"All the problems of the world could be settled easily if men were only willing to think. The trouble is that men very often resort to all sorts of devices in order not to think, because thinking is such hard work." (Thomas Watson, IBM)
James Schreier's insight:
The items on this topic are related to thinking and information on brain research. The items posted are frequently directly related to one of my most popular management training programs -- Thinking Clearly and Analytically.
Instructors, administrators, and school board members tend to all agree that critical thinking is a valuable skill for college students to develop. However, deciding to teach it in the classroom is often easier said than done.
In a study of thousands of children ages 3 to 18, a 1-hour-a-day increase in video-game time on weekdays was found to increase mathematical-reasoning scores by 9.3% of a standard deviation — about the same as spending the time studying, either inside or outside of school, says Agne Suziedelyte of Monash University in Australia. The effect is larger in families that invest more time in their children. Video games appear to improve children’s problem-solving ability, a skill that is useful in many life and work situations, Suziedelyte says.
The ability to think critically, as conceived in this volume, involves three things: 1. an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, 2. knowledge of the methods of logical inquiry and reasoning, and 3. some skill in applying those methods.” Critical Thinking is most often required when we have a ‘problem’ to solve and a knowledge gap preventing us from reaching a sound conclusion or making good judgments. Because there are as many, or more, interpretations of the word ‘problem’ as there are for diversity, big data, or critical thinking, it is not always clear what questions to ask to close the gap. Fortunately, because the word ‘problem’ is often used when we need to manage change, we can use the three fundamental types of change to define three distinct types of ‘problems’ and the key questions we need to answer to close the knowledge gaps: a. Past change that has occurred - What did change to affect performance achieving expectations? b. Present change we are considering - What should change to enhance performance achieving expectations? c. Future change that might occur - What could change to affect performance achieving expectations?
Proper questioning has become a lost art. The curious four-year-old asks a lot of questions — incessant streams of “Why?” and “Why not?” might sound familiar — but as we grow older, our questioning decreases.
People think they learn faster than machines, according to research. When research participants were asked to bet on either their own prediction ability or the clearly superior acumen of an algorithm, they were more likely to bet on their own ability if they had seen that the algorithm was imperfect, according to a team from The Wharton School. This is a case of algorithm aversion, Walter Frick writes on HBR.org: People don’t like to rely on algorithms, especially if they’ve seen them fail, even a little. To err may be human, but when an algorithm makes a mistake, we’re not likely to trust it again.
Mr. Spock has died. He lived long, and prospered. Of course, Star Trek‘s Mr. Spock, the character, will still be around because fictional people never really go away, but Leonard Nimoy, the wonderful actor who brought Spock to life, will not.
Here is a wonderful interactive image created on Thinglink by J Beam featuring some important tools that support the 21st century thinking. As you can see from the graphic below, there are four main skills associated with the 21st century thinking these are : creating, collaborating, communicating, and critical thinking.
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