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Develop other skills and methods that enhance your critical, clear thinking

psychology


Develop other skills and methods that enhance your critical, clear thinking.

We all have learned about scientific methods in many classes throughout school. These methods help us think straight and, hopefully, realize there are many possible causes for any event. By exper 737v2114h imentally varying one variable while holding other variables constant we can find "laws," what causes (contributes to) what. In everyday life, there may be too many factors and too little control to draw conclusions, but the idea is still valid: carefully observe the connections between specific causes and their effects. Ruchlis (1992) teaches us how to evaluate evidence and how to detect common deceptions.



For fifty years educators, psychologists and management consultants have tried to teach creativity, problem solving, and productive thinking (see section f below). There is evidence that such skills can be taught; however, thus far the skills taught seem to be used largely in the subject matter areas in which they were learned (Mayer, 1984). For example, if you teach students strategies for solving math or engineering problems, the students do not automatically learn to use better strategies to solve social or personal problems. That isn't surprising. Probably very different strategies are needed in different problem areas, such as math and self-control.

As mentioned in the introduction, recent findings indicate that good problem solvers need (1) lots of specific knowledge (e.g. 10 years of practical experience and lots of research-based information) and (2) specific instruction and practice on how to use that knowledge in understanding the problem, setting goals, discovering and organizing a plan of attack, carrying out the treatment plan, and evaluating the outcome. In short, there are still no easy ways to become an expert in any area, including self-management.

Problem-solving techniques (for self-help) are given in chapter 2. Decision-making, persuasion, and other thinking skills are taught in chapter 13. Methods for correcting irrational thoughts that produce unwanted emotions are given in this chapter. Chapters 5 to 8 help control emotions that may influence our thinking and attitudes. Self-understanding methods are given in all the chapters but especially 9, 14, and 15. Self-awareness is surely critical because some of the major obstacles to clear thinking are within ourselves, i.e. our defenses, our emotions, our blind spots.



Also, according to Alice Isen and others, happy, relaxed people in general think more clearly and creatively than unhappy people (Hostetler, 1988). However, happy people, in some situations, tend to over-simplify the problem, use impulsive hunches and guess at the solution and, thus, are wrong more often (but they may not care!). The notion that relaxation enables us to learn more or better is an old idea from the 1960's or earlier. But there is also evidence that concentration while reading is improved if the body is moderately tense. Clearly, much more research is needed.

Benson's (1987) latest book, with the hokey title of The Maximum Mind suggests (1) learning to relax, as in his first book (see chapter 12), (2) deciding how you want to change and that you can change--with the help of a "maximum mind guide," meaning a counselor, and (3) using "focused thinking" about the desired changes 10-15 minutes a day, like being happier or more creative--which supposedly helps "rewire" your mind. It appears that Benson in his first book re-discovered meditation and now has re-invented self-hypnosis as well.

Finally, you must keep in mind that straight thinking requires more than mental rumination by yourself. Ideas must be tested in reality. Talk to others with different views (not just supportive friends). Try out your ideas, see if they work, see if others agree, see if your ideas can be improved.





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