Anyone who is interested in thinking, regardless of ability or preference, is welcome in the SOT. Some of the different types of thinkers are listed to indicate the plurality of SOT membership:

– The logician

– The analyst

– The information compiler

– The idea generator

– The lateral thinker

– The detective

– The researcher

– The synthesiser

– The evaluator

– The critic

– The describer

– The clarifier

– The explainer

– The communicator

– The sales person

– The diplomat

– The header

– The doer

– The observer

– The problem solver

– The problem finder

– The designer

– The explorer

– The organiser

– The system designer

– The group organiser

There is an obvious difference between the researcher who likes to ferret out information in a defined area and the diplomat who is sensitive to changes in people and situations.

There is an obvious difference between the critic who looks at what is and the lateral thinker who looks at what might be.

There is an obvious difference between the problem solver and the problem finder.

It is not just a matter of being better at one type than another–it is a matter of enjoyment.

Which types of thinking do you enjoy most?

 

DFQ #08:

Choose three from this list and post your thoughts.

 

_____________________________________________________________________

LTTCB– The complete extract above is reprinted from the Learn-To-Think Coursebook and Instructor’s Manual (pp 197-198) co-authored by Edward de Bono and Michael Hewitt-Gleeson de Saint-Arnaud (Capra/New, Santa Barbara USA, 1982, ISBN 0-88496-199-0).
In 1982, Michael and Edward co-authored this book which became a cover story on all global editions of Readers Digest (at that time, the world’s highest-circulation magazine with 68 million readers) and SOT launched the biggest thought-leadership program in the world for the teaching of teachers-of-thinking.

SOT teaches thinking as a skill. 
We are looking to develop thought-leaders and this requires virtuosity. Virtuosity comes from the learning strategy of practise, repetition and rehearsal (PRR). 
The more repetition the more skill. The more skill the more virtuosity. The more virtuosity the more leadership.
In this short clip from the uncut interviews conducted for the Kubrick Series actor Matthew Modine discusses his experience with the value of repetition.

Sometimes things change. They say the only thing that doesn’t change is change itself. Change can be sudden and cataclysmic, like the Kobe earthquake, or slow and unnoticeable like a friend’s weight loss program. But change is change and sometimes things may never be the same again.

When I think of change in this way, I’m often reminded of the TWTTIN phrase — That Was Then … This Is Now! — and of the humour that often accompanies this kind of change in circumstances.

About thirty years ago in Pasadena, California, Edward de Bono I were having lunch with a couple of Caltech scientists. Lunch was at the home of Paul MacCready. Paul invented the Gossamer Albatross which won the prize for man-powered flight across the English Channel. Paul also invited his friend Murray Gell-Mann who won a Nobel Prize for his discovery of the quark.

We came to discuss the role that creativity plays in scientific discovery. This led to a discussion about sudden insights like the Aha! phenomenon and then, inevitably, to the subject of humour.

Murray Gell-Mann began to laugh and then he told us his dog story …

At that time, Murray explained that he had two Doberman dogs and a fruit-laden avocado pear tree.

dober man pupOne of the dobermans liked to eat the avocados when they fell from the tree, the other doberman didn’t care for the avocados at all. Murray’s problem was to stop the first dog from eating his avocados. He tried a number of things but to no avail. But being the scientist that he is, he didn’t give up. Then he had an idea … Aha!

Murray sprinkled cayenne pepper on an avocado to see if the dog would still eat it, the dog wouldn’t touch it. So, triumphantly, he then sprinkled cayenne pepper on all the avocados that had fallen on the ground to teach the dog a lesson that avocados are for humans who are smarter than dogs, anyway.

The change in circumstances worked, more or less. The avocado-eating dog never ate another avocado. However, the other dog now began to eat all the avocados. He liked them now that they were laced with cayenne pepper! … TWTTIN.

From ET 123: English Thinking. The Three Methods. Chapter 32, page 233

 

http://tinyurl.com/c2wtev9

THE THREE ELEMENTS: There are three complimentary design elements that are needed to deliver the promise of SOT training which is to double the students’ speed of thinking in 30 days.

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These three design elements are combined to offer students a powerful development program of authority plus technology plus evidence.

1. SOT Brand - provides authority and credibility that the SOT promise actually works.
2. Brain Software and Apps - the daily lessons deliver the technology - the tools and skills to make it work.
3. KPIs xIO - choosing various KPIs to measure and apply the tools provides the results. This is the evidence to prove that SOT training works and shows the transparency for the client to measure their Return On Payroll.