systems thinking is a perspective that helps us see and understand the big picture in new ways.Even if you're not a genius, you can use the same strategies as Toussaint Louverture,Aristotle and Einstein to harness the power of your creative mind and better manage your future.
The following strategies encourage you to think productively,
rather than reproductively, in order to arrive at solutions to problems. "These strategies are common to the thinking styles of creative geniuses in science, art, and industry throughout history.
Look at problems in many different ways.
Leonardo da Vinci believed that, to gain knowledge about the form of a problem, you begin by learning how to restructure it in many different ways. He felt that the first way he looked at a problem was too biased. Often, the problem itself is reconstructed and becomes a new one.Visualize!
When Einstein thought through a problem, he always found it necessary to formulate his subject in as many different ways as possible, including using diagrams. He visualized solutions, and believed that words and numbers as such did not play a significant role in his thinking process.
Produce!
A distinguishing characteristic of genius is productivity.
Thomas Edison held 1,093 patents. He guaranteed productivity by giving himself and his assistants idea quotas. In a study of 2,036 scientists throughout history, Dean Keith Simonton of the University of California at Davis found that the most respected scientists produced not only great works, but also many "bad" ones. They weren't afraid to fail, or to produce mediocre in order to arrive at excellence.
Make novel combinations.
Combine, and recombine, ideas, images, and thoughts into different combinations no matter how incongruent or unusual.
The laws of heredity on which the modern science of genetics is based came from the Austrian monk Grego Mendel, who combined mathematics and biology to create a new science.
Form relationships.
Make connections between dissimilar subjects.
Da Vinci forced a relationship between the sound of a bell and a stone hitting water. This enabled him to make the connection that sound travels in waves. Samuel Morse invented relay stations for telegraphic signals when observing relay stations for horses.
Think in opposites.
Physicist Niels Bohr believed, that if you held opposites together, then you suspend your thought, and your mind moves to a new level. His ability to imagine light as both a particle and a wave led to his conception of the principle of complementarity. Suspending thought (logic) may allow your mind to create a new form.
Think metaphorically.
Aristotle considered metaphor a sign of genius, and believed that the individual who had the capacity to perceive resemblances between two separate areas of existence and link them together was a person of special gifts.
Prepare yourself for chance.
Whenever we attempt to do something and fail, we end up doing something else. That is the first principle of creative accident. Failure can be productive only if we do not focus on it as an unproductive result. Instead: analyze the process, its components, and how you can change them, to arrive at other results. Do not ask the question "Why have I failed?", but rather "What have I done?"
Have patience
Paul Cézanne (1839 – 1906) is recognized as one of the 19th century's greatest painters, and is often called the father of modern art, an avant garde bridge between the impressionists and the cubists. During his life he only had a few exhibitions though his influence on subsequent artists was great as an innovator with shape and form. His genius, however, was not evident until late in life. He was refused admission to the Ecole des Beaux-Arts at age 22 and his first solo exhibition was at age 56. His genius was the product of many years' practice and experimental innovation.
The practice of genius
Your path for most effective learning is through knowing
yourself
your capacity to learn
the process you have successfully used in the past
your interest in, and knowledge of, the subject you wish to learn
It may be easy for you to learn physics but difficult to learn tennis, or vice versa.
All learning, however, is a process which settles into certain steps.
These are four steps to learning. Begin by selecting each step below and answering the questions. Then plan your strategy with your answers, and with other.
Developing time management skills is a journey
One goal is to help yourself become aware of how you use your time
as one resource in organizing, prioritizing, and succeeding in your studies
in the context of competing activities of friends, work, family, etc.
First: try our exercise in time management: How do you spend your time each day?
Strategies on using time:
These applications of time management have proven to be effective as good study habits.
As we go through each strategy, jot down an idea of what each will look like for you:
Print and complete List three goals or objectives that are most important to you, and indicate whether they are long range, medium range, or immediate:
long range medium range now!
1.
2.
3.
How much time have you set aside to meet each goal during your week?
A.
B.
C.
Does your time allocation reflect the priority of your goals?
Can you change your hourly commitments to meet your priorities?
Where do you have the most flexibility: weekdays or weekends?
Can you change one or the other? or both?
Can you change your goals? What are your options?
Can you postpone any goals until school breaks?
How will assignments and tests affect your time allocation?
What can you change to meet your class responsibilities?
Schedule your school calendar
Motivating Yourself
As young children, we have a great ability to learn and to see past setbacks.
As we begin to meet expectations created by our families, schools, and environment, the motivation of our early years shifts from our goals to pleasing others, and often our desire to learn suffers.
How can you motivate yourself?
With this exercise, try to
recognize your sense of discovery
take responsibility for your learning
accept the risks inherent in learning with confidence, competence, and autonomy
recognize that "failure" is success:
learning what doesn't work is on the same path
as learning what does work
celebrate your achievement in meeting your goals .
Strategies for critical thinking in learning
Critical thinking studies a subject or problem with open-mindedness.
The process begins with a statement of what is to be studied,
proceeds to unrestricted discovery and consideration of possibilities,
and concludes with a pattern for understanding that is based on evidence.
Motives, bias, and prejudice of both the learner as well as the experts are then compared and form the foundation of judgment.
Enter with an open mind:
Define your destination, what you want to learn
Clarify or verify with your teacher or an "expert" your subject
Topics can be simple phrases:
"The role of gender in video game playing"
"Political history of France between the Great Wars of the first half of the Twentieth Century"
"Mahogany tree cultivation in Central America"
"Domestic plumbing regulations in the suburbs"
"Vocabulary and structure of a human skeleton"
Think about what you already know about the subject
What do you already know that will help you in this study?
What are your prejudices?
What resources are available to you, and what is your timeline?
Gather information
Keep an open mind so as not to close your options
and for chance opportunities
Ask questions
What are the prejudices of the authors of the information?
Organize what you have collected into patterns to understand it
Look for connections
Ask questions (again!)
Think in terms of how you would demonstrate your learning for your topic
Yes! how would you create a test on what you have learned?
From simple to more complex (1-6) operations:
1. List, label, identify Demonstrate knowledge
2. Define, explain, summarize in your own words Comprehend/understand
3. Solve, apply to a new situation Use your learning; apply it
4. Compare and contrast, differentiate between items Analyze
5. Create, combine, invent Synthesize
6. Assess, recommend, value Evaluate and explain why
Think in terms of making your learning an adventure in exploration.
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