For the past 30 years I’ve been selling THINKING because I could not think of a better product to sell. Not just any thinking, of course, but much better thinking. Up until now I have focused on the USA and the Australian markets.

Traditionally, the thinking in these markets has been mostly Greco-Roman logic, which is very slow, and so there’s been a need and an interest in upgrading the 2500-year-old logic brain software (for thinking inside the square) to something much faster and much better for thinking outside the square!

I developed a powerful cognitive search algorithm called the Universal Brain Software–cvs2bvs–and have been selling that successfully in these markets since 1979. My book “Software For The Brain” has been a best-seller and published in Five International Editions over the years.


In the last decade, like everyone in the USA and Australia, I’ve been watching the greatest market phenomenon of our time: CHINDIA. Although I’m not keen on the word it refers to the phenomenon of the exploding consumer markets in CHINA and INDIA that are driving the world economy. It is estimated by Boston Consulting Group that CHINDIA will be a TRILLION by 2020. No-one in business can afford to ignore this.


China and India are very different in many ways. However, there will be nearly one billion middle-class consumers in China and India within the next ten years. By 2020 nearly 70% of Chinese households will be in the middle and upper-classes and nearly 60% in India. The number of billionaires in China has already grown from 1 to 115 in the past decade.

So, I began my own research and thinking about this opportunity a decade ago and in 2011 I decided I would do a Fifth Edition of my main work, Software For The Brain, but this time I would rewrite it and re-title it especially for the coming CHINDIA market: English Thinking: The Three Methods.

From English Speaking to English Thinking

English is already widely spoken in India and in China it is already the biggest foreign language. A vast nationwide educational effort is being forged in China to upgrade the level of English-speaking skills.

Me experience in the USA and Australia over the past three decades has led me to predict that Chinese and Indian middle-class consumers will not only need English speaking but they will also want English THINKING …

The SOT Graduate Certificate of English Thinking is based on the coursebook, English Thinking: The Three Methods by Michael Hewitt-Gleeson (2012).





The Three Methods

1. Greco-Roman Logic

for thinking inside the square,

2. The Scientific Method

for thinking outside the square,

3. Cognitive Science

for software for the brain and apps for intelligence.


What today we can call “English Thinking” has really evolved over the past 2500 years. Starting from the Greeks on to the Roman Empire and the Roman Church through The Enlightenment and Scientific Method and, since World War II, with the rise of cognitive machines and the world wired web of the internet.

In this course, the 38 lessons of ET 123 are designed to give SOT Members two things: knowledge and mastery of the three methods of English Thinking.




ET 123

English Thinkers need to know about the history and evolution of English Thinking as compared with, say, Chinese Thinking. In these lessons the two are compared for the benefit of insight and instruction.

Indeed, it would be an interesting field of research to go further and make a wider range of comparisons between the many other histories of thinking, for example, Spanish Thinking, Indian Thinking, Persian Thinking, Russian Thinking and even Artificial Thinking of the kind that computers use to conquer the Russian Grandmasters at Chess.

However, the scope of these ET 123 lessons will be to explore the three dominant methods of English Thinking:

  1. Greco-Roman Logic,

  2. The Scientific Method, and

  3. Cognitive Science.

1. Greco-Roman Logic (inside-the-square)

First, students learn how Greek logic came to be fused with Christian judgmental thinking and how the ideas of the Greek Thinkers–Plato, Socrates and Aristotle–were taken over by the Roman church through Thomas Aquinas. How these ideas became the cognitive operating system of European thinking and were then spread virally around the world by centrally organised Roman missionaries.

They spread first to countries in Britain, the continent and elsewhere and then later to America and Australia. More recently this ubiquitous education enterprise has spread to the African continent and into the ASEAN countries.

How, even today, children in these countries are still taught Right/Wrong, Yes/No, Black/White, Us/Them, Greco-Roman Logical thinking. And, Western parliaments, legal systems, the media and religious institutions still use pre-Enlightenment dialectic thinking to prosecute their cases and reach their decisions.

This Greco-Roman logic method is colloquially referred to as: inside the square thinking.


2. The Scientific Method (outside-the-square)

Second, the ET 123 lessons explore how the great escape from Greco-Roman logic led to the Enlightenment, Darwinian evolutionary thinking and the Scientific Method which became the combined cognitive engine behind the great march of Western science and technology which has cracked the human genetic code, put robots on Mars and wired the world for freedom of thought.

These methods are for thinking outside the square and rely on the value of hypothetical research, repetitive experimentation, measurement and observation and a strategic appreciation of the role of surprise and mistakes. This kind of thinking employs quite different but complementary methods and values to Christian Logic or judgmental thinking. These methods were introduced and spread throughout Western society through universities and scientific journals and the rapid growth of the commercial publishing industry.

Outside the square thinking is now on the move. When I was born in 1947 there was no television, penicillin, polio shots, frozen foods, Xerox, contact lenses, Frisbees and the pill. When I was born there were no credit cards, laser beams or ball-point pens. No-one had yet invented pantyhose, air conditioners, dishwashers, clothes dryers, and man had yet to walk on the moon.

I was born before gay-rights, computer-dating, dual careers, day-care centers, the China one-child policy, cognitive science and facebook. People thought fast food was what people ate during Lent. Australians had never heard of FM radios, tape decks, CDs, electric typewriters, yogurt, or nipple piercing. If you saw anything with Made in Japan on it, it was considered junk. Pizza Hut, McDonald’s, and café lattes were unheard of. And, atheists went to Hell (recently His Eminence George Cardinal Pell of Australia announced on national television that atheists can now go to Heaven which shows that even cardinals can now think outside the square).

When I was born my parents were the last generation to believe that a woman needed a man to make a baby. In 2012, there are more scientists, technologists and innovators alive than all those who ever lived in the history of the world.

It’s worth repeating that it does come as a sad surprise that after all this intellectual effort most big Western institutions like the education system, the legal system, the media, the church and the Western parliaments are still based on Greco-Roman logic. Because of this fact, most Western thinkers are still pre-Enlightenment thinkers! Even though they may be aware of the Enlightenment and can describe some of its accomplishments their daily default mode of thinking is still inside-the-square.


3. Cognitive Science (apps for intelligence)

Third, since WWII thinkers like Alan Turing empowered the invention of cognitive machines, machines that think, there has been an unprecedented tsunami of interest in computing, networking and the accelerating developments of cognitive science.

This has led to much faster and more powerful models of thinking and innovation and the more recent developments of software for the brain in countries like America and Australia.

These apps and algorithms are being developed for both human and artificial intelligences. They have now spread rapidly through the big global corporations like IBM, Apple and GE via their enterprise training departments.

These methods have infected the world wide web and in the last few decades have become a permanent part of Western education systems from primary schools to tertiary institutions.

Graduate Certificate Training

ET 123 is the graduate course of the School of Thinking. It follows the basic undergraduate training in Metacognition.

These more advanced 38 lessons of English Thinking simply and clearly show and tell Members how to understand these three dominant methods and how to apply them. They also contrast them with the long-esteemed methods of Confucian Thinking so as to make comparisons and to better understand the differences.



Knowledge without skills is pointless when it comes to English Thinking. So, for 10 weeks Members are given daily opportunities through PRR (practise, repetition, rehearsal) over the course of these 38 lessons to master these ET 123 skills and transfer them into their own personal and daily life.

The unique goal of this program is to ensure that Members become SKILLED in the daily use of English Thinking.

When you complete all lessons to #38 in this series you may graduate with the Certificate of English Thinking which will be personalised and sent to you from the Office of the Principal in Melbourne, Australia.

Next Admissions:

From First of April 2016


$1,000 (click to apply)

To Qualify:

To qualify for the GCET SOT the student must have

completed SOT’s Certificate of Metacognition.


By Daryll Hull


Australia has more than two million registered businesses, and at least equally that number of actual places of work. These range from one and two person workplaces to groups of 100 people plus. These work places are the front line in the productivity debate.

The CEO and the operations executives of these businesses may make the big decisions, but the supervisors, coordinators, team leaders and frontline managers are at the sharp end of the game. The face-to-face connection between supervisors and line operators, office workers, nurses, truck drivers, shop assistants and a thousand other occupations is where leadership meets productivity.

It is therefore interesting that in most discussions when “workplace leadership and productivity” is raised we find hundreds of contributions about professional development, mentoring, coaching, and executive courses as they relate to senior managers, engineers, CEOs, and other top line occupations. Learning, education and expensive behavioural “high performance” programs tend to dominate the conversation. Frontline managers are usually relegated to vocational training programs – perhaps a Certificate 4 in Front Line Management if they are lucky.

Management and leadership are equally important

There is nothing wrong with vocational training, by the way. It produces competencies and assessments based on national content and common “packages” that deliver the goods to students via Registered Training Organisations. The question is: why put workplace management and workplace leadership into different categories? Executives head off to universities or overseas programs to learn about workplace leadership. Supervisors usually get to go to TAFE and learn about time management.

More importantly, this simplistic view of leadership as an optional adjunct to supervision, and leadership as a core capability for senior managers, misses the point about productivity in the workplace.

We can talk about labour productivity as a factor in national economic matters, but it’s only when we drill down into actual workplaces that we see the basic truth: improved productivity in Australian workplaces is the outcome of the quality of working relationships on the job – where people actually work.

Those relationships are shaped in part by the capacity of the workplace leader or supervisor to maintain and deepen the quality of the connections between people.

In 2003 the Business Council of Australia commissioned field research conducted by myself and a colleague to actually ask people on the job what they thought were the key characteristics of good workplace leadership. Since that research was published it has been affirmed by other academics, and by managers around in the country.

What makes a good leader?

There are clear qualities of an excellent workplace leader. They are (in no apparent order and in the words of people on the job): being a player/coach, fairness, accessibility, empowering people, ethical, not getting in the way of people, no ambushes, giving recognition where due, building trust, no bullshit, helping in a crisis, being “out there” for the group, honesty, and “walking the talk”.

Now it’s likely that academic commentators will pounce on these descriptors and label them as “broad and ill-defined attributes”. It simply doesn’t matter how you categorise them. What we have as far back as 2003 (and possibly earlier if we include the 1995 Karpin Report and work undertaken by Telstra on cultural factors in workplace productivity in the mid 1990s) is a vivid picture of workplace leadership as seen by the people who show up for work every day. This is where the discussion must start about leadership and productivity in Australia.

Vocational training and a few short courses at TAFE does not cut it for front line managers. Companies and public service agencies should invest in their workplace leaders with the same intensity and commitment they usually give the more highly paid managers in their organisations. It is ironic that the more senior one becomes the more available leadership education becomes. Funding for such education seems a logical “investment” in the business, while funding for front line management education often seems to be a “cost” to the business.

Leadership on the job requires business to take the same care and attention to selection, recruitment and education as they do for the senior positions in a business. The frontline leaders are the cutting edge of any operation. They are usually the first to appreciate when things are going well, and when they are going wrong. Their intervention on the job can save a situation, or make it worse. They can lead groups to excellence, or drive them to desperation. They can keep a business alive, or bring it to its knees.

The Telstra cultural imprint studies (see the Industry and Business Skills Council – IBSA – for a summary report and recent update) in the 1990s implied that there are three kinds of frontline managers in Australian places of work: leaders, bosses and bastards. Leaders at this level are few and far between, there are many bosses (good ones and bad ones); and way too many bastards. Good bosses can become great workplace leaders if they are encouraged and educated. Unfortunately bad bosses are often left to become bastards, and once a bastard – always a bastard!

We can do better. We just need to focus on actual workplace leadership, not just on executive and professional development.

Daryll Hull received funding from the Business Council of Australia for the 2003 research undertaken on Simply The Best Workplaces in Australia.

The Conversation

This article was originally published on The Conversation.  Read the original article.