This document provides an overview of various thinking concepts and methods. It begins with an introduction and agenda that outlines topics like the Cattell-Horn-Carroll theory of intelligence, the Socratic method, mindfulness, problem definition, convergent/divergent thinking, induction/deduction/abduction, qualitative/quantitative methods, and reductionism/anti-reductionism. Each topic is then explained in more detail over multiple pages with examples and discussion questions provided at the end.

1. Introduction
WHERE TO BEGIN

2. “As for me, all I know is that I know nothing.”
- Socrates
2

3. Agenda
• Cattel-Horn-Carroll Theory of Intelligence
• The Socratic Method
• Mindfulness
• Problem Definition
• Convergent and Divergent Thinking
• Induction, Deduction, Abduction
• Qualitative and Quantitative Methods
• Reductionism and Anti-Reductionism
• Discussion Questions
3

4. Cattel-Horn-Carroll Theory of
Intelligence
4

5. Neuroplasticity
• Prior to the 1980s, researchers believed that the brain
grew during its developmental period and then stopped
• In 1983, some researchers discovered that neurons in the
brains of adult birds grew each season.
• In the 1990s, researchers observed a similar phenomenon
in rats when they learned new smells
• Today, the belief is that your brain is continually changing
and adapting like plastic, a process which is called
neuroplasticity
5

6. The Socratic Method
• The works of Socrates, (469 to 399 B.C.) have influenced
countless other philosophers
• By assuming the frame of mind that he knew nothing,
Socrates would engage experts in discourse
• As the other person spoke, Socrates would continually ask
probing questions in the search for the truth
• Once he deconstructed the fundamental ideas to their
base level, assumptions, fallacies, and inconsistencies
would surface
6

7. How to Apply the Socratic
Method
• Take an Open Approach - Assume that you know nothing
and continually engage in discourse with others
• Deconstruct – Ask questions to clarify definitions and pose
difficult questions to probe assumptions, fallacies, and any
inconsistencies in logic
• Reconstruct – Reformulate and revise ideas or develop
new ones with increased insight
7

8. Mindfulness
• Thinking better often requires slowing down our thinking
to become a more mindful thinker
• Becoming more mindful means maximizing your focus,
displaying a high degree of awareness, and being fully
present in the moment
• Research has suggested that mindfulness increases
competence, memory, and creativity while decreasing
accidents and mistakes
• Researchers also have asserted that mindfulness can
decrease stress and even increase your general health
8

9. Questions to Cultivate
Mindfulness
• Am I focused on my most important task?
• Am I fully aware of what is happening and am I fully
present in this moment?
• How can I re-center my mind (If outside thought or feeling
creeps in)?
9

10. Problem Definition
• By defining the problem first, you focus on information that is
relevant to a solution instead of letting outside things distract
you
• The time it takes to define a problem is time well spent because
a thorough problem statement keeps your thinking on track and
makes it purposeful
• Without clearly defining the problem first, you risk your time
and effort being wasted on solving the wrong problem
• The most complex problems (also called wicked problems) can
change unexpectedly
10

11. How to Define a Problem
• Spot the gap. Often, the problem exists in the gap between what you
want (or desired state) and what you have got (current state)
• List the gaps in priority order, most important to least important,
noting which gaps you can influence
• Determine the core gap that, if solved, would begin to resolve the
issue
• List any other obstacles and opportunities
• State the problem using as simple terms as possible and in as few
words as possible, but still covers all the key parts (e.g., who, what,
when, where, why, how)
• Continue to revise and seek other sources of information and opinions
on the definition of the problem
• Frequently assess progress and reframe the problem statement
11

12. Convergent and Divergent
Thinking
• During convergent thinking, the mind takes what it knows
about the world from observations, data, and theories and
brings it together to develop an idea as a solution to a
problem
• In divergent thinking, the mind sees the issue at hand as a
stimulus to develop many possible solutions
• The high-performance thinker should have the flexibility to
think both convergently and divergently
12

13. Convergent Thinking
13

14. Divergent Thinking
14

15. Questions for Convergent and
Divergent Thinking
• What is the problem I am trying to solve?
• How can I bring together the data I have, the observations
I have made, and the theories that I believe to determine
an answer to the problem? (convergence)
• Leaving no stone unturned, what are the possible
solutions? (divergence)
15

16. Induction, Deduction, and
Abduction
• As newborns, we begin by naturally applying inductive
logic to observe and generalize patterns we recognize over
time
• When you use deductive logic, typically you make a
hypothesis about something you believe in, test that idea,
and make conclusions based the results of the test
• When we do not have the information that we need, we
use abductive logic to make assumptions and educated
guesses to fill in the gaps
16

17. Induction and Deduction
17

18. Abduction
18

19. The Scientific Method
19
1. Specify the problem
2. Observe events
3. Formulate a hypothesis to explain the phenomenon
4. Test the hypothesis
5. Formulate a theory
6. Test the theory

20. Qualitative and Quantitative
Methods
20
• If you are dealing with a problem based on a physically
measurable quantity (e.g., weight, length, temperature,
etc.), the most prudent approach is probably a quantitative
approach
• If you are dealing with a less tangible and less structured
quality (e.g., people, feelings, opinion, or experience) the
best approach is likely the qualitative approach
• Sometimes, to get the best possible picture of both the
things you can easily measure and the things that you
cannot, a mixed-method approach

21. Choosing Between Qualitative
and Quantitative Methods
21
• Am I dealing with a quantity? Quality? Or both?
• Am I dealing with people? Things? Or both?
• Am I building a new idea, theory, or generalization from
scratch?
• Do I have a good idea of what is happening and just need
to confirm or deny it?
• By looking at many specific cases, what can I generalize?
• What specifically do I think is happening (your hypothesis),
and how can I assess if I am correct?

22. The Reductionism and Anti-
Reductionism
22
• Thinking often calls for reductionism, or breaking
something down into its parts
• Anti-reductionism (Phenomenology) asserts that although
parts constitute the whole, often the whole is more than
just the sum of its parts
• Reductionism works well for structured problems and anti-
reductionism works better for unstructured problems

23. The Reductionist Approach
23
• What defines this? What are its limits?
• What are the parts that comprise this?
• What role does each part play?
• How do these parts interact?
• Does a change in one part of this cause a change in
another?

24. The Anti-Reductionist
Approach
24
• Identify and eliminate any preconceived notions you have (bracketing)
• Think about a time when you experienced a certain central
phenomenon
• What is the nature or essence of this experience? How do other
people perceive it?
• How do you and others communicate the phenomenon to others?
• How does this phenomenon affect other things? How do other things
affect it?
• What are the major themes can you identify?
• How do these themes relate to one another?

25. Discussion Questions
25
1. In looking at your own general intelligence, what are your own
strengths and weaknesses? What areas would you like to improve upon?
2. If the current findings in neuroplasticity and neurogenesis are true,
what does this mean for the limits of your brain to process and store
knowledge?
3. Why do you think the Socratic Method works well? Give an example
of a time when it may be counterproductive.
4. How does mindlessness come about? How do you regain focus if you
become distracted?
5. How does clearly focusing on a problem lead to thinking better?
6. In your opinion, what are the components of a good problem
statement?

26. Discussion Questions
26
7. List three reasons why it is important to look for opportunities as well
as problems.
8. Picture one of the problems you have faced, or are currently facing.
How would you define this problem?
9. Do you agree that in every problem exists an opportunity? Why or
why not?
10. Give an example of a time when you would want to use inductive
logic, deductive logic, and abductive logic. Explain your rationale.
11. What are the inherent risks in using abductive logic? Why do we have
to use abductive logic?
12. What are the differences between reductionism and anti-
reductionism? Which model would be the best to use if you were an
engineer designing a new car?

27. Introduction
WHERE TO BEGIN