## TEACHING METHOD

The actual method of teaching would be based on the practice format. This is a structured situation in which the student is required to practise, observe and compare particular thinking processes. There would be a continuous cycle of input/practice/crystallization/further input/practice, etc. The input would be the contribution of teacher or textbook at the beginning and the setting up of the practice format.

Crystallization would involve discussion among the students guided by the teacher to an awareness of the processes that were being used and the strategies that could be developed. In the next practise session material crystallized in the discussion period would be tried out. The process applies to the teaching of any skill as opposed to the teaching of knowledge.

What would one be aiming for in teaching this new subject of thinking? Much as in other subjects: a combination of awareness, skill, and tools. There are four levels on which thinking skill could be improved: attitudes, strategies, pattern recognition, tools and techniques.

Attitudes are basic to thinking. For instance, a strongly critical attitude will produce a different sort of thinking to a creative attitude. An attitude that is prepared to explore an alternative point of view will produce a different sort of thinking to an attitude that is only concerned to defend and impose its own point of view.

Strategies are more specific that attitudes. They include methods of proceeding in different situations. There are decision strategies, problem-solving strategies, discovery strategies, conflict strategies and so on. It is often possible to use different strategies in the same situation and different individuals may find they prefer on or other.

Pattern recognition deals with the perception side of thinking. Just as one recognizes birds, flowers, or a piece of music so pattern recognition builds up a stock of recognizable forms. It may be a matter of recognizing the nature of a situation (is it a problem situation, a management one, a planning one?) or of the type of system involved (feed-back, hierarchical, self-organizing, brittle, etc.) or of specific process concepts (sample, cushion, exponential growth, etc.). The aim here is to stock the mind with a range of concepts and situations which it can recognize at once and so know how to proceed.

Techniques and tools cover a wide range of aids to thinking. From specific mathematical techniques (games theory, statistical analysis) to the use of visual diagrams and charting methods (PERT, etc.); from specific creative techniques to decision trees; from questionnaire design to the use of the new operand word "po" devised as an alternative to the sharp exclusiveness of the yes/no system; from rapid reading to computer use.

It may seem that this is very complicated and more suited to a university or polytechnic course than school or if used at school then confined to the sixth form. This is not the case and the earlier children are introduced to the subject the better.

The paradox is that many teachers are inclined to say something is too simple unless they are over whelmed with jargon whereupon they claim it is too difficult.

In my own mind I have no doubt whatsoever that it is possible to teach thinking effectively and in a practical way. We already know quite a lot about practical thinking. It is a matter of bringing all this together, consolidating it, focusing it, simplifying it, making it usable and practical.