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DEFINITIONS
• Thinking is behavior which is
often
implicit and hidden and in which
symbols (images, ideas and conc
epts)
are ordinarily employed .
-Garrett (1968)
• Thinking is a problem -solving
process
in which we use ideas or symbols
in
places of overt activity.

-Gilmer (1970)
 NATURE OF THINKING
• It is essentially a cognitive activity.
• It is always directed to achieve some end or purpose.
• It is described as a problem-solving behavior.
• It is a symbo"c activity.
• It is mental exploration instead of motor
exploration.
• It can shift very rapidly.
• It is internal activity.

TYPES OF THINKING
1_ Perceptual or concrete thinking
z. Conceptual or abstract thinking
J. Creative thinking
4_ Logical thinking/ reasoning
s. Problem solving
I I
3. Creative thlnk1
• It rcfer5 to th b·
<lia ca 1lit'1 t
ng
cover &al\ltthin ·1 or originil\ thinki
• It is the~- . gnew. ng, to create or
• •lity to int
situation into ah egrate the varioll$ cl
• In oth .. . atrnonioll$ who\ emcnts of tl,c
er Words co . . e to create somcth·
creativ,e w ,_ , gnitive activity d' ing novel.
or.,_ refers to . ltected towards so .
• Creative thi nke ~tive thinking. Ille
th L_ rs are great bo
e IYlOWleclge of ._, ons to the societv as th .
• Th man"-llld, ·1 ey enr,c\n
e creative thinker ho!
P ucc something " I,es. to ach.ieve something new, to
rod
or g1nal & something u .
n1quc

4. Lo&lcal thlnklnf.lReaaonlng
• It is the cognitive process of looking for reasons £or ~\ie{s,
conclusion, actions or feelings.
• It is the proce5S of drawing cooduslom b~ed on ev\dence.
• [t is form of controlled thinking \n which the thought pl'OCl'S.,
is directed o:msciously towards the solutions of aproblem.
• Reasoning is the highe5t form of thinking to find out causes&.
predict effects.
• An individual tries to solve a problem by incorporating two or
more aspects of his past experience.
1 Perceptual or Concrete thinking
• It is based on perception.
' Perception is the process of intcrprclation of sensation
accordingto one's experience.
• It is also called contTCte thin.kingas it is carried over cl1c
perception of actual or concrete &events.
• It is one-dimentiOJW & literal thinking which has limited use of
metaphor without understanding nUillces of meaning.
• Being the simplest form of thinking, small children aremoscly
benefitted by this type of thinking.

2, Conceptual Or Abstract thinking

• It does not require the perceptionof actiul objects or events.
• It is also called abstract thinking as it makes the use of
concepts or abstract ide.s.
• It i5 superior to perceptual thinking's as it economizes efforts
in understan ding & helps in discovery & invention.
• It i., ability toappreciate nuances of meaning.
• It ts multidimensionil thinking with ability to use metaphors
& hypotheses appropriately.
• Language plays an importmt part in conceptual thinking.
e. Problem solvlnl
• It ia a tool, ak.ill & a process.
• It is a tool because it can help you solve an immed~te problem or
to achieve agoal.
• It ls a skill because once you ~ve learnt it you can use It
repeatedly, like the ability to ride abicycle, add nwnbers or spcu a
language.
• It is also a process because It involve taking a number of steps.
• You can engage in problem solving if you want to reach a goal &
experience obstacles on the way.
• At the point at which you come up against a barrier you can engage
in a problem solving process to help you achieve your g03).

Count...
• Every time you use a problem soMng process, you arc increasing
your problem solving skill.
• A seven-step problem solving cycles;
1. ldentify the problem
1. Explore the problem
1. Set goals
_., Look at alternatives
s. Select a possible solution
6. Implement a possible solution
7. evaluation
 • It is examining & brwing information into partll by identifying
motives or c:auscs; malting inferences & finding evidence to
support generalization.
• Kf:Y words:analy-lC, categorize, compare, contrast, discover,
dissect, divide, examine, inspect, :simplify, survey, tue part in,
teat for, distinguish, list, distinction, theme, relationships,
function, motive, inferences, assumption, conclusion.
• Egi What arc key parts or features of••••••••.••••7
What motive is thcrc••···········-··•?
What evidence can you find.....•..••...•.?

LEVEL
,...._,..----- 5:
..,, SYNTHESIS
'i~.,......,..,

• It is compiling information together in a dilTerent way by

combining clement In a new pattern or proposing alternative
solution.
• Key words: build, choose, combine, compile, compose, construct,
create, design, develop, estimate, formulate, imagine, invent,
makeup, originate, plan, predict, propose, solve solution etc.
• Eg; Can you propose an alternative••·······••?
Can you formulate a theory for•········••?
What facts can you compile••·······••?
 b~~~ 2: COMPRE~E~~\QN
• It represent the lowm form of un
derstanding.
• The student knows what is being com
municated without rcbting it
to other material or seeing it in Its ful
lest meaning.
• lt dcmonstntcs Wldcrstandlng of
£am & Ideas by organizing,
comparing, translating, interpreting,
giving destTiptions & staling
main ideas.
• Key words: Compare, contrast, de mo
nstrate, interpret, explain,
extend, il\ustntc, infer, outline, relate
, rephrase, translate,
summarize, show, classify.
• Eg; What facts or idw show••·····
··· ·••?
Which is the best answer•- ··-··· · ?

LEV,. EL 3: APPLICATION
• It involve the use 0 I' abstractions in concrete situation such as
nursing or other specific situations.
• It is soh•ing problems byapp \ym .
g acq
uir cd knowledge, facts,
. ,.., o.
teehn1qu.... °' rules in a dilTcrcnt way.
ild choose
• Key words: apply, bu ' . ' cons'th truct devc\op, mt · crv· w
tc '
·. , cxpenmcnt W1 1 1 ve, plan select sol
make use or' organize
utilil.c, model, identify.
• E iWhat would result if-----·····
····? '
g
Can you make use of tl,c facts to··· ······
 LEVELS OF THINKING
The-Six Levels of Thinking
.......
-
..,._, ZJ

----
.A

p t

LEVEL1:
..- r--, --
~ -
KNOWLEDGE
. ·----

• It involve recall of facts, principles & terms in the

forms in which they are learned.
• KeJ words: who, wbal, when, ornit, where, which,
choose, find, how, define, label, show, spell, list,
match, nan1e relate, tell, recall, select.
1

• Eg;When did --------------------------happen?

Which one---------------------------?
. '. ,.,,
lmlutJh cReasoning
·' lkduc tin•Ht'<honing
. -
: 11 -- ,4 - • , (Pro<'tcd from crnrral
(Prm:c~d fr~~
upco.Plds Jincip.lr~to ~,;\'cifk
or obsrnatioh to ~cilcral 5itua1ir,11~1
r.~~'5:y' ~ t ... p,I,. •matkr 1•xp;,nJ~
for \'X
amp
'I~ i on
" a tvben heate'd· ironis ,1 form ol
-~ :' 1ils whl'n
wht•nheated

Tl1a11I<
yott

•
 S IN THINKING
N
ALTERATIO
P s y c hosis
2. ddu.sion

1. Psychosis cility tc.-sling is n

inuet;
ot
in w hic .h r
tal disorder
• It is a men te gr o ss social nortnJ.
vio la g is inuct &
behavior may h rea lity tes tin
po sit e to n e urosis in whic
• It iJ just op r io fa te s o cul oorms.
no t
behavior may h .u sc hlw p h r cn b, manfa,
syc h utr ic disorders suc
• Many p
e u nd er psychosis.
tc. co m
depression e s in thinking.
istu rb an c e
• It lndudc
various d
r
r'-
11
2. DeIus,on
'
• It is fabc, persistent, irrational belief not Jlw-cd by persons of same
age, race, cdUQtion standard which cannot be altered by logical
arguments.
• Dchuions arc classified into:
• Persecutory delusion
• Delusion of rcfcrcncc
• Delusion ofinllu000:
• Delmion ofguilt
• Hypochondrica.l delusion
• Nilulistic dclwion
• Delusion ofgrandeur
/'
DEFINATION OF REASONING
• Reasoning is step-wise thinking with a purpose or
goal in mind.
-(Garrett - 1968)
• Reasoning is combining past experience in order to
solve a problem which cannot be solved by mere
reproduction of earlier solutions.
-(Mann - 1967)
NATURE OF REASONING
• lt is a form of logical thinking
• lt is characterized by rigid control that keeps it in
close contact with reality.
• lt is always directed towards the achievement of a
specific goal.
• Reasoning does not occur unless a question has
arisen for which there is no ready answer.
 3 / 16/ 202 4

LEVE~ e; ~ALVATIQN
• It Is presenting & dcfcndin ..
~y nulcing judgmen t about
lnfon:ution, ~idity of id~~~ on
criteria . quality of work bued on 1 set o

• I(,.. , WOnfs•
·-, . aw••-1
n1, .., _ c:oodudc . . . d
- L __ _

determine. eval .d '. • crtbci.zc, cddc, defend,

k
' uatc, JU ge, Jwtify, mc. uure• compuc, mar •
i
rate, recommend, prio titi c, prove, di.prove etc.

• Eg; What is your opinion of- --·- ···

···?
Would it be better if-- -··· ···· ···•?
How would you rate the ---·-··- ···- ···••? /
/

THINKING IN RELATION TO LANGUAGE

AND COMMUNl~TION
p complex &
• Through the use of language, we can develo
abstract concepts. We learn through diJc
ussion the essential
characteristics of concepts.
purpose or g<>il. It
• Language like thought is directed to some
has a unity & organiz.ation about the goal. Lan
guage is the
symbolic vehicle by which thought is carried .
nicated to others &
• Language allow new learning to be a>mmu
saved for future generations.
information.
• The we of language - the a>mmW1ication of
to construct
• Language provides us with categories that we use
~ our view of people & events in the
world around us.