Building The Clear Thinking Skill

After my presentation on the 6 Questions of Technology (yes, I will share more on this) at the TOCICO Conference, one of the people in the audience came up to me and said how happy he was with the work model we suggested, until the trees came out. They are so hard to construct, he said. I could hear the despair. I could also understand it and relate to it. The TOC TP are a set of highly potent tools, of course but they are very hard for many (present company totally included) to use.

This week I started testing out a new point of view I had been thinking of since my trip to S. Africa - problems are just opportunities in the rough (and yes, I will share more on this as well, you really have a lot of great things to come back to this blog for). As a result I had given my self several mind games and exercises to work on. Then it dawned on me - just like we wouldn't expect anyone to run a marathon before the have run several shorter distances in the weeks and months leading to the race, why should we expect people to take on TP without first building up to them through mind clearing workouts?

You wouldn't be doing this the first day of your workout program, would you? (Source - Wikipedia)

My point is that many of us are not used to thinking about things the way that is required by the TP. While we spend our lives thinking, we are still not trained to the level TP requires. It is very similar in yoga where although you have breathed all your life, you are not trained to breath the way yoga demands and you have to learn and practice it. So, it may be that before we venture into logic trees we have to build our brain muscles with easier exercises to prepare us for it.

Now, this is just a theory and I don't have a progression of exercises mapped out, just a few preliminary ideas. So I really need you help and inputs.

Here are the exercises ideas I already have and have been practicing:

1. Beginner - learn to ignore all or nothing thinking by creating a 100 list - think of a block that you feel is in your way to achieve something then create a list with 100 things you can do to achieve it despite the block (so if you feel you can't get a good job because you don't have enough experience in your resume, then think of 100 ways to make you noticeable to recruiters in and out of your resume). I managed about 30 ideas in the first 24 hours and got to 44 on the second day. Once you are at 50, I suggest you start acting while keeping the list going until you get to the 100 mark, don't use it as an excuse.
2. Intermediate - clear your thinking from emotions by putting yourself in places where you are uncomfortable, like not reacting to a question by your spouse when that question is "illegal" - e.g. asking you what your kid's preferences are when said child is present. The idea is not to to stop you from feeling but to help you separate your thoughts about what needs to be done from your emotions about a situation.
3. Advanced - practice result oriented thinking by mapping a process backwards - think of an interaction you are planning to have and then map it from the desired end state back to the beginning. So first you must figure out how you want that interaction to end at a level you can visualize it. This means you have to take your goal or desired outcome and turn it into a concrete result (say I want my adult kid to move out, my end state visual would be of her saying "You know what, mom, I'll get my own place within the month"). Now figure out and visualize what had to happen just prior to that (perhaps she said "Staying with you and Dad isn't good for me, it doesn't help me become a capable adult"). Credit to this exercise goes to Jeff "SKI" Kinsey and his book "Purple Curve Effect" I covered in this review.

I'll update you if I get new workout ideas. 

Let me know what you think - will it make any difference if we address the TP tools more gradually? What else can and should we try?

The Amazing Power of Clear Thinking

So I wasn't planning to write an update on my Logical Thinking class just yet, the next lesson will be tomorrow. Then tonight at dinner something great happened. My younger son, who is soon to be 9 years old and takes my class, saw me preparing the handout he asked for, the one with the logic tree we made last week (as I reported here). So he decided to make his own logic tree. Later I figured out he thought that was their homework, though I only asked for simple If..Then connections.

He sat down and started working on his tree, soon he asked me to review it. It was upside down and quite illogical. He had effects leading to causes, he had facts for effects instead, when trying to read it out using If...Then it made no sense and his statements did not abide any of the rules for writing correct statements. It didn't matter - not to him and not to me, though I did read it out loud to him and asked if he found it made sense, he did. I left it at that. Then he continued working on the tree. As he was working he said - this is a tree of my problem, it explains what is causing it.

I was astonished and very delighted at his ability to figure out, all on his own, that this logic tree thing is really useful and powerful. I think this is the result of the clarity of thinking you reach when using the tree as a guideline to thinking.

In her book "Thinking for a Change", Lisa Scheinkopf claims that learning the basic tools of logical thinking, sufficient cause and necessary condition, is enough. From there you can build everything on your own. I guess my boy proves her right.

Tune in soon to learn how lesson 2 turns out.

"Elementary, My Dear Watson" - My First Logical Thinking Class

It's been ages since I've blogged here, I got caught up by a wicked current in the stream of life.... I'm hoping for a smoother sail in the coming future. Still, I had to share this with the people I knew would understand the most, my faithful readers.

I've started teaching a class about the Thinking Processes in my boys' school. It is a democratic school and the children choose which classes to attend. I have around 7 elementary school boys in my class, including my younger son. They are all, it seems to me, in 4th and 5th grades. Last Friday was our 3rd lesson and for the first time I could say it was a good one. Yep, I had a few false starts until I got the feel for my "customers". I have learnt the hard way that with this group I can't, at least at this time, teach them. I have to let them learn. If I stand there and talk to them, explaining my head off, they just get board. Since this is a democratic school they will then choose to stop attending the class, and I wouldn't fault them. Instead I have to create an environment or situation where they generate the learning and enjoy it.

Well, this last lesson was their first introduction to logic. I had planned to use this small section of Sir Arthur Conan Doyle's "The Dancing Men" Sherlock Holmes mystery.

Initially I was going to read the section with them and then analyze it. After 2 sessions with the group it was clear to me that a new approach was needed. I created a detective game. I took the facts Holmes presents and created 'clue cards'. Each boy got a clue card and they had to figure out which clue was related to which. I stood at the board and wrote the tree as they figured out the logic. I knew I got it right when they started asking questions, trying to understand where all of this fits into "real life".

I gave them homework to try and find causal (If...Then) relationships in their everyday life.

Check here how things turned out

Sugar bag logic - teaching children to think

My younger son, who is eight, and I sat in a coffee shop for breakfast today. As we were waiting for our food, I figured I might as well make some use of the time we had together. I had wanted to start working on logical thinking with him for quite some time but I never got around to it. My plan, of course, was to do something structured, maybe use the children's' workbooks I got at the Goldratt House. Well, I know that if you fail to plan you plan to fail. There's another part that's always left out. That is that even if you plan you may fail, but fail to execute, and you will absolutely, no doubt about it, get nothing done.

So back to the coffee shop. I decided to wing it. I told him that I know he'd like to be a scientist (he actually means inventor, but I won't be petty), so I'd like to present to him the most important tools for such a vocation. The tools are experiments and logic. Happy to make conversation with me, he told me right away that logic is an important part of his life, since whenever something doesn't make sense he works to fix it. That threw me off a bit so I inquired into it and, as he was finding it hard to explain himself, I requested an example. That was easy. He told me how one of the characters in his computer game seemed to have more than the fare share of something, so he investigated until he found out the details he was unaware of and realized the rules were adhered to.

That was not quite what I had in mind, but you do not want to go around putting your kid down, so I kept my thoughts to myself as much as I could. There is a more basic tool in logic, I told him, and that's the understanding of what causes what. That drew quite a blank stare from him.Good start. So I took a few bags of sugar from the dispenser and I put one down saying: "If you vex your older brother then...", I put the next one after it and he jumped in and said "I get punished". "Not quite, we aren't there yet, though it could lead to that" I say, "this process is like a ladder, you can't skip steps and you want to take small steps to feel secure". I go back to the small bags of sugar "If you vex your older brother then", the second bag of sugar goes down, "your brother gets annoyed, and if your brother gets annoyed then...", another sugar bag is added to our trail, "your brother retaliates, and if your brother retaliates then", another bag, "you get upset, and if you get upset then", another bag and he picks up, "I beat him up". Now we are working as a team, "If you beat him up then?", I put another bag down and he finishes up "I get punished".

"It's like your dominos, Mom", he says. Whenever their quarrels heat up and require parental intervention I use the domino effect to explain why I think they are both to blame. You each had multiple chances to stop this from escalating, I tell them, all you had to do was take 1 domino out. So, he was right, my trail of sugar bags did resemble the domino effect. Ah, the glory of true understanding. We managed to do a couple of AND conditions ("If we quarrel" AND "Grandma finds out" THEN "Grandma is not happy with us" - his example) and then the food was ready.

So, here's what I found out this morning, while waiting for breakfast at a coffee shop: That learning doesn't need a classroom, a format or even much time, that children can grasp logic very easily, that logic is pretty simple to start off with and that small bags of sugar make great entities in a logic diagram.

Have you ever tried to get your kids to think logically? well, that's probably the worst time to teach them. Take 10 minutes when everything is calm to set the stage and plant the seeds for the future.

If you liked this post, please share it with other parents and comment with your own experience.