Slide 1 Earl Livings 2010The FACT Method The FACT Method: Creative Problem Solving with General...

Earl Livings 2010 The FACT Method

The FACT Method:Creative Problem Solving with

General Semantics andLateral Thinking

If you can see the world clearly then your thinking and actions will be appropriate.

Edward de Bono


Presentation Outline

Definition Modes of Thinking Practical Example Lateral Thinking Techniques Other Techniques Conclusion

...if you can learn how to 'think' in terms of 'facts' instead of definition, we will have achieved what we wanted to achieve.

Alfred Korzybski


Theme

In order to investigate problem solving, we need to distinguish between a general structure or process for the solving of problems and the techniques used within that process. These techniques will vary depending on the domain of operation and the specific problem.


The FACT Method

F =Find the problem or be found by it. Formulate/Feedback/Follow-up/Define.


The FACT Method

F =Find the problem or be found by it. Formulate/Feedback/Follow-up.

A= Acquire/Apprehend/Aware/Assumptions (gather information)


The FACT Method



C= Consider/Cogitate/Comprehend/Change (analyse information, create, consider and change solutions)


The FACT Method



C= Consider/Cogitate/Comprehend/Change (analyse information, create, consider and change solutions)

T = Task/Tell/Transmit/Try/Test/Trial (make decision, implement, check)


The FACT Method


The Scientific Method

1. Identify a Problem

2. Analyse it

3. Form possible solutions

4. Experiment

5. Observe

6. Form conclusions

(From ‘Twelve General Semantics Lessons for Middle School Students’, Martin Levinson, Ph.D.)


Different Modes of 'Thinking' 1 Edward de Bono, consultant, inventor:

Vertical and Lateral




Jerome Bruner, American psychologist:Paradigmatic (propositions)and Narrative (story)




Jerome Bruner, American psychologist:Paradigmatic (propositions)and Narrative (story)

Robert Graves, English poet:Prose (logical/scientific)and Poetic (associational/mythic)Analeptic (past) and Proleptic (future)


Different Modes of 'Thinking' 2

Samuel Taylor Coleridge, English poet:Imagination (Primary and Secondary)and Fancy



Samuel Taylor Coleridge, English poet:Imagination (Primary and Secondary)and Fancy

William Blake, English poet:Daughters of Imaginationand Daughters of Memory


Different Modes of 'Thinking' 2 Samuel Taylor Coleridge, English poet:

Imagination (Primary and Secondary)and Fancy

William Blake, English poet:Daughters of Imaginationand Daughters of Memory

Ships sail the sea(Keels plough the earth):Synecdoche, Metaphor and Metonymy



Aristotelian and Non-Aristotelian




Waking and Dream:Einstein's Thought Experiments, etc





Part and Whole (Gestalt)






Divergent and Convergent Thinking


Different Modes of 'Thinking' 3 Aristotelian and Non-Aristotelian



Divergent and Convergent Thinking

Thesis--Antithesis--Synthesis


Jung's Psychological Types

Judgement and Perception


Multiple Intelligences

Visual/spatial Verbal/linguistic Logical/mathematical Bodily/kinesthetic Musical/rhythmic Interpersonal Intrapersonal

(From the work of Howard Gardner.)


A Practical FACT


TECT = Target: the precise focus of the thinking Task: the thinking task that is to be performed (e.g. review, fault finding/correction, problem finding/solving

E = Expand/Explore (positive and free-flowing)

C = Contract/Conclude (a narrowing down phase; trying to make sense of what was found and to find a conclusion)

A very simple structure for focussing thinking and making of it a deliberate task. Can be done as a ‘five-minute think’:T (1 min), E (3 mins), C (2 mins).


GS Principles and Techniques The map is not the

territory. The map doesn't cover all

the territory. The map is self-reflexive. The word isn't the thing. Extensional/Intensional. Non-Allness. Non-Elementalism. Non-Identity. Organism-as-a-Whole-in-

Environments. Over-/Under-/Un-Defined

Words.

Dating. Delayed Evaluating. Et Cetera (Etc.). Hyphens. Indexing. Logical Fate. Multiordinality. Multi-valued Orientation. Quotes. Self-reflexiveness. Structure, Relations, Order. Structural Differential. Time-binding.


Logic bubble

That bubble of perception within which a person is acting

and which involves that person’s beliefs, understandings,

experience and their perceptions of circumstance,

structure, context and relationships.


Logic bubble

That bubble of perception within which a person is acting

and which involves that person’s beliefs, understandings,

experience and their perceptions of circumstance,

structure, context and relationships.

Logical Fate


AGO (F/A)

A = Aims

G = Goals

O = Objectives

This is an example of an attention-directing ‘thinking tool’.

Although there are differences between these words,

these are ignored for the sake of doing some ‘attention-

directing’: the task is to set up objectives or to discover

the objectives that already seem to be in use.


AGO (F/A)

A = Aims

G = Goals

O = Objectives

This is an example of an attention-directing ‘thinking tool’.

Although there are differences between these words,

these are ignored for the sake of doing some ‘attention-

directing’: the task is to set up objectives or to discover

the objectives that already seem to be in use.

Multiordinality, Time-binding, Extensional Thinking


FIFO (A)

inFormation In, inFormation Out

A deliberate survey of what is available and what is still

needed. FI: the information already gathered is examined

using ‘dense reading’ (reading between the lines and

considering the implications of what is read) and all

implications and inferences are extracted. FO: the ‘gaps’

in the information are then identified, and filled in as

much as possible.

DIV


FIFO (A)

inFormation In, inFormation Out

A deliberate survey of what is available and what is still

needed. FI: the information already gathered is examined

using ‘dense reading’ (reading between the lines and

considering the implications of what is read) and all

implications and inferences are extracted. FO: the ‘gaps’

in the information are then identified, and filled in as

much as possible.

Map/Territory, Multi-valued Orientation

DIV


Brainstorming (A/C)

Generally, a ‘solution-generating tool’. My guidelines:

1) The more the merrier

2) The wilder the better3) No self-criticism or

other-criticism

Is better performed individually than in groups.

Do something only you can come up with—that none of your friends or family would think of.

DIV


Brainstorming (A/C)

Generally, a ‘solution-generating tool’. My guidelines:

1) The more the merrier

2) The wilder the better3) No self-criticism or

other-criticism

Is better performed individually than in groups.

Do something only you can come up with—that none of your friends or family would think of.

Delayed Evaluating, Etc.

DIV


PO (A/C)

Hypothesis—Suppose—Possible—Poetry

PO can stand for provocative operation, an attempt to move thinking into newer, more productive areas, a method of ‘movement’ not of ‘judgement’. Three possible methods:

1) The Stepping Stone (Po cars would limit their own parking;The po factory should be downstream of itself)

2) The Escape Method (looking at things in a situation that wemay ‘take for granted’)

3) The Random Stimulation Method (through the use of a randomword or object or person or magazine or exhibition, andfollowing associations)

DIV


PO (A/C)Hypothesis—Suppose—Possible—Poetry

PO can stand for provocative operation, an attempt to move thinking into newer, more productive areas, a method of ‘movement’ not of ‘judgement’. Three possible methods:

1) The Stepping Stone (Po cars would limit their own parking;The po factory should be downstream of itself)

2) The Escape Method (looking at things in a situation that wemay ‘take for granted’)

3) The Random Stimulation Method (through the use of a randomword or object or person or magazine or exhibition, andfollowing associations)

Structure-Relations-Order, Non-Allness, Etc.

DIV


APC (A/C)

A = Alternatives

P = Possibilities

C = Choices

This is another ‘attention-directing’ tool. In different

situations one or other word may seem more appropriate,

but no attempt should be made to distinguish between

them. Doing an APC means making a deliberate effort to

generate alternatives at any particular point.

DIV


APC (A/C)

A = Alternatives

P = Possibilities

C = Choices

This is another ‘attention-directing’ tool. In different

situations one or other word may seem more appropriate,

but no attempt should be made to distinguish between

them. Doing an APC means making a deliberate effort to

generate alternatives at any particular point.

Non-Allness, Non-Elementalism, Non-Identity, Etc.

DIV


EBS (A/C)Examine Both Sides

This type of exploration of both sides of a

situation/argument is meant to be neutral and objective.

The intention is to examine the territory of the situation

for a constructive purpose. The tool leads easily into ADI.

DIV


EBS (A/C)Examine Both Sides

This type of exploration of both sides of a

situation/argument is meant to be neutral and objective.

The intention is to examine the territory of the situation

for a constructive purpose. The tool leads easily into ADI.

Organism-as-a-Whole-in-Environments

DIV


OPV (A/C)

Other Person's Views

This thinking tool overlaps with the EBS and the ‘logic bubble’.

In using this tool, the thinker tries to put him/herself into the

shoes of the other person, in order to be able to perceive the

world as that person sees it. There are two parts: 1) identifying

the people involved and 2) putting oneself in their shoes. The

tool effectively requires the thinker to be objectively trying to

see the world from the other person’s point of view.

DIV


OPV (A/C)

Other Person's Views

This thinking tool overlaps with the EBS and the ‘logic bubble’.

In using this tool, the thinker tries to put him/herself into the

shoes of the other person, in order to be able to perceive the

world as that person sees it. There are two parts: 1) identifying

the people involved and 2) putting oneself in their shoes. The

tool effectively requires the thinker to be objectively trying to

see the world from the other person’s point of view.

Non-Allness

DIV


ADI (A/C)

A = Agreement

D = Disagreement

I = Irrelevance

Used after the EBS mapping exercise. The two maps are

compared (from the examination of both sides) and the

areas of agreement are noted. Next, the areas of

disagreement; finally, the areas of irrelevance.

CON


ADI (A/C)

A = Agreement

D = Disagreement

I = Irrelevance

Used after the EBS mapping exercise. The two maps are

compared (from the examination of both sides) and the

areas of agreement are noted. Next, the areas of

disagreement; finally, the areas of irrelevance.

The map doesn't cover all the territory.

CON


CAF (A/C)Consider All Factors

Another ‘attention-directing’ tool. The tool

means considering all the factors that are

pertinent to a particular situation, without

any effort to evaluate the factors. When

doing a CAF, we are trying to discover

‘what has been left out’ and ‘what we

ought to consider as well’.

DIV/CON


CAF (A/C)Consider All Factors

Another ‘attention-directing’ tool. The tool

means considering all the factors that are

pertinent to a particular situation, without

any effort to evaluate the factors. When

doing a CAF, we are trying to discover

‘what has been left out’ and ‘what we

ought to consider as well’.

The word isn't the thing.

DIV/CON


HV/LV (A/C)

High Value/Low Value

A useful ‘attention-directing’ tool, to distinguish the

‘values’ occurring in any situation. In general the high

values are those that determine action and the low ones

are those that have need to be taken into account. They

can be different for different people involved in the

situation.

DIV/CON


HV/LV (A/C)

High Value/Low Value

A useful ‘attention-directing’ tool, to distinguish the

‘values’ occurring in any situation. In general the high

values are those that determine action and the low ones

are those that have need to be taken into account. They

can be different for different people involved in the

situation.

Non-Allness

DIV/CON


PMI (A/C)

P = Plus (the good points; the things that worked)

M = Minus (the bad points; the things that may not

have worked or could have work better)

I = Interesting (the interesting points; ‘It might be

interesting to see if...’)

Another attention-directing tool, usually done over a two-

or three-minute period.

DIV/CON


PMI (A/C)

P = Plus (the good points; the things that worked)

M = Minus (the bad points; the things that may not

have worked or could have work better)

I = Interesting (the interesting points; ‘It might be

interesting to see if...’)

Another attention-directing tool, usually done over a two-

or three-minute period.

The map is self-reflexive.

DIV/CON


C & S (A/C/T)Consequences and Sequels

This tool is used to consider the

consequences of an action or a decision.

Four time zones are established (usually

arbitrary): Immediate (up to one year),

Short-term (one to five), Medium-term

(five to 20), Long-term (over 20). Each

time zone is focussed on in turn.

CON


C & S (A/C/T)Consequences and Sequels

This tool is used to consider the

consequences of an action or a decision.

Four time zones are established (usually

arbitrary): Immediate (up to one year),

Short-term (one to five), Medium-term

(five to 20), Long-term (over 20). Each

time zone is focussed on in turn.

Logical Fate, Dating, Indexing.

CON


PISCO 1 (FACT)P = Purpose

The purpose of the thinking. The expected result. the reason for the

thinking. Similar to ‘T’ of TEC, but with more emphasis in why the

thinking is being done.

I = Input

The input of information, experience and all the ingredients that need to

go into the thinking. Similar to the ‘E’ of TEC. Tools such as CAF,

C & S, OPV can be used to develop a rich map.


PISCO 2 (FACT)

S = Solutions

The finding of alternative solutions, ideas or approaches to the matter at

hand. A narrowing down similar to the ‘C’ of TEC.

C = Choices

The choice between the alternatives on offer, using evaluations and

decisions until only one alternative remains.

O = Operation

The action stage. The implementation of the final idea. What steps are to

be taken to put the final choice into place?

Extensional


Transformations 1One general technique, as identified by David Hewson, is to transform some aspect of the original problem to produce a version that can more easily be solved or has already been solved. Transformations can include:

Korzybski Bypass: Solve the problem of the assumptions.Abstracting Bypass 1: Abstract a simpler problem and solve.Abstracting Bypass 2: Use higher semantic category to replace lower one.Abstracting Bypass 3: Abstract the problem to a map.Analogy Bypass: Solve an analogous problem in another domain.Viewpoint Bypass: Solve problem by shifting the viewpoint.


Transformations 2

Whether or not these transformations are made consciously or unconsciously, they can be seen as a variation of the logical fate concept:

A1 would be the initial assumptions or

structure of the problem, with C2 the

desired outcome. A2 would then be the

new assumptions or structure after the transformation operation I. The arrow II represents the solution process of the new version of the problem, plus the inverse transformation that reveals the solution of the original problem.


Tool and Structure Chart


General Semantics Chart


Solution of the Example (T)


Brain Rules 1#1 Exercise boosts brain power.

Walk several times a week.

#2 The human brain evolved, too.Develop strong emotional environments for learning.

#3 Every brain is wired differently.Customise environments for individual learning styles.

#4 We don't pay attention to boring things.Do one thing at a time.Design learning as short segments, withemotional hooks.


Brain Rules 2

#5 Repeat to remember.Reproduce the learning situation for better recall.

#6 Remember to repeat.Incorporate new information gradually and repeatit in timed intervals.

#7 Sleep well, think well.Match chronotypes. Promote naps. Sleep on it.

#8 Stressed brains don't learn the same way.Get control back into your life.


Brain Rules 3

#9 Stimulate more of the senses.To learn best, stimulate several senses at once.

#10 Vision trumps all other senses.We learn and remember best through pictures.

#11 Male and female brains are different.Create environments where gender differences(gist and details) are both noted and celebrated.

#12 We are powerful and natural explorers.Stay curious.


Conclusion 1

• We have examined the relationships between General Semantics and Edward de Bono's 'Lateral Thinking' in regard to problem solving.

• We have seen how many problem solving techniques and concepts can be slotted into the FACT Method, which is primarily based on divergent and convergent thinking, as well as the recognition of different modes of thinking or evaluating: thought, intuition, feeling, sensation.

As a man is, So he Sees. William BlakeA person does what he does because he sees the world

as he sees it. Alfred Korzybski


Conclusion 2

Thus, it seems to me the best way of approaching problem-solving is through an awareness of, and a combination, of processes, techniques and perceptions from a number of disciplines: General Semantics, Lateral Thinking, Narratology, Psychology, Neuroscience, etc.

FAC(T)IFS


Bibliography 1

De Bono, Edward. Edward De Bono’s Thinking Course. Harlow: BBC Active, 2007, 1985.

De Bono, Edward. Serious Creativity. London: HarperCollins, 1992.

Hewson, David. 'Problem Solving with General Semantics'. Etc, Summer 1996.

Kodish, Susan Presby and Kodish, Bruce I. Drive Yourself Sane: Using the Uncommon Sense of General Semantics. Pasadena: Extensional Publishing, 2001.

Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle: Pear Press, 2008.


Bibliography 2Smith, Pamela Jaye. Inner Drives: How to Write & Create

Characters Using the Eight Classic Centers of Motivation. Studio City: Michael Wise Productions, 2005.

Websites:

http://brilliantdreams.com/product/famousdreams.htm, 22 August 2010.

http://debonothinkingsystems.com/tools/valuemedals.htm, 9 August 2010.

http://ericdigests.org/1998-1/multiple.htm, 22 August 2010.

http://thisisnotthat.com/learn/language-perceptual-process.pdf, 22 August 2010.

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