46541690 lateral thinking presentation
TRANSCRIPT
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Lateral Thinking
By M. Allen Firester on behalf
of IS68; Mr. Fralin, principal.
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Italian ork!an ants a "ob
• An Italian workman wants a job, but the foremanwon't hire him until he passes a little math test.
• 'Here's your first question,' the foreman said.
'Without using numbers, represent the number.'
• 'Withouta numbers!' the Italian says, '"atsaeasy.' and he pro#eeds to draw three trees.
• 'What's this!' the boss asks.• 'A$e you gota no brain! %ree and tree and tree
makes a nine,' says the Italian.
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• '&air enough,' says the boss. 'Here's yourse#ond question. se the same rules, but this
time the number is .'• %he Italian stares into spa#e for a while, then
pi#ks up the pi#ture that he has just drawn and
makes a smudge on ea#h tree . '(re you go.'
• %he boss s#rat#hes his head and says, 'How onearth do you get that to represent !'
• '(a#ha of da trees is a dirty now. )o, it's dirty
tree, and dirty tree, and dirty tree. "atsa a .'
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• %he boss is getting worried that he's going
to a#tually ha$e to hire this Italian, so he
says, 'All right, last question.
• )ame rules again, but represent thenumber *++.'
• %he Italian stares into spa#e some more,then he pi#ks up the pi#ture again and
makes a little mark at the base of ea#h
tree and says, '(re you go. ne hundred.'
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• %he boss looks at the attempt. '-ou mustbe nuts if you think that represents ahundred'
• /-ou're going to lo$e this one0
• %he Italian leans forward and points to
the marks at the base of ea#h tree andsays, 'A little doga #ome along and shitaby ea#ha tree. )o now you gota dirty treeand a turd, dirty tree and a turd, and dirtytree and a turd, data makea one hundred. )o, whenna I start!
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$istorical perspecti%e&
• Tho'gh (ctional the follo)ing *e!onstratesthe po)er of lateral thinking& itness thes'ccess of the ca*et "a!es T. +irk Later-nterprise aptain/ in star 0eet aca*e!y&
• +irk ha* the *istinction of being the only ca*ete%er to beat the 1no2)in1 +obayashi Mar'scenario; he ha* secretly reprogra!!e* thesi!'lation co!p'ter, !aking it possible to )in
an* earning hi!self a co!!en*ation fororiginal thinking. hen aske* ho) he )asable to )in against this no2)in sit'ation, hesai*, 3I change* the r'les.4
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• 5a'ss sho)e* in*ications of
!athe!atical geni's %ery early. $isteacher ga%e the st'*ents anassign!ent to a** 'p a series of 77n'!bers. Instantly, 5a'ss sai* that he
ha* co!plete* the eercise the storygoes that he ha* (g're* that 100 n'!bers co'l* be *eter!ine* by thee9'ation n(a+b)(1/2)=50(a+b) )heren=100, a = the (rst *igit in these9'ence an* b = the last *igit in these9'ence./
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Let !e sho) yo' ho) he *i*it.
S'ppose yo' )ante* to s'! 'p&
: 6 < 8
=otice that : 8 > ? Also : 6 >?. There are @ pairs of ?. ? @ >@6.
o'l* this be any *ierent for the
s'! of the *igits to 7 hat is thes'! $o) !any pairs hat is thetotal
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Is this C'st *e*'cti%e or
in*'cti%e reasoning
Dr )as hethinking o'tsi*e
the bo
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• Eears ago e%eryone )ante* to kno) )hyhe!ical Bank )as able to reconcile
al!ost all of their acco'nts at the en* ofthe *ay an* a%oi* !assi%e )rite2os totheir s'spension acco'nt sa%ing !illions/. The ans)er )as that at ?&77 p! *aily, allof the people in%ol%e* bro'ght their coeeto the conference roo! for a brainstor!ingsession. They fo'n* !atches )here thereappeare* to be none. This )as the (rstinstance I ha* seen (rst2han* of the po)erof lateral thinking.
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• As -instein re!in*s 's, 3Problemscannot be solved by thinking within theframework in which they were created.4
• $e )as, of co'rse, all'*ing to proble!sthat are 'n's'al in nat're or plag'ing to
society.• There are !any instances of scientists or
social scientists )ho ha%e ha*breakthro'ghs *'e to creati%e thinking.
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e Bono i*enti(es fo'r
critical factors associate*)ith lateral thinking&
• recogniGe *o!inant i*eas that polariGe
the perception of a proble!• Searching for *ierent )ays of looking at
things
• relaation of rigi* control of thinking an*• 'se of chance to enco'rage other i*eas.
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Lateral thinking is o'r e*gein the global !arketplace.
• r. harles Hrather +eynote speaker/&
• http&))).botto!lineinno%ation.co!:77inn.ht!
• http&))).botto!lineinno%ation.co!o'tJofJtheJboJ%i*eoJh!.)!%
• http&))).botto!lineinno%ation.co!kaiJcreati%ityJh!.)!%
• Talks of 3Agents of change %s agentsof stability.4
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The r'les for lateral thinking
are that there are no r'les.
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Lateral thinking
• Is act'ally a for! of *i%ergent thinking,)hich is also kno)n as creati%e thinking.
• S'pports higher le%el cogniti%e skills like&
pre*icting, hypothesiGing, inferring, orreconstr'cting.
• In proble! sol%ing the 'se of lateral
thinking is often follo)e* by con%ergentthinking that allo)s 's to s'!!ariGe o'r(n*ings.
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Lateral thinking s'pports&
• The )orkshop !o*el
• Acco'ntable talk
• ritical thinking• Hrocess skills
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K'otations
• A. A. MIL=-: • Dne of the a*%antages of being *isor*erly is that one is constantly !aking eciting
*isco%eries.• • AT$ +D-STL-: • reati%ity is a type of learning process )here the teacher an* p'pil are locate* in the
sa!e in*i%i*'al.• • B-ATIN HDTT-: • Thank goo*ness I ne%er )ent to school; it )o'l* ha%e r'bbe* o so!e of the originality.• • B+MI=ST- FLL-: • hen I a! )orking on a proble! I ne%er think abo't bea'ty. I only think abo't ho) to
sol%e the proble!. B't )hen I ha%e (nishe*, if the sol'tion is not bea'tif'l, I kno) it is)rong.
• • -A - BD=D: • It is better to ha%e eno'gh i*eas for so!e of the! to be )rong, than to be al)ays right
by ha%ing no i*eas at all.• • MATI= LT$- +I=5 ".: • $'!an sal%ation lies in the han*s of the creati%ely !ala*C'ste*.
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Lateral thinking can start )ith)hat is alrea*y recogniGable
• Ois'aliGations, an* pattern recognition !ayat ti!es lea* to int'iti%e inspiration.
• At so!e point, tho'gh, yo' nee* to step
back to look at alternati%es. o'l* be af'nction of HD/
• Lateral thinking in%ol%es pattern2breaking,thinking o'tsi*e the bo an* creati%e )aysof looking at the sit'ation.
• So!eti!es a ne) !etho* or ne) sol'tionbeco!es apparent that is !ore ePcient thanthe ob%io's.
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• Divergent----> Many possible answers
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$ere is an eercise in lateralthinking&
• Three s)itches o'tsi*e a )in*o)lessroo! are connecte* to three lightb'lbs insi*e the roo!. $o) can yo'
*eter!ine )hich s)itch is connecte*to )hich b'lb if yo' !ay enter theroo! only once
• IQll gi%e yo' so!e ti!e to *isc'ss this)ith yo'r gro'p.
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Hossible Sol'tion
• S)itch one light on for a !in'te; t'rnit o an* t'rn on another one.
• 5o into the roo! an* feel the o2b'lbs.
• The )ar! one is connecte* to the(rst s)itch an* the on2b'lb isconnecte* to the secon* s)itch.
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Another one&
• A !an is hanging fro! a rope in alocke* roo!. Belo) hi! is a p'**leof )ater. $o) *i* he hang hi!self
• o yo' nee* so!e cl'es
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l'es&
• There is no f'rnit're. hen he h'nghi!self, the puddle )as not there...
• Think abo't it )ith yo'r gro'p.
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Hossible sol'tion&
• The p'**le is all that is left of a largeblock of ice. The !an stoo* on this inor*er to hang hi!self...
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$ere is a !ath proble!22
• $o) can yo' *i%i*e horses so that person gets R, another gets an*the last person gets 6
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Hossible sol'tion22
• Eo' can a** a horse fro! yo'r o)nstock. Then gi%e the (rst person 6horses, the secon* ? horses an* the
thir* @ horses. That !akes horsesthat are gi%en o't.
• Eo' can no) take yo'r horse back.
• Is there anything )rong )ith thisthinking
• oes it sol%e the proble!, tho'gh
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$o) co'l* yo' *i%i*e a s9'are into e9'al pieces Think of all thepossibilities.
Materials s'pplie*& S9'are paper,pencils, r'lers an* scissors.
se the paper s'pplie* to test yo'r
sol'tions.
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i* yo' consi*er any ofthese
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e(nition& ateral !"in#ing($ro%: In(nite Inno%ations Lt*/
• Si!ilar to reati%e Thinking also calle**i%ergent thinking/. Seeking to sol%e proble!sby 'northo*o or apparently illogical !etho*s.
•1A set of syste!atic techni9'es 'se* forchanging concepts an* perceptions an*generating ne) ones3
• 1-ploring !'ltiple possibilities an*
approaches instea* of p'rs'ing a singleapproach.1 -*)ar* *e Bono, originator of thephrase/
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hy isnQt critical thinking afor! of lateral thinking
• ritical thinking is pri!arily concerne*)ith C'*ging the tr'th %al'e of state!entsan* seeking errors. Lateral thinking is
!ore concerne* )ith the !o%e!ent%al'e of state!ents an* i*eas. A person)o'l* 'se lateral thinking )hen they)ant to !o%e fro! one kno)n i*ea to
creating ne) i*eas. It can also be p't as,critical thinking is like a post2!orte!)hile lateral thinking is like *iagnosis.
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hen starting a ne) 'nit22
• If yo' ask !any tantaliGing an**i%ergent 9'estions in yo'r classroo!,yo'r st'*ents are likely to !o*el after
yo'r beha%ior for ea!ple, 1hat )o'l*ha%e happene* if Lincoln )as shot inthe (rst !onth of the )ar hy *i*Lincoln only free the sla%es in the rebelstates $o) *i* it feel to be a )o!an inthe path of Sher!anUs ar!y1
I i it ti
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Increasing )ait ti!eincreases the probability
that st'*ents )ill thinkcreati%ely
• esearch into )ait2ti!e for A!erican
classroo!s paints a *istressing pict're.Many teachers )ait less than t)o secon*sfor the ans)er to each 9'estion an* askh'n*re*s of 9'estions per ho'r. Thesetypes of 9'estions are generally recall9'estions *e!an*ing little tho'ght.
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Lateral Thinking oftenbegins )ith brainstor!ing
• The fo'r r'les of brainstor!ing&
• . all contrib'tions are accepte* )itho't C'*g!ent;
• @. the goal is a large n'!ber of i*eas or9'estions;
• ?. b'il*ing on other peopleUs i*eas is
enco'rage*;• . Far2o't, 'n's'al i*eas are
enco'rage*.
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Try %is'al brainstor!ing
• In the :77Qs, Leonar*o *a Oincie!ploye* both *ra)ings an* )or*sto *escribe his incre*ible i*eas an*
in%entions. By 'sing sketches )ithcaptions, his concepts beca!e clear,eciting graphic presentations. An*
)e think Lenny ha* it right.
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Leonardo da Vinci's concept for a helicopter
used both his inventive sketch and descriptive words.
* b i hi h
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In !o*ern b'siness this hasle* to bla!estor!ing
here a gro'p of people gather to*isc'ss )hat )ent )rong an* )ho isto bla!e for a proCectUs fail're.
Si!ilar to the brainstor!ing r'les,bla!estor!ing re9'ires %ast 0o)s of)il* an* eaggerate* i*eas )ith an
initial e!phasis on 9'antity ratherthan 9'ality.
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ItUs also legiti!ate that bla!e gi%enby one participant can be b'ilt on byothers. $o)e%er, 'nlikebrainstor!ing, bla!estor!ing
re9'ires total criticis! an* C'*g!entof i*eas, an* an i*eaUs )orth is*epen*ent on the !anage!ent le%el
of the person gi%ing it.
D h h * f *i
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Dther !etho*s for *i%ergentthinking
• Breaking co!ponents into sectionsfor !o*'lar analysis
• +eeping a Co'rnal
• Free)riting
• Min* an* s'bCect !apping
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Divergent t"in#ing&'estions begin wit"
t"ese wors or p"rases:• %agine***
• 'ppose***
• reit***
• $***, t"en***
• .ow %ig"t***
• an yo' reate***• "at are so%e possible onse&'enes***
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Examples of divergentthinking questions:
an yo' i!agine )ays that soccer typi(es Meicanc'lt'reS'ppose that aesar ne%er ret'rne* to o!e fro!5a'l. o'l* the -!pire ha%e eiste*hat pre*ictions can yo' !ake regar*ing theb'*get *e(cit if Mcain ha* )on$o) !ight life in the year @77 *ier fro! to*ay The co!p'ter corrects spelling. Is it then'nnecessary for thir* gra*ers to take spelling tests
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Dther possible acti%ities&
• St'*ents )ill create a sala* to go )iththe rea*ing of one of the alter eanMayerQs no%els. hat sala* )o'l*
be appropriate an* )hy *oesanyone think of !acaroni sala* orpotato sala*/
• hat kin* of rock )o'l* be best forconstr'ction an* )hy hat !akesconcrete so *'rable
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• If I )ere an ani!al that co'l*
possibly s'r%i%e on Mars, )hatani!al )o'l* I be an* )hy
• hy )alls are a great )ay to allo)
st'*ents the latit'*e for eploringne) concepts.
• e nee* to take historical e%ents an*
relate the! to to*ayQs proble!s$o) can )e sol%e o'r i!!igrationproble! to*ay/
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!ight at (rst see! 3silly4
b't st'*ents nee* to befree* fro! the or*inary inor*er to ea!ine the
etraor*inary.It is precisely for this reason
that eBono *e%ise* the'se HD
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HD is a !etho* by )hich
yo' intro*'ce&
• an*o! -ntry
• Hro%ocation• hallenge
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• ano% ntry& hoose an obCect atran*o!, or a no'n fro! a *ictionary,an* associate that )ith the area yo'
are thinking abo't.
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• For ea!ple i!agine yo' are thinkingabo't ho) to i!pro%e ikipe*ia.
hoosing an obCect at ran*o! fro! anoPce yo' !ight see a fa !achine. A fa!achine trans!its i!ages o%er the phoneto paper. Fa !achines are beco!ing
rare. Heople sen* faes *irectly to kno)nphone n'!bers. Herhaps this !akes yo'think of pro%i*ing )ays to e!be* )ikiarticles in e!ails an* other )ebsites, as is*one )ith yo't'be %i*eos. oes itsti!'late other ikipe*ia i*eas for yo'
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• rovoation& eclare the 's'alperception o't of bo'n*s, or pro%i*eso!e pro%ocati%e alternati%e to the
's'al sit'ation 'n*er consi*eration.Hre( the pro%ocation )ith the ter!UHo1 to signal that the pro%ocation is
not a %ali* i*ea p't 'p for C'*g!entb't a sti!'l's for ne) perception.
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• onsi*er the state!ent 3HD 2arssho'l* ha%e s9'are )heels.1 henconsi*ere* )ith critical thinking, this
)o'l* be e%al'ate* as a poors'ggestion an* *is!isse* asi!practical.
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• The lateral thinking treat!ent of the
sa!e state!ent )o'l* be tospec'late )here it lea*s.
• $'!or is taken intentionally )ith
lateral thinking. A person )o'l*i!agine 1as if1 this )ere the case,an* *escribe the eects or 9'alities.
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• So!eone !ight obser%e& square wheels )o'l* pro*'ce %ery pre*ictable b'!ps. If
b'!ps can be pre*icte*, then s'spensioncan be *esigne* to co!pensate.
• This lea*s to the i*ea of acti%es'spension. A sensor connecte* tos'spension co'l* ea!ine the roa*s'rface ahea* on cars )ith ro'n* )heelstoo. A car co'l* ha%e a sensor for
*eter!ining )hen it )as going to hit ab'!p that fee*s back to s'spension that)o'l* kno) to co!pensate.
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• The initial 1pro%ocati%e1 state!enthas been left behin*, b't it has alsobeen 'se* to in*irectly generate the
ne) an* potentially !ore 'sef'l i*ea.
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$ere is another ea!ple&
• HD V S'ppose )e co'l* control the )aytraPc lights change
• Act'ally, this is being teste* no) in
=e) Eork )ith special b's ro'tes thatha%e sensors to keep the lights greentill the b's passes.
• In harlotte, =, the lights co'nt *o)nfro! 67 secon*s to let yo' kno) ho)long yo' ha%e before the traPc 0o)s.
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• "allenge& Si!ply challenge the)ay things ha%e al)ays been *one orseen, or the )ay they are.
• This is *one not to sho) there isanything )rong )ith the eistingsit'ation b't si!ply to *irect yo'rperceptions to eploring o'tsi*e the
c'rrent area.
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• For ea!ple yo' co'l* challenge coeec'ps being pro*'ce* )ith a han*le.
There is nothing )rong )ith coee c'psha%ing han*les so the challenge is a*irection to eplore )itho't *efen*ing
the stat's 9'o. The reason for thehan*le see!s to be that the c'p is oftentoo hot to hol* *irectly. Herhaps coeec'ps co'l* be !a*e )ith ins'late* (nger
grips, or there co'l* be separate coeec'p hol*ers si!ilar to beer hol*ers.
an !ilk containers be
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an !ilk containers bes9'are
• TheyQ%e C'st beg'n pro*'cing gallon!ilk containers that are s9'are.
• Heople *onQt like it or arenQt 'se* to it
b't..• It sa%es a great *eal of ti!e an*
epense in shipping.
• It is a !ore ePcient )ay to package.• So!eone )as *e(nitely 3thinking
o'tsi*e the bo.4
HD is 'se* to alert people
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HD is 'se* to alert peoplethat yo' are abo't to !ake a
so!e)hat o'trageo'sre!ark.
HD can be 'se* for&• Hro%ocation or hallenge• an*o! Inp't
• -scape
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Ho& Hro%ocation
• 3o'r basi ways to reate aprovoation:
• -NA55-ATID=
• -O-SAL
• ISTDTID=
• IS$FL T$I=+I=5
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HD Hro%ocation 2ea!ples
• HD 2 The batht'b is only half f'll
• HD 2 The traPc lights ne%er changecolor
• HD 2 The angles of a triangle *onQttotal 87 *egrees
HD * I t
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HD& an*o! Inp't• D'r thinking target is A!b'lances. e )ant ne)
i*eas on A!b'lances.• I open the *ictionary at ran*o! an* stop at the (rst
1no'n thing )or*1 that I (n*.
• Firth& Ar! of sea; est'ary. D+ thatUs itW
• o state%ent: 4%b'lanes po rt"• If a (rth is an ar! of the sea that s'ggest
so!ething C'tting o't. o'l* there be a co'ple ofbicycles strappe* to the si*es of a!b'lances to get
into *iPc'lt spots
Ho& -scape
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Ho& -scape
• ith -SAH- )e are *e%eloping the habit ofasking& 1Is it necessary to *o things this)ay3
• -a!ple& reit ars po benet*
• !"is is a "osen state%ent rat"er t"anrano% one*
• 1re*it car*s po bene(t1 !eans 1instea* ofseeing or *esigning a cre*it car* aro'n* the
concept of Ubene(tU ho) else !ight )e *othings
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-plorati%e rea*ings
• Teachers )ill rea* the osen Articlean* the Analysis K'estions at theen*. hich of these 9'estions inspire
critical thinking an* )hich *o yo'think !ight lea* to creati%e or lateralthinking an yo' create another
9'estion that inspires creati%ity• Teachers sho'l* practice 'sing HD
)hen *isc'ssing this.
Hroble! sol%ing is not C'st
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Hroble! sol%ing is not C'stfor !ath
• In design, a proble! is any sit'ation)here yo' ha%e an opport'nity to!ake a *ierence, to !ake things
better.• hene%er yo' are thinking creati%ely
an* critically abo't )ays to increase
the 9'ality of life or to a%oi* a*ecrease in 9'ality/, yo' are acti%elyin%ol%e* in proble! sol%ing.
o) e se can )e 'se
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o) e se can )e 'seproble! sol%ing an* lateral
thinking• Tea!ing• Inter*isciplinary proCects
• Aca*e!y the!es
hy *o )e nee* lateral
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hy *o )e nee* lateralthinking in A!erica
• -*ison sai*, 3In%ention is XXYperspiration an* Y inspiration.4
• hat )o'l* happen to o'r society if )e
co'l* increase inspiration to @:Y of the!i
• o'l* )e (n* a c're for cancer
• o'l* )e create the (rst engine that)ill bring 's to space eplorationbeyon* o'r solar syste!
$o) can )e gi%e !ore than
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$o) can )e gi%e !ore than77Y
• If& A B - F 5 $ I " + L M = D H K S T O N E Z Is represente* as& @ ? : 6 < 8 X 7 @ ? :
6 < 8 X @7 @ @@ @? @ @: @6.• .-4--D--6- - 7
88@? :8 > X8Y
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• 7-8-6---- D-9-
:@? @: X6Y
• 4-!-!--!-- D-
@7@7X@7 @: > 77Y
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B't Thinking222
• T2$2I2=2+2I2=25
• @7 8 X X < >X@Y an* *oing this laterally,
critically, se9'entially or e%englobally, p'ts yo' o%er 77Y