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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