Lateral thinking

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Maltese psychologist Edward de Bono (pictured in 2009) introduced the term "lateral thinking" in 1967. Edward de Bono - The Hub Kings Cross 2009 15.jpg
Maltese psychologist Edward de Bono (pictured in 2009) introduced the term "lateral thinking" in 1967.

Lateral thinking is a manner of solving problems using an indirect and creative approach via reasoning that is not immediately obvious. It involves ideas that may not be obtainable using only traditional step-by-step logic. [1]

Contents

The term was first used in 1967 by Maltese psychologist Edward de Bono in his book The Use of Lateral Thinking. De Bono cites the Judgement of Solomon as an example of lateral thinking, where ancient Monarch of Israel King Solomon resolves a dispute over the parentage of a child by calling for the child to be cut in half, and making his judgment according to the reactions that this order receives. [2]

De Bono also links lateral thinking with humour, arguing it entails a switch-over from a familiar pattern to a new, unexpected one. It is this moment of surprise, generating laughter and new insight, which facilitates the ability to see a different thought pattern which initially was not obvious. [3] [ better source needed ]

According to de Bono, lateral thinking deliberately distances itself from the standard perception of creativity as "vertical" logic, the classic method for problem solving.

Critics have characterized lateral thinking as a pseudo-scientific concept, arguing de Bono's core ideas have never been rigorously tested or corroborated. [4]

Methods

Lateral thinking has to be distinguished from critical thinking. [5] Critical thinking is primarily concerned with judging the true value of statements and seeking errors whereas lateral thinking focuses more on the "movement value" of statements and ideas. A person uses lateral thinking to move from one known idea to new ideas. Edward de Bono defines four types of thinking tools:

  1. idea-generating tools intended to break current thinking patterns—routine patterns, the status quo
  2. focus tools intended to broaden where to search for new ideas
  3. harvest tools intended to ensure more value is received from idea generating output
  4. treatment tools that promote consideration of real-world constraints, resources, and support [6] [ need quotation to verify ]

Random entry idea generation

The thinker chooses an object at random, or a noun from a dictionary and associates it with the area they are thinking about. De Bono exemplifies this through the randomly chosen word "nose" being applied to an office photocopier, leading to the idea that the copier could produce a lavender smell when it was low on paper. [7]

Provocation idea generation

A provocation is a statement that we know is wrong or impossible but used to create new ideas. De Bono gives an example of considering river pollution and setting up the provocation, "the factory is downstream of itself", causing a factory to be forced to take its water input from a point downstream of its output, an idea which later became law in some countries. [8] Provocations can be set up by the use of any of the provocation techniques—wishful thinking, exaggeration, reversal, escape, distortion, or arising. The thinker creates a list of provocations and then uses the most outlandish ones to move their thinking forward to new ideas.

Movement techniques

The purpose of movement techniques is to produce as many alternatives as possible in order to encourage new ways of thinking about both problems and solutions. The production of alternatives tends to produce many possible solutions to problems that seemed to only have one possible solution. [9] One can move from a provocation to a new idea through the following methods: extract a principle, focus on the difference, moment to moment, positive aspects or special circumstances.

Challenge

A tool which is designed to ask the question, "Why?", in a non-threatening way: why something exists or why it is done the way it is. The result is a very clear understanding of "Why?", which naturally leads to new ideas. The goal is to be able to challenge anything at all, not just those things that are problematic. For example, one could challenge the handles on coffee cups: The reason for the handle seems to be that the cup is often too hot to hold directly; perhaps coffee cups could be made with insulated finger grips, or there could be separate coffee-cup holders similar to beer holders, or coffee should not be so hot in the first place. [9]

Concept formation

Ideas carry out concepts. This tool systematically expands the range and number of concepts in order to end up with a very broad range of ideas to consider. [9]

Disproving

Based on the idea that the majority is always wrong (as suggested by Henrik Ibsen [10] [ non-primary source needed ] and by John Kenneth Galbraith [11] ), take anything that is obvious and generally accepted as "goes without saying", question it, take an opposite view, and try to convincingly disprove it. This technique is similar to de Bono's "Black Hat" of Six Thinking Hats , which looks at identifying reasons to be cautious and conservative.[ citation needed ]

Fractionation

The purpose of fractionation is to create alternative perceptions of problems and solutions by taking the commonplace view of the situation and breaking it into multiple alternative situations in order to break away from the fixed view and see the situation from different angles. This allows the generation of multiple possible solutions that can be synthesized into more comprehensive answers. [9]

Problem solving

Problem solving
When something creates a problem, the performance or the status quo of the situation drops. Problem-solving deals with finding out what caused the problem and then figuring out ways to fix the problem. The objective is to get the situation to where it should be. For example, a production line has an established run rate of 1000 items per hour. Suddenly, the run rate drops to 800 items per hour. Ideas as to why this happened and solutions to repair the production line must be thought of, such as giving the worker a pay raise. A study on engineering students' abilities to answer very open-ended questions suggests that students showing more lateral thinking were able to solve the problems much quicker and more accurately. [12]
Lateral problem "solving"
Lateral thinking often produces solutions that appear "obvious" in hindsight. It can often highlight problems people never knew they had, or solve simple problems that have huge impacts. For example, if a production line produced 1000 books per hour, lateral thinking may suggest that a drop in output to 800 would lead to higher quality, and more motivated workers. Students have shown lateral thinking in their application of a variety of individual, unique concepts in order to solve complex problems. [13]

See also

Related Research Articles

Visual thinking, also called visual or spatial learning or picture thinking, is the phenomenon of thinking through visual processing. Visual thinking has been described as seeing words as a series of pictures. It is common in approximately 60–65% of the general population. "Real picture thinkers", those who use visual thinking almost to the exclusion of other kinds of thinking, make up a smaller percentage of the population. Research by child development theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be true "picture thinkers".

Situation puzzles are often referred to as minute mysteries, lateral thinking puzzles or "yes/no" puzzles.

Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind, thus a critical thinker is a person who practices the skills of critical thinking or has been trained and educated in its disciplines. Philosopher Richard W. Paul said that the mind of a critical thinker engages the person's intellectual abilities and personality traits. Critical thinking presupposes assent to rigorous standards of excellence and mindful command of their use in effective communication and problem solving, and a commitment to overcome egocentrism and sociocentrism.

Creative problem-solving (CPS) is the mental process of searching for an original and previously unknown solution to a problem. To qualify, the solution must be novel and reached independently. The creative problem-solving process was originally developed by Alex Osborn and Sid Parnes. Creative problem solving (CPS) is a way of using creativity to develop new ideas and solutions to problems. The process is based on separating divergent and convergent thinking styles, so that one can focus their mind on creating at the first stage, and then evaluating at the second stage.

<span class="mw-page-title-main">Edward de Bono</span> Maltese physician (1933–2021)

Edward Charles Francis Publius de Bono was a Maltese physician and commentator. He originated the term lateral thinking, wrote many books on thinking including Six Thinking Hats.

Creativity techniques are methods that encourage creative actions, whether in the arts or sciences. They focus on a variety of aspects of creativity, including techniques for idea generation and divergent thinking, methods of re-framing problems, changes in the affective environment and so on. They can be used as part of problem solving, artistic expression, or therapy.

<span class="mw-page-title-main">Problem solving</span> Approaches to problem solving

Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. Another classification of problem-solving tasks is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is troublesome but it is not clear what kind of resolution to aim for. Similarly, one may distinguish formal or fact-based problems requiring psychometric intelligence, versus socio-emotional problems which depend on the changeable emotions of individuals or groups, such as tactful behavior, fashion, or gift choices.

Po is a word that precedes and signals a provocation. A provocation is an idea which moves thinking forward to a new place from where new ideas or solutions may be found.

<span class="mw-page-title-main">Vertical thinking</span> Thinking technique that involves an analytical approach to problem solving

Vertical thinking is a type of approach to problems that usually involves one being selective, analytical, and sequential. It could be said that it is the opposite of lateral thinking. Unlike lateral thinking that involves using added intuition, risk taking, and imagination through unconscious and subconscious processes, vertical thinking consists of using more of a conscious approach via rational assessment in order to take in information or make decisions. This type of thinking encourages individuals to employ a sequential approach to solving problem where a creative and multidirectional response are seen as imprudent. Vertical thinkers prefer to rely on external data and facts in order avoid failure or counterfactual thinking.

Design thinking refers to the set of cognitive, strategic and practical procedures used by designers in the process of designing, and to the body of knowledge that has been developed about how people reason when engaging with design problems.

<span class="mw-page-title-main">Outline of thought</span> Overview of and topical guide to thought

The following outline is provided as an overview of and topical guide to thought (thinking):

<i>Six Thinking Hats</i> 1985 book by Maltese Dr. Edward de Bono

Six Thinking Hats was written by Dr. Edward de Bono. "Six Thinking Hats" and the associated idea parallel thinking provide a means for groups to plan thinking processes in a detailed and cohesive way, and in doing so to think together more effectively.

<span class="mw-page-title-main">Socratic questioning</span> Type of question to predict knowledge on topic

Socratic questioning is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". Plato explains how, in this method of teaching, the teacher assumes an ignorant mindset in order to compel the student to assume the highest level of knowledge. Thus, a student is expected to develop the ability to acknowledge contradictions, recreate inaccurate or unfinished ideas, and critically determine necessary thought.

<span class="mw-page-title-main">Divergent thinking</span> A process of generating creative ideas

Divergent thinking is a thought process used to generate creative ideas by exploring many possible solutions. It typically occurs in a spontaneous, free-flowing, "non-linear" manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. Following divergent thinking, ideas and information are organized and structured using convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a "correct" solution.

<span class="mw-page-title-main">Analytical skill</span> Crucial skill in all different fields of work and life

Analytical skill is the ability to deconstruct information into smaller categories in order to draw conclusions. Analytical skill consists of categories that include logical reasoning, critical thinking, communication, research, data analysis and creativity. Analytical skill is taught in contemporary education with the intention of fostering the appropriate practises for future professions. The professions that adopt analytical skill include educational institutions, public institutions, community organisations and industry.

Computational thinking (CT) refers to the thought processes involved in formulating problems so their solutions can be represented as computational steps and algorithms. In education, CT is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute. It involves automation of processes, but also using computing to explore, analyze, and understand processes.

Lateral computing is a lateral thinking approach to solving computing problems. Lateral thinking has been made popular by Edward de Bono. This thinking technique is applied to generate creative ideas and solve problems. Similarly, by applying lateral-computing techniques to a problem, it can become much easier to arrive at a computationally inexpensive, easy to implement, efficient, innovative or unconventional solution.

Convergent thinking is a term coined by Joy Paul Guilford as the opposite of divergent thinking. It generally means the ability to give the "correct" answer to questions that do not require novel ideas, for instance on standardized multiple-choice tests for intelligence.

Systems-oriented design (SOD) uses system thinking in order to capture the complexity of systems addressed in design practice. The main mission of SOD is to build the designers' own interpretation and implementation of systems thinking. SOD aims at enabling systems thinking to fully benefit from design thinking and practice and design thinking and practice to fully benefit from systems thinking. SOD addresses design for human activity systems and can be applied to any kind of design problem ranging from product design and interaction design through architecture to decision-making processes and policy design.

Systematic Inventive Thinking (SIT) is a thinking method developed in Israel in the mid-1990s. Derived from Genrich Altshuller's TRIZ engineering discipline, SIT is a practical approach to creativity, innovation and problem solving, which has become a well known methodology for innovation. At the heart of SIT's method is one core idea adopted from Genrich Altshuller's TRIZ which is also known as Theory of Inventive Problem Solving (TIPS): that inventive solutions share common patterns. Focusing not on what makes inventive solutions different – but on what they share in common – is core to SIT's approach.

References

  1. ↑ "Oxford English Dictionary: Lateral thinking". Oxford University Press. Archived from the original on 20 December 2016. Retrieved 19 December 2016.
  2. ↑ Diebold, John (18 November 1968). "Snoopy or the Tiger?". New York Magazine. New York Media, LLC. p. 61. Retrieved 5 June 2017.
  3. ↑ Rodgers, Chris (November 2009). "Blog: The significance of humour – pattern switching and lateral thinking". Informal Coalitions.
  4. ↑ Melechi, Antonio (11 June 2020). Weintraub, Pam (ed.). "Lateral thinking is classic pseudoscience, derivative and untested". Aeon Essays. Aeon.co.
  5. ↑ Burton, John C.; Sack, Robert J. (June 1991). "Time for Some Lateral Thinking". Accounting Horizons. 5 (2): 118–23.
  6. ↑ Lateral Thinking: The Power of Provocation manual: Published in 2006 by de Bono Thinking Systems
  7. ↑ de Bono, Edward (2015). Serious Creativity: How to Be Creative Under Pressure and Turn Ideas into Action. Random House UK. p. 263. ISBN   978-0091939700.
  8. ↑ De Bono, Edward (1992). Serious creativity: using the power of lateral thinking to create new ideas. HarperBusiness. p. 145. ISBN   9780887305665.
  9. 1 2 3 4 Nageswari, R.; Ravikumar, B.; Jayamani, T. Stephen (2016). "Building Lateral Thinking Strategies to Impart English Speaking Skills". Pertanika Journal. 24 (2): 687–700.
  10. ↑ In An Enemy of the People , 1882.
  11. ↑ Siracus, Joseph (2012). Encyclopedia of the Kennedys: The People and Events That Shaped America. ABC-CLIO. p. 269. ISBN   978-1598845389.
  12. ↑ Arsad, Norhana; Sanusi, Hilmi; Majid, Rosadah Abd; Ali, Manisah Mohd; Husain, Hafizah (October 2012). "Lateral Thinking through Black Box Experiment among Engineering Students". Procedia - Social and Behavioral Sciences. 60: 14–20. doi: 10.1016/j.sbspro.2012.09.340 .
  13. ↑ Syahrin, Alfi; Dawud, Dawud; Suwignyo, Heri; Priyatni, Endah Tri (29 May 2019). "Creative Thinking Patterns In Student's Scientific Works". Eurasian Journal of Educational Research. 19 (81): 1–16. doi: 10.14689/ejer.2019.81.2 .

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