Thinking is a set of skills we learned at a very young age, in an automatic and mostly unconscious manner. We cannot remember how we learned to think the way we do, and so we are stuck with a large number of thinking “tics and foibles” that we might be better off without. This is unfortunate for us, and even the most intelligent of us must often struggle to compensate for our sub-optimal set of thinking skills.
If we started at the beginning, we could provide a better path to deep, powerful, and independent thinking for our children — if we only took the time and trouble to discover how. First, we need to learn to think better for ourselves. Then we can do a better job setting the stage for our Dangerous Children, in their adventures in thought and learning.
How Does One Learn How to Think (Better)?
If you do an internet search query: “How to Think,” the search engine response is likely to contain a large number of links to websites telling you how to think in particular ways. “How to think critically,” “How to think creatively,” “How to think logically,” etc. It can be difficult to find information on “how to think” in general. Almost all webpages from such a search are oriented toward adults — whose thinking is already set in concrete by this time.
Even so, some websites provide bits of interesting advice that may help youth and adults to think more effectively, within conventional boundaries. For example:
Thinking is something that happens naturally in each individual, but there are ways to deepen your thinking abilities. It takes time and practice to become a better thinker, but it’s a process you can hone all your life. Being a better thinker and keeping your mind sharp can help your mental and physical health in the long run!
__ More: How to Think
When I applied for my faculty job at the MIT Media Lab, I had to write a teaching statement. One of the things I proposed was to teach a class called “How to Think,” which would focus on how to be creative, thoughtful, and powerful in a world where problems are extremely complex, targets are continuously moving, and our brains often seem like nodes of enormous networks that constantly reconfigure. In the process of thinking about this, I composed 10 rules, which I sometimes share with students. I’ve listed them here, followed by some practical advice on implementation.
Every magazine trumpets the latest discoveries about how to be more physically fit.
But enhancing your thinking skills? Enriching your mind management skills? Not many articles about that. __ https://psychcentral.com/blog/archives/2014/05/29/thinking-about-how-to-think/
The short articles linked above contain some useful tips for improving one’s thinking skills. But even the most unconventional suggestions are still quite conventional. If we are to help to liberate the minds of future generations of Dangerous Children, we will need to unleash our own minds in some radical ways.
Making Radical Improvements in Thinking is Difficult After a Certain Age
Edward De Bono, who introduced the idea of Lateral Thinking, has devoted his life to helping adults to think in more powerful, profound, and playful ways.
Full book catalog
De Bono has also written a book on teaching children how to think. The slide presentation below provides a quick introduction to the ideas in Teach Your Child How to Think.
We should keep in mind that thinking is a set of interlocking skills and processes, which work behind the scenes in most adults in an almost wholly unconscious manner. These skills were developed from a very early age, beginning in the womb. They were automatically bootstrapped onto the rapidly developing neural substrate of the developing fetus, neonate, and infant. The process of thinking skills acquisition continues in childhood, is knocked off the tracks in puberty, and settles more or less in place by early adulthood.
If you want your Dangerous Child to have the most powerful and independent mind he can have, certain approaches to child nurturing and child raising will work better than others. If a parent or caretaker waits until college age — or even high school age — to provide an environment conducive to developing thinking skills, it will be much too late.
Teaching a Child to Think is Teaching Him to Be
The Dangerous Child Method is based upon the development of creative skills in movement, language, music, art, and pattern. Because the foundations of these skills are built long before the child can walk, talk, and meaningfully converse — even before birth — the approach to guiding Dangerous Child development in skills competency (including thinking skills) must take a primarily nonverbal form.
By developing the latent patterns of space, time, language, music, and motion, the Dangerous Child is prepared for a fuller range of possible skills when his brain moves through the sensitive periods of development in childhood.
For a very young child, there is no difference between thinking and being. It is only later that he learns to deceive, and create a secret inner life. It is crucial to facilitate the development of powerful thinking skills in the formative years, before the child begins to feel the strong tug of popular, nonsense culture.
Children are Born Creative
It is not necessary to teach a child to be creative. Rather, it is necessary to restrain yourself from destroying the child’s innate creativity. Some discipline is always necessary, since the child’s basic needs must be met in spite of the turbulent impulses and inner demands that most children are prey to.
Give the child a wide range of opportunities to experiment and exercise his creativity. Children begin to reveal their aptitudes and inclinations from an early point in their existence. Look for particular strengths which can be utilised for growth, and look for particular weaknesses which will need to be either eliminated or compensated for.
At each state of development, the process of developing new thinking skills will evolve and take different forms — building on older skills and integrating themselves, new into old.
Coaches Must Understand How New Thinking Skills Fit In
Some skills, such as music, art, motion, and language, seem to progress in a logical fashion. The toddler is not so different from the olympic athlete, in basic neuromuscular function. The development from one to the other is a matter of qualitative refinement and quantitative progression over time — and entirely plausible.
The development of a world class mathematician or theoretical physicist from a babbling infant is a little more difficult to conceive, but the basic ingredients are all there. Most infants who have the latent potential to be productive mathematicians or theoretical physicists will never develop into those professions, for many reasons. One of the reasons for such a failure to evolve is that the necessary early forms of pattern experimentation and exploration were never attempted. And so the tools for personal evolution were not provided at the needed time — usually long before parents even have an inkling that any useful skills of such a nature exist.
Children must be nurtured, but allowed to experiment and fail. They must be supported, but also taught to develop natural skills of hard work and independence. They must be valued, but not be led to see themselves as the centre of the universe.
Eventually the child himself will teach himself to bootstrap his own thinking skill sets. The real world will provide plenty of challenges against which to test himself and his unique approach to thinking.