Profound Knowledge & Seven Thinking Levels

8/14/2019 Profound Knowledge & Seven Thinking Levels

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Profound Knowledge

&Seven Thinking Levels

By: MIA


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o And above every man of knowledge there is One ofMore Knowledge. (12:76)

o Over every knowledgeable person is one more knowing.(12:76)

o )( There is an all-knowing above every person endowed

with knowledge. (Ibn `Abbas )

Theoretical and Practical knowledge are the best signs of distinction; Deep

Thinking will present the clearest picture of every problem. (NAHJ-AL-BALAGHAH)

Success is the result of foresight and resolution, foresight depends upon deep

thinking and planning and the most important factor of planning is to keep your

secrets to yourself. (NAHJ-AL-BALAGHAH)

No knowledge is superior to deep thinking and prudence;

Your supremacy over others is in proportion to the extent of your knowledge and

wisdom.


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Revelation Of The Qur'an In Seven AhrfIt is a well-known fact that there are seven different ahrf in which the Qur'an was revealed. In the Islamic

tradition, this basis can be traced back to a number of hadths concerning the revelation of the Qur'an in

seven ahrf (singular harf). Some of the examples of these hadths are as follows: From Ab Hurairah: The Messenger of God(P) said: "The Qur'an was sent down in seven ahruf.

Disputation concerning the Qur'an is unbelief" - he said this three times - "and you should put into practice

what you know of it, and leave what you do not know of it to someone who does."[1]

From Ab Hurairah: The Messenger of God(P) said: "An All-knowing, Wise, Forgiving, Merciful sent

down the Qur'an in seven ahruf."[2] From cAbdullh Ibn Mascud: The Messenger of God(P) said: "The Qur'an was sent down in seven

ahruf. Each of these ahruf has an outward aspect (zahr) and an inward aspect (batn); each of the

ahruf has a border, and each border has a lookout."[3]

And in another hadth cAbdullh Ibn Mascud said: The Messenger of God(P) said: "The first Book

came down from one gate according to one harf, but the Qur'an came down from seven gates accordingto seven ahruf: prohibiting and commanding, lawful and unlawful, clear and ambiguous, and

parables. So, allow what it makes lawful, proscribe what it makes unlawful, do what it commands you to do,forbid what it prohibits, be warned by its parables, act on its clear passages, trust in its ambiguous passages."

And they said: "We believe in it; it is all from our Lord."[5]

And Ab Qilaba narrated: It has reached me that the Prophet(P) said: "The Qur'an was sent downaccording to seven ahruf: command and prohibition, encouragement of good and discouragement

of evil, dialectic, narrative, and parable."[6]

And as for his words Each of the ahruf has an outward aspect (zahr) and an inward aspect

(batn), its outward aspect is the ostensive meaning of the recitation, and its inwardaspect is its interpretation, which is concealed.


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The meaning of Hadth is explained as:

1. As for the Prophet's(P) words concerning the Qur'an, each of the

ahruf has a border, it means that each of the seven aspects has a

border which God has marked off and which no one mayoverstep. And as for his words Each of the ahruf has an

outward aspect (zahr) and an inward aspect (batn), its

outward aspect is the ostensive meaning of the recitation,

and its inward aspect is its interpretation, which is concealed.

And by his words each border ...... has a lookout he means that

for each of the borders which God marked off in the Qur'an - of

the lawful and unlawful, and its other legal injunctions - there isa measure of God's reward and punishment which surveys it in

the Hereafter, and inspects it ...... at the Resurrection ......[4]


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A verse in Qur'an related to esoteric interpretations:

He it is who has sent down to thee the Book: In it are verses basic (of established meaning); they arethe foundation of the Book: others are allegorical. But those in whose hearts is perversity follow the

part thereof that is allegorical, seeking discord, and searching for its hidden meanings, but no one

knows its hidden meanings except God. And those who are firmly grounded in knowledge say:

"We believe in the Book; the whole of it is from our Lord:" and none will grasp the Message except

men of understanding.(Sura 3:7[1])

In the verse quoted above, there is a stop between except God and And those who.. and reading

this way the verse attributes the knowledge of the Qur'an's hidden meanings to God alone. By

removing the stop it becomes:" ...no one knows its hidden meaning except God and those who

are firmly grounded in knowledge, say" which suggests that those firmly grounded inknowledge can extract these hidden meanings.

A hadith from Muhammadwhich states that the Quran has an inner meaning,and that this inner meaning conceals a yet deeper inner meaning, and so on (up to seven

levels of meaning)

A famous Sufi commentary on the Qur'an, the Persian book Kashf Al Asrar (The Unveiling of the

Mysteries) by Meybodi, mentions conventional interpretations as the first level of meaning and

esoteric interpretations as a deeper level.

It is common in Sufi writings to explain three or four levels of meaning of a Qur'anic concept.


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How to increase Knowledge &

Wisdom??

One who takes lessons from the events of life, gets

vision, one who acquires vision becomes wise and one

who attains wisdom achieves knowledge.

Enemy of Knowledge & Wisdom

Avarice dulls the faculties of judgment and wisdom.

Avarice : Extreme greed for material wealth ;Reprehensible acquisitiveness;insatiable desire for wealth (personified as one of the deadly sins)

Peak of Knowledge & Wisdom

Exaltation is superior to Knowledge Exaltation: The elevation of a person (as to the status of a god)


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Esoteric interpretation of the Qur'anConfined to and understandable by only an enlightened inner circle

An esoteric interpretation of the Qur'an is an interpretation of the Quran which includes attribution ofesoteric or

mystic meanings to the text by the interpreter. In this respect, its method is different from the conventional exegesis of

the Quran, called tafsir. Esoteric interpretations do not usually contradict the conventional (in this context called

exoteric) interpretations; instead, they discuss the inner levels of meaning of the Qur'an. A hadith from Muhammad

which states that the Quran has an inner meaning, and that this inner meaning conceals a yet deeper inner

meaning, and so on (up to seven levels of meaning), has sometimes been used in support of this view. [1][2]

Some Islamic sects impose strict limitations on esoteric interpretations.

In Arabic, batin refers to the inner or esoteric meaning of a sacred text, and zahir to the apparent

or exoteric meaning. Hence, the term batiniyya is sometimes applied to those who refer to an

esoteric interpretation.

In Sufi tradition, it is believed that the esoteric meanings of the Qur'an can be extracted through mystic

experiences, and as such, esoteric interpretations presented by Sufi Shaykhs are considered authentic.

Throughout its history , Sufism has widely used esoteric interpretation of the Qur'an. The metaphysical

basis of a Sufi interpretation is Kashf (unveiling) or Zawq (tasting).Sufi writings make frequent

references to the Qur'an and present esoteric interpretations either explicitly or implicitly. Implicit formsbeing quoting a verse in a certain context which suggests that the meaning of the verse is related to the

ideas presented.

There are some verses in the Qur'an whose conventional interpretations suggest mystic ideas and Sufis

have commented extensively on them.

While all Sufi interpretations are basically mystic, three major trends in Sufi interpretations can berecognized, mystic, philosophic, and esoteric.
http://en.wikipedia.org/wiki/Interpretationhttp://en.wikipedia.org/wiki/Qur%E2%80%99anhttp://en.wikipedia.org/wiki/Esoterichttp://en.wikipedia.org/wiki/Mysticismhttp://en.wikipedia.org/wiki/Exegesishttp://en.wikipedia.org/wiki/Tafsirhttp://en.wikipedia.org/wiki/Exoterichttp://en.wikipedia.org/wiki/Hadithhttp://en.wikipedia.org/wiki/Muhammadhttp://en.wikipedia.org/wiki/Esoteric_interpretation_of_the_Qur%27anhttp://en.wikipedia.org/wiki/Esoteric_interpretation_of_the_Qur%27anhttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Batiniyyahttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Shaykhhttp://en.wikipedia.org/wiki/Sufismhttp://en.wikipedia.org/wiki/Philosophichttp://en.wikipedia.org/wiki/Esoterichttp://en.wikipedia.org/wiki/Philosophichttp://en.wikipedia.org/wiki/Mysticismhttp://en.wikipedia.org/wiki/Mysticismhttp://en.wikipedia.org/wiki/Interpretationhttp://en.wikipedia.org/wiki/Esoterichttp://en.wikipedia.org/wiki/Sufismhttp://en.wikipedia.org/wiki/Shaykhhttp://en.wikipedia.org/wiki/Shaykhhttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Sufihttp://en.wikipedia.org/wiki/Batiniyyahttp://en.wikipedia.org/wiki/Batiniyyahttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Esoteric_interpretation_of_the_Qur%27anhttp://en.wikipedia.org/wiki/Esoteric_interpretation_of_the_Qur%27anhttp://en.wikipedia.org/wiki/Qur%E2%80%99anhttp://en.wikipedia.org/wiki/Muhammadhttp://en.wikipedia.org/wiki/Hadithhttp://en.wikipedia.org/wiki/Exoterichttp://en.wikipedia.org/wiki/Tafsirhttp://en.wikipedia.org/wiki/Qur%E2%80%99anhttp://en.wikipedia.org/wiki/Exegesishttp://en.wikipedia.org/wiki/Mysticismhttp://en.wikipedia.org/wiki/Esoterichttp://en.wikipedia.org/wiki/Qur%E2%80%99anhttp://en.wikipedia.org/wiki/Interpretation


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Mystic Interpretations1. Mystic: Having an import not apparent to the senses nor obvious to the

intelligence; beyond ordinary understanding2. Mystic: Someone who believes in the existence of realities beyond human

comprehension

1. Interpreting religious terms as describing inner qualities:

2. Interpreting Qur'anic stories from a mystic perspective:3. Poetic interpretations:

4. Interpreting a verse in a sense very different from its conventional meaning:

5. Comments on Qur'anic initial letters:

6. Mystic remarks concerning Qur'anic verses like the famous saying "I am thedot (Arabic alphabet: ") (English: B) ofBismillah

Philosophic Interpretations:

1. These interpretations have a philosophical structure and

sometimes serve as the basis of a mystic philosophy. Hallaj was one

of the early Sufis who presented such interpretations
http://en.wikipedia.org/wiki/Qur%27anic_initial_lettershttp://en.wikipedia.org/wiki/Arabic_alphabethttp://en.wikipedia.org/wiki/English_alphabethttp://en.wikipedia.org/wiki/Bismillahhttp://en.wikipedia.org/wiki/Mysticismhttp://en.wikipedia.org/wiki/Philosophyhttp://en.wikipedia.org/wiki/Hallajhttp://en.wikipedia.org/wiki/Hallajhttp://en.wikipedia.org/wiki/Philosophyhttp://en.wikipedia.org/wiki/Mysticismhttp://en.wikipedia.org/wiki/Bismillahhttp://en.wikipedia.org/wiki/English_alphabethttp://en.wikipedia.org/wiki/Arabic_alphabethttp://en.wikipedia.org/wiki/Qur%27anic_initial_letters


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The Noble Quran's claim:1. "Verily in this is a Message for any that has a heart and understanding or

who gives ear and earnestly witnesses (the truth). (The Noble Quran,

50:37)

2. "They prefer to be with (the women), who remain behind (at home): their

hearts are sealed and so they understand not. (The Noble Quran, 9:87)"

The heart communicates with the brain and body in four ways: Neurological communication (nervous system)

Biophysical communication (pulse wave)

Biochemical communication (hormones) Energetic communication (electromagnetic fields)

The Heart's Electromagnetic Field

The heart's electromagnetic field--by far the most powerful

rhythmic field produced by the human body--not only envelopsevery cell of the body but also extends out in all directions into the

space around us. The cardiac field can be measured several feet

away from the body by sensitive devices. Research conducted at

IHM suggests that the heart's field is an important carrier of

information.


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Levels and Forms of UnderstandingUnderstanding of the Qur'an may have various levels and take different

forms.

Firstly, that you comprehend its simple, literal meaning, as whenyou read a book in a language you know, or as an Arabic-knowing

person would understand the Qur'an. Such comprehension must bethe bare minimum requirement, the key to all other stages, but it is

not enough.

Secondly, that you find out how the learned have understood it,either by hearing their expositions or reading their exegeses and

other sources.

Thirdly, that you study and ponder, on your own, to discover andabsorb its meaning, to attain Tadhakkurand, if you have the

capability and need, then Tadabburas well.

Fourthly, that you discover its meaning by obeying its messagesand by fulfilling the duties and mission that it entrusts to you.


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'Analytical Thinking' vs. 'System Thinking in

the Study of the Quran '

'Analytical Thinking', in the study of the Quran, focuses on

breaking the Quran into its constituent parts and studying theindividual verses in isolation, with 'analytical thinking' taking

the verses in isolation, often ending up drawing wrong

conclusions from the study of the Quran

System Thinking'works by expanding the view to take intoaccount larger and larger number of other verses of the Quran

relevant to the topic under study, and seeing the 'big picture'. it

is always advisable to exercise 'system thinking' and never lose

site of the 'big picture' of the Quranic Injunctions.


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The various levels of interpretation along with their typical problems are listed below in order ofincreasing hermeneutical complexity:

1. Lexical: What is the meaning of a particular word?

2. Intra-Versal/Sentential: Who or what is the referrent of a particular pronoun?

3. Inter-Versal/Pericopal: What is the relation between verses? Do they constitute a single meaning/unit ofthought, or are they distinct?

4. Narratological ("Qissaic"): What is the story being told? Why do the characters in it react in the way they do?

5. Historical/Ethnological: What events or personages are being described? What cultural practices are being

reported and how do they relate the jhilscene?

6. Legal ("Hukmic"): What are the legal implications of a particular verse and how do these relate to the remainingcorpus of Islamic holy law? Is the ruling limited in scope to the circumstances or even unique instant in which it was

revealed, or does it define a general principle with broad applicability?

The Seven Levels of Judgment (Acupuncture Education Series #5)

The Seven Levels of Judgment is a map showing us how to incorporate the entire Universe in a way that nourishes

our True Nature as opposed to our illusory and separate selves. We begin the first level physically as an infant and

progress through each succeeding level as we progress through material life and pass through maturity in our

return to spirit. The Seven Levels of Judgment described by George Ohsawa inThe Book of Judgment(1966, p.

143) are:

1. Mechanical,

2. Sensory,

3. Sentimental,

4. Intellectual,

5. Social,

6. Ideological, and

7. Supreme.


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The Seven Levels of Meaning of Sanskrit

Every syllable of Sanskrit has seven levels of

meanings:

1. vach artha dictionary meaning

2. bhava arthameaning according to an attitude of awareness

3. guru arthameaning according to your guru4. darshan shashtra arthameaning according to your school of

philosophy

5. sampradaya arthameaning according to your tribe of sadhus

6. svadaya arthameaning according to your own level of realization

7. gupta artha hidden meaning


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The Torah may be viewed, generally speaking, on five different levels.

1. The first four levels are calledPaRDeS, which is an acronym forPshat,Remez,Drushand Sod.Pshatis the most basic literal meaning of the Torah text. It is not necessarily

identical to the apparent plain meaning of the text, but is an explanation of the text based

on the tradition as it has been handed down in the Oral Torah (Mishnah and Talmud)

following closely the literal meaning. Most traditional Jewish editions of the Torah arepublished together with Rashi's commentary, which is the classic example ofPshat

exegesis.

2. The second level, calledRemez, departs from the literal meaning of the text in searchof hints and allusions. Linguistic analysis of the text andgematria are basic techniques of

theRemezexegesis.

3. The third level,Drush, is the homiletic exposition of the text. It includes moralistichomilies as well as derivation of legal rulings based on the text. It is typically found in

aggadic and halakhic midrashim.

4. The fourth level, Sod, literally meanssecret. It involves esoteric interpretation of thescripture and is the subject of Kabbalah.

5. Finally, the fifth level, SodofSod, the secret of secrets, is the innermost meaning ofthe Torah as it is expounded in the philosophy of Chassidism.

As stated in the Zohar, Three things are bound up one with the other: Israel is bound with the

Torah and the Torah is bound up with G-d. All of the levels of Torah exegesis as well asthe levels of the soul are related to the four letters of the Tetragrammaton, the Proper

Name of G-d:

The Five Levels of Interpretation


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PaRDeS - the four levels of interpretation

The word PRDS is also an acronym (called in

Judaism notarikon) for:

1. (P)ashat (Heb. simple)

2. (R)emez (Heb. hint)3. (D)rash (Heb. search)

4. (S)od (Heb. hidden)

These are the four levels of understanding the

scriptures. Each layer is deeper and more intensethan the last, like the layers of an onion.
http://www.zworld.com.au/2006/04/03/pardes-the-four-levels-of-interpretation/http://www.zworld.com.au/2006/04/03/pardes-the-four-levels-of-interpretation/http://www.zworld.com.au/2006/04/03/pardes-the-four-levels-of-interpretation/


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ThinkingImagination:

The Key to Knowledge An imaginative, creative desire to learn

enhances here & Hereafter life-potential.

The quest for scientific, artistic,philosophical, and spiritual truths is

equally as important as the desire for love.


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The System of Profound Knowledge

(SoPK)

The System of Profound Knowledge comes from

W. Edwards Deming. Hard work is not enough. What is needed is a

transformation of the prevailing style of

management.

The System of Profound Knowledge has four

parts.

1. Appreciation for a system

2. Knowledge about variation

3. Theory of knowledge4. Psychology

Profound: Showing intellectual penetration oremotional depth

Knowledge: The psychological result of perceptionand learning and reasoning

Theory of Profound Knowledge
http://home.clara.net/hornsc/spk/spk_deming.htmhttp://home.clara.net/hornsc/spk/spk_system.htmhttp://home.clara.net/hornsc/spk/spk_variation.htmhttp://home.clara.net/hornsc/spk/spk_knowledge.htmhttp://home.clara.net/hornsc/spk/spk_psychology.htmhttp://home.clara.net/hornsc/spk/spk_psychology.htmhttp://home.clara.net/hornsc/spk/spk_knowledge.htmhttp://home.clara.net/hornsc/spk/spk_variation.htmhttp://home.clara.net/hornsc/spk/spk_system.htmhttp://home.clara.net/hornsc/spk/spk_deming.htm


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Theory of Profound Knowledge

1. Appreciation for a system. that is, understanding that all the parts ofa business are related in such a way that if you focus on optimizing one part,other parts may sufferA leader must understand the system he or she is

attempting to manage. Without this understanding the system can not be

managed or improved. A system cannot understand itself or manage itself.

Optimization of the parts does not optimize the whole. System optimization

requires coordination and cooperation of the parts which requires leadership.

2. Knowledge about variation..that is, a knowledge of common cause

and special variation.Refers to Shewhart's concept of common or system causesof variation and outside assignable or special causes of variation. Relates to the

Red Bead experiment and blaming people for variation caused by the system.

3. Theory of Knowledge. that is, how we learn things . Knowledge

depends on theory. Information is not knowledge. Experience teaches nothingwithout theory. Practice makes permanent, not perfect. Copying examples does

not lead to knowledge.

4. Knowledge of Psychology. that is, what motivates people. Leadersmust understand human behavior to motivate, coordinate and manage people tooptimize the system.


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Deming's Fourteen Points

1. Create constancy of purpose toward improvement of product and service, with the aim to become competitive and to stay

in business, and to provide jobs.

2. Adopt the new philosophy. We are in a new economic age. Western management must awaken to the challenge, must learn theirresponsibilities, and take on leadership for change.

3. Cease dependence on inspection to achieve quality. Eliminate the need for inspection on a mass basis by building quality into the

product in the first place.

4. End the practice of awarding business on the basis of price tag. Instead, minimise total cost. Move toward a single supplier for

any one item, on a long-term relationship of loyalty and trust.5. Improve constantly and forever the system of production and service , to improve quality and productivity, and thus

constantly decrease costs.

6. Institute training on the job.

7. Institute leadership. The aim of supervision should be to help people and machines and gadgets to do a better job. Supervision of management isin need of overhaul, as well as supervision of production workers.

8. Drive out fear, so that everyone may work effectively for the company.

9. Break down barriers between departments. People in research, design, sales, and production must work as a team, to foresee problemsof production and in use that may be encountered with the product or service.

10. Eliminate slogans, exhortations, and targets for the work force asking for zero defects and new levels of productivity. Suchexhortations only create adversarial relationships, as the bulk of the causes of low quality and low productivity belong to the system and thus lie

beyond the power of the work force.

11a. Eliminate work standards (quotas) on the factory floor. Substitute leadership.

11b. Eliminate management by objective. Eliminate management by numbers, numerical goals. Substitute leadership.12a. Remove barriers that rob the hourly worker of his right to pride of workmanship. The responsibility of supervisors

must be changed from sheer numbers to quality.

12b. Remove barriers that rob people in management and in engineering of their right to pride of

workmanship. This means, inter alia, abolishment of the annual or merit rating and of management by objective.

13. Institute a vigorous program of education and self-improvement.

14. Put everybody in the company to work to accomplish the transformation. The transformation is everybody's job.


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Thinking Levels

Level 7: Thinking (Philosophical & Logical)

Level 6: Creating

Level 5: Evaluating

Level 4: Analyzing Level 3: Applying

Level 2: Understanding Level 1: Remembering

Thinking Level No 1: Remembering


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Thinking Level No. 1: Remembering

1. Factual answers, recall and recognition. Recalling information. Recognizing, listing, describing, retrieving,naming,

2. Cognitive: Can read a text to find specific details

3. Metacognitive: Knows a range of ways of finding which texts might contain specific details

4. Verbs: Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label,Recall, Define, Recognise, Match, Reproduce, Memorise, Draw, Select, Write,Recite,

5. Knowledge acquisition: involves the identification of new knowledge, which can be read or heard.

6. Associated thinking skills: Memorisation

7. Materials Situations: Events, people, newspapers, magazine articles, definitions, videos, dramas,textbooks, films, television programs, recordings, media presentations

8. Potential Activies & Products: Make a list of the main events. Make a timeline of events. Make a facts

chart. Write a list of any pieces of information you can remember. List all thein the story. Make a chart showing.. Make an acrostic. Recite a poem

9. Level 1 Unilateral Descriptions: define terms, paraphrase information, restate thequestion but add little or nothing new to the issue or question.

10. Hat colour: White

11. Concerns:facts, figures, information.

12. Key questions to involve in activities: What information do we have? What information do we need to get?

Cognitive: What to do (Can undertake a task)

Metacognitive: How to do it: (Know how to approach it, the different ways of doing it,

having methods available and understanding a range of possible processesand strategies)

Thi ki L l N 2 U d t di


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Thinking Level No. 2: Understanding

1. Translating, interpreting, showing understanding. Explaining ideas or concepts Interpreting, summarising,

paraphrasing, classifying, explaining2. Cognitive: Can answer questions about a document that has been read

3. Metacognitive: Knows how to pick out key features of documents,and how to identify those thingsnot known

4. Verbs: Explain, Interpret, Outline, Discuss, Distinguish,Predict, Restate, Translate,

Compare, Describe, Relate, Generalise, Summarise, Put into your own words,Paraphrase, Convert, Demonstrate, Visualise, Find out more information about

5. Comprehension: involves being able to demonstrate an understanding of particularknowledge or information presented.

6. Associated thinking skills: Question, discuss, explanation, doing a task

7. Materials Situations: Speech, stories, drama, cartoons, diagrams, graphs, summaries, outlines,analogies, posters, bulletin boards.

8. Potential Activies & Products: Cut out or draw pictures to show a particular event. Illustrate what youthink the main idea was. Make a cartoon strip showing the sequenceof events. Retell the story in your own words.

9. Paint a picture of some aspect you like. Write a summary report of an event.Prepare a flow chart to illustrate

the sequence of events. Make a colouring book.Level 2Simplistic Alternatives: take a side but do not exploreother alternatives; they make unsupported assertions or simplistic arguments.

10. Hat colour: Red

11. Concerns: emotion, feelings, hunches, intuition

12. Key questions to involve in activities: What do I feel about this matter right now?

Thinking Level No. 3 Applying


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Thinking Level No. 3 Applying

1. Using information gained in different, familiar situations. Using information in another familiar situation

Implementing, carrying out, using, executing.

2. Cognitive: Can use information or techniques in other contexts orsituations

3. Metacognitive: Knows which techniques to use to recall specific information orskills in a range of situations

4. Verbs: Solve, Show, Use, Illustrate, Construct Complete, Examine Classify, Choose Interpret, Make

Put together, Change, Apply,Produce, Translate, Calculate, Manipulate, Modify, put intoractice Modify, put into practice.

5. Application: involves the use of knowledge in another context, perhaps through writing in another form ortalking about a written text.

6. Associated thinking skills: Abstraction and transfer

7. Materials Situations: Diagrams, sculptures, illustrations, dramatisations, forecasts, problems, puzzles,organisations, classifications, rules, systems, routines.

8. Potential Activies & Products: Construct a model to demonstrate how it will work. Make a diorama toillustrate an important event. Make a scrapbook about the areas of study. Make a papier-mache map to

include relevant information about an event. Take a collection of photographs to demonstrate a particular

point. Make up a puzzle game showing the ideas from an area of study. Make a clay model of an item in the

area. Design a market strategy for your product. Dress a doll in costume. Paint a mural. Write a textbook

outline.

9. Level 3Basic Analysis/Reasoning: make a serious attempt to construct an argument or to analyze multiplearguments by appealing to simple evidence for support.

10. Hat colour: Black

11. Concerns: caution, truth, judgement, fitting the facts12. Key questions to involve in activities: Does this fit the facts? Will it work? Is it safe? Can it be done?

Thinking Level No 4: Analyzing:


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Thinking Level No. 4: Analyzing:

1. Break into parts to examine more closely. Breaking information into parts toexplore Understandings and relationships Comparing, organising, deconstructing,interrogating, Finding.

2. Cognitive: Can ask questions about information, and can compare andcontrast answers with existing knowledge or understanding

3. Metacognitive: Knows a range of techniques that can be used when questions areasked of information or data

4. Verbs: Analyse, Distinguish, Examine, Compare Contrast, InvestigateCategorise, Identify Explain, Separate Advertise, Take apartDifferentiate, Subdivide, deduce,

5. Materials Situations: Surveys, questionnaires, arguments, models, displays,demonstrations, diagrams, systems, conclusions, reports, graphed information

6. Analysis: involves being able to elicit questions about information that is given orpresented, and to find ways of answering these questions.

7. Associated thinking skills: Categorising, characterisation, comparison, contrast

8. Potential Activies & Products: Design a questionnaire to gather information. Write

a commercial to sell a new product. Conduct an investigation to produceinformation to support a point of view. Construct a graph to illustrate selectedInformation. Make a jigsaw puzzle. Make a family tree showing relationships. Puton a play about he study area. Write a biography of the study person. Prepare areport. Arrange a party and record as a procedure. Review apiece of art includingform, colour and texture


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Thinking Level No. 6: Creating:


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g g

1. Combine information with new situations to create new products, ideas, etc. Generating new

ideas, products, or ways of viewing things Designing, constructing, planning, producing,inventing.

2. Cognitive: Can make decisions about information or ideas using a specific range ofcriteria Metacognitive: Knows the techniques that enable evaluation to beundertaken reasonably and reliably

3. Verbs: Create, Invent, Compose, Predict Plan, Construct Design, Imagine Propose,Devise Formulate, Combine, Hypothesize, Originate, Add to, Forecast,

4. Materials Situations: Experiments, games, songs, reports, poems, speculations,creations, art, inventions, drama, rules.

5. Evaluation: involves a critical review and reflection from which judgements can arisebut which should be informed.

6. Associated thinking skills: Relevancy, ordering, prioritising, judgement

7. Potential Activies & Products: Invent a machine to do a specific task. Design a buildingto house your study. Create a new product, give it a name and then devise a marketingstrategy. Write about your feeling sin relation to Design a record, book or magazine cover.Sell an idea. Devise a way to Compose a rhythm or put new words to an old song.

8. Level 6 Merging Values with Analysis: Be able to move beyond objective analysis toincorporate subjective interests.

9. Hat colour: Blue

10. Concerns: Thinking about thinking

11. Key questions to involve in activities: Where are we now? What is the next step? What

order is needed? How can we summarise?

Thinking Level No. 7:


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Philosophical & Logical Level of Thinking:

Reflective Thinking: Choosing with Purpose, Power and Intention.

Epistemological assumption: (The philosophical theory of knowledge)

One's understanding of the world is not "given" but must be actively constructed and that knowledge must be understood inrelationship to the context in which it was generated.

Some interpretations or knowledge claims may be judged as more plausible than others.

While absolute truth will never be ascertained with complete certainty, some views may be evaluated as more reasonableexplanations.

Judgments must not only be grounded in relevant data, but that they must also be evaluated to determine their validity.

Criteria used to make such evaluations include, for example: Conceptual soundness

Coherence (Logical and orderly and consistent relation of parts)

Degree of fit with the data

Meaningfulness

Usefulness

Parsimony (Extreme stinginess)

Learning approaches that individuals might have: (Gardner (1991)

Linguistic (related to language ) Logical/mathematical

Musical

Kinaesthetic (The ability to feel movements of the limbs and body,Body Language)

Spatial/visual (Pertaining to or involving or having the nature of space, "spatial ability"; "spatialawareness)

Interpersonal (Occurring among or involving several people, or social)

Intrapersonal/intrapreneur (A person employed to work independently within acompany in order to introduce innovation and to revitalize and diversify itsbusiness)


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Area of intelligence & Possible Software

1. Linguistic : Word Processing, Story Books, Mathematical Spreadsheets

2. Musical : Composing Software, Logo ,CD-ROMs, Talking Books

3. Kinaesthetic: Collaborative Projects, Data Logging And ControlActivities, E-Mail, Interactive whiteboards

4. Visual Spatial: Presentation Software, DTP, Video Clips, DigitalCameras, Art Packages, Interactive whiteboards

5. Intrapersonal: Myself Databases, Internet Research, WordProcessing,

6. Interpersonal: E-Mail, Collaborative Activities, Newspaper

Publishing, Video Conferencing, Interactive whiteboards


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Levels of Meaning in Business.


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And say:

"My Lord! Increase me in knowledge."(20:114)

Thank you!

End of Presentation

Profound Knowledge & Seven Thinking Levels

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