Six Thinking Hats - Edward de Bono

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It is usually said and believed that knowledge is power. I rephrase the phrase, "Knowledge is Power" to "Thought is Power". Thought can be rightly treated to make information accumulated by the mind be processed in the accurate way to become knowledge i.e. using thought to make sense of the information and applying itright in various contexts and situations. Thought if disciplined and consciously controlled can give tremendously relevant and accurate decisions and outcomes. Unregulated thinking leads to unorganized actions, decisions and outcomes. The paper highlights the process of thinking that can happen at various levels. It also attempts to suggest the ways to bring Critical thinking at school and university level.

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Journal of Romance Studies

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In an integral perspective, and also in the corporate context, thought leadership requires innovation and creativity in conception as well as in execution. Innovation which brings the new idea and creativity in execution which leads to a successful realisation or materialization of the idea in the outer life, are the two aspects of total thought leadership. To realize this ideal we have to go back to the fundamentals and examine the types of thinking, identify those types which can lead to thought – leadership in the future and cultivate them systematically in education, training and development and in the Individual, organisation and the nation as a whole. This article examines thought-leadership in this broader, holistic and long-term perspective.

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Comparison between the works of G.B. Piranesi and L. Woods.pdf

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Oxford Handbooks Online

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John Dewey (1859-1952) has been considered as one of the most important exponents of pragmatism in America in the first quarter of the 20 th century, undoubtedly like his master Charles Sanders Peirce (1839-1914) at the John Hopkins University. Dewey was a social scientist, unlike his teacher, and dedicated his life to pragmatic philosophy and education. As a pedagogue, he emphasized on the idea of democracy in education, but most important of all, he stressed the need for acquiring problem-solving skills to develop reflective thinking abilities. Reflective thinking as metacognition helped personal growth and enabled the learner to free himself from one point of view and its possible negative aspects. But while our abilities are nurturing themselves in the reflective thinking processes of Dewey, followed by Habermas and others, we simply tend to forget the contributions of Chanakya, a teacher, philosopher and strategist in the 4 th century BC, who gifted to the entire world of warriors and wanderers, the philosophy of AANVIKSHIKI, the art of thinking. As one dissects his personality, understands his background and decodes his intellect, one would realize that how each one could be capacitated to become Chanakya himself. This is profoundly possible if one is taught how to think, and not just think only. That's where the difference and dilemma lies. Through Aanvikshiki, we can explore the science of strategic thinking, critical thinking, logical thinking, inquiry and research. It can give each individual the power to interpret, reinterpret and even discover new meanings of the same words. The present paper is an attempt to decipher, delineate and distil to the masses the age-old wisdom on how to think.

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