, pero no requiere que las defendamos o [...]
El sombrero negro
El sombrero negro indica cuidado y precaución. Es en líneas generales el más usado. Con este sombrero, uno puede identificar las dificultades potenciales y evitarlas a tiempo. Puede ayudarle a decidir si proceder de acuerdo al plan o proyecto estipulado. Se deben considerar los riesgos, las [...]
El sombrero amarillo
El color amarillo, simboliza el sol y el resplandor; indicando optimismo. El sombrero amarillo provee el contrapeso al sombrero negro, permitiendo realizar una evaluación positiva de su plan o idea. Cubre un rango de pensamientos, desde el lógico y práctico que utiliza diariamente, hasta los [...]
Rui Marques 12º
El sombrero verde
Póngase el sombrero verde cuando quiera pensar de manera creativa. El verde es el color de la fertilidad y del crecimiento. Cuando uno habla con este sombrero puesto, surgen las alternativas y soluciones posibles para los problemas o conflictos anticipados por el sombrero negro. Todos los seres [...]
El sombrero azul
Este sombrero, frío y azul como el cielo, indica autoridad. Proporciona un rol permanente para el líder del grupo. Con este sombrero, usted es el facilitador; el responsable de definir el objetivo, establecer el enfoque y asegurarse que las reglas sean cumplidas. Utilice este sombrero al comienzo [...]
Rui Marques 12º
Rui Marques 12º
Direct Teaching of Thinking
Most people do not bother any more about their thinking than they do about walking or breathing. Thinking seems a natural enough process and one is happy with one's competence. There is, however, much more individuality in thinking styles and sufficient difference between individuals to suggest that thinking may be a skill about which something can be done. It is with this in mind that Edward de Bono designed the CoRT Thinking Lessons for schools. The earlier that children can be taught to think the greater advantage they will have to understand and assimilate other subjects. "The CoRT Thinking Lessons are now the most widely used materials for the direct teaching of thinking as a basic skill. The lessons have been in use since 1970 and in the intervening years a great deal of experience in the direct teaching of thinking as a skill has been accumulated. I write this because it is not difficult to devise new programmes which seem exciting at first but which do not withstand the test of time and use. Excitement and novelty are no substitute for practicality and experience. The CoRT Thinking Lessons, in six sections, are now in heavy use throughout the U.S.A., in the U.K., Ireland, Canada, Australia, New Zealand, Israel and Malta. In Venezuela, after a year's pilot programme, the CoRT Thinking Lessons have been added on to the curriculum of every school in the country. A number of other countries have already expressed interest in following this example. The Success of the CoRT Thinking Lessons has depended on two things: an increasing interest in the teaching of thinking as a basic skill and the practical, hands-on nature of the lessons. There is a growing feeling amongst educators that thinking is a skill that should be given direct attention. It is felt that thinking is a skill that can be improved by focused attention and the practice of some basic skills. The old idea that skill in thinking is developed as the by-product of such subjects as Geography and History is no longer tenable. Some thinking skills concerned with the sorting of information can be taught as a by-product of such subjects but these are only part of the broad range of thinking skills required for life. For example, the thinking skills required for action must include consideration of priorities, objectives, other people's views and the like. Descriptive thinking is not enough. It used to be felt that a person with a high IQ would necessarily be an effective thinker. This does not seem to be the case. Some people with high IQs turn out to be relatively ineffective thinkers and others with much more humble IQs are more effective. I have defined thinking as: The operating skill with which intelligence acts upon experience. If IQ is the innate horsepower of a car then thinking skill is the equivalent to driving skill. Because of this realisation many schools for the exceptionally gifted are now
Rui Marques 12º
using the CoRT Thinking Lessons in a deliberate attempt to avoid the "intelligence trap" which occurs when a high IQ is not accompanied by effective thinking skills. To be effective thinking does require an information base. But it is absurd to suppose that if we have enough information it will do our thinking for us. Only in very rare instances can we ever have such complete information that thinking is superfluous. In most cases we have to supplement inadequate information by use of our thinking skills. I have lectured to hundreds of thousands of industrialists, scientists, engineers, architects, teachers, public servants, and many other groups. Again and again there arises the complaint that nowhere in their education had they been taught how to think. There need not be any complicated mystique about thinking. The CoRT Lessons have been designed to be practical and usable, in a wide variety of situations ranging from the jungles of Venezuela to IBM corporate headquarters in Paris. They have been used in the elite schools and in schools in disadvantaged areas. On the whole they have been used by teachers who have not had any previous training in the use of the lessons. The basic format allows lessons to be used over a wide range of ages (6 years to adult) and abilities (IQs of 75 to 140). This is not as surprising as it may seem, for the CoRT Lessons are concerned with the basic thinking processes and these are the same for any age. The lessons are designed to be simple and practical. "In teaching the CoRT Lessons the idiom is: simple, practical, clear, focused and serious." - Edward de Bono The CoRT Thinking Lessons are divided into 6 Groups with ten lessons in each group. The complete set of 60 lessons for Teachers and Students • • • • • •
CoRT 1 Breadth (10 lessons) CoRT 2 Organisation (10 Lessons) CoRT 3 Interaction (10 Lessons) CoRT 4 Creativity(10 Lessons) CoRT 5 Information & Feeling(10 Lessons) CoRT 6 Action (10 Lessons)
In in each of the Groups there are Teacher's Notes and Student notes. With the CD version there is no restriction on the number of student notes that may be printed, subject to the licence agreement. Possibly another advantage of the CD version is that examples and exercises may be altered to ensure that local and topical items can be used. The CoRT Teaching Lessons are being made available in a number of languages.
Rui Marques 12º
Bibliografia •
http://www.edwdebono.com/debono/cort.htmv
•
http://en.wikipedia.org/wiki/Edward_de_Bono#Biography
•
http://www.edwarddebono.com/Default.php
•
http://www.resumido.com/es/libro.php?cod=144
•
