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Edward de Bono CoRT Thinking Programme

Edward de Bono CoRT Thinking Programme

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Published by Nurul Nazirah

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Published by: Nurul Nazirah on Apr 02, 2012
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07/26/2013

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Edward de Bono CoRT Thinking Programme
There is not adequate theoretical recognition 
 
that all which the school can do for pupils,
bahawa
so far as their minds are concerned . . .
 
is to develop their ability to thinkJohn Dewey (Democracy and Education. 1916)
John Dewey (Demokrasidan Pendidikan. 1916)
 
The idea of teaching thinking directly as a subject in its own rightmay seem very obvious. And so it should. However, there have beenvarious approaches developed over time to teach thinking, most of which have been an outgrowth of the natural ability to think. Theessence of the CoRT Thinking Method is to focus attention directly ondifferent aspects of thinking and to crystalline these aspects intodefinite concepts and tools that can be used deliberately. The threebasic principles underlying CoRT Thinking are as follows: Thinking isa skill that can be developed, Most practical thinking takes place inthe perception stage. The tools method is used to teach thinking.
 
CoRT Thinking in Schools The CoRT Thinking material has beentested over a wide range of Student ages and ability. Since thematerial provides only a trigger and a framework for thinkingpractice it can be used over this wide range. The responses will of course be different even though the material remains the same.
 
The understanding of a tool is not the same as the use of a tool. Thewhole of our educational training is directed toward the idea thatunderstanding has to come first and then use will follow.Unfortunately this is not necessarily so.
 
The obvious purpose of theCoRT Thinking Lessons is to teach thinking as a direct skill. It is notmuch use instructing students to "think better" or to "think it out."This sort of instruction does not achieve much. Nor is it enough tohave general discussion sessions in the hope that the students willabstract and then generalise useful thinking skills. Quite often theteaching problem has to be tackled in an oblique manner.
 
 
In the thinking lessons the teacher has to be firmly in control of theclass. Control cannot arise from superior knowledge because this is
 
not a knowledge subject. Control cannot even arise from superiorthinking ability, since the students may, from time to time, havebetter ideas than the teacher and it is no use pretending otherwise.Teachers are entitled to use whatever teaching methods they findmost suitable for their classes. Nevertheless, it is worth setting outthe basic CoRT approach to the teaching of thinking and contrastingit with some other approaches.
 
The CoRT Thinking Lessons are designed to provide the basic outlineof a thinking course which treats thinking as a direct skill. These"bare bones" can be altered or fleshed out by the teacher as he orshe wishes.
.
 
Teaching MotivationCoRT Thinking Lessons can only be as good asthe teacher who teaches them. CoRT Thinking Lessons are easy toteach. CoRT Thinking Lessons are difficult to teach. It depends onthe teacher's expectations and teaching style. Dr de Bono comparethis to riding a bicycle. A bicycle is difficult to ride until you learnhow.Creativity and Lateral ThinkingLateral thinking is specificallyconcerned with the generation of new perceptions and new ideas.Lateral thinking involves changing perceptions and flexibility. Thereis an overlap with creativity since both are concerned with producingsomething new, but lateral thinking is a more precise definition of the process of changing perceptions: changing the way we look atthings.
 
PMICAFFIPAPC
 
OPV
 
AGO
 
C&S
 
 
CAF
: ConsiderAll Factors
 
THE FACTORS INVOLVED
Faktor yang terlibat
CAF is a crystallisation of the process of trying to consider all thefactors in a situation. This thinking operation is essentially related toaction, decision, planning, judgement, and coming to a conclusion.
 
People naturally assume that they have considered all the factors,but usually their consideration is limited to the obvious ones.Turning CAF into a deliberate operation switches attention from theimportance of the factors to looking around for all the factors.Clearly it is difficult to consider all the factors, so in the teachingsituation consideration can be limited to the ten most importantfactors (or any other number), or the lesson can be taught in termsof:
 
the factors affecting oneself 
 
 
the factors affecting other people
 
 
the factors affecting society in general.
 
This gives the lesson structure.
 
The emphasis of the lesson is on the factors that have been left outin a decision, plan, etc. In doing a CAF, students try to ensure thatall important factors are listed in looking at each other's thinking,students try to spot which factors have been neglected. The CAF maybe applied to one's own thinking as well as to the thinking of others:"What factors have I left out here?"
 
CAF differs from PMI in that PMI is a reaction to an idea whereasCAF is an exploration of a situation before coming up with an idea.The two do sometimes overlap because some of the factors thathave to be considered obviously have a plus or minus aspect. Theintention with a CAF is to be as complete as possible and to considerall factors rather than looking at them in terms of favourable orunfavourable factors.
.
CAF = Consider All Factors:
 

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