De Bono - Lateral thinking : a textbook of creativity

This book is not intended to introduce a new subject nor is it intended to acquaint the reader with what is happening in a certain field. The book is meant to be used. It is meant to be used by the reader for his own sake and through the teacher for the sake of the students.

The processes described in this book are basic ones. They apply to all ages and to all different levels of learning. I have used some of the most elementary demonstrations on the most sophisticated of groups such as advanced computer programmers and they have not felt that they were wasting their time. The more sophisticated the group the better is it able to abstract the process from the particular form in which it is demonstrated. While the lower age groups enjoy the item for its own sake the older age groups look more closely at the point behind it Although the simpler items are applicable to all age groups the more complicated items may only be of use to more senior groups.

In the younger age groups the visual form is much more effective than the verbal since a child can always attempt to express something visually and, more importantly, to understand something that has been expressed visually.

From the age of seven right up to and through university education the lateral thinking process is relevant This may seem a wide age group but the process is as basic as logical thinking and clearly the relevance of this is not limited to a particular age group. In a similar manner the relevance of lateral thinking cuts across the distinctions of subject even more than does mathematics. Lateral thinking is relevant whether one is studying science or engineering or history or English. It is because of this general application that the material used in this book does not require the background of any particular subject

An attempt should be made to develop lateral thinking attitudes as a habit of mind at least from the age of seven onwards. The actual application of the ideas expressed in this book to a particular age level must depend to some extent on the experience of the teacher in presenting the material in an appropriate form. The two usual mistakes in this regard are:

To assume that it is obvious and that everyone thinks laterally anyway.

To assume that it is rather a special subject and not of use or relevance to everyone.

The practical aspect of the book does get more complex as one proceeds through the book (this is apart from the background material intended for the teacher). In general the first part of the practical material is suitable for seven-year-olds and the later parts are suitable for anyone. This is not to imply that the first part is only suitable for young children or the later parts are only suitable for adults but that there is a way of putting over the lateral thinking attitude to any age group.

Like logical thinking, lateral thinking is a general attitude of mind which may make use of certain techniques on occasion. Nevertheless this attitude of mind can best be taught in a formal setting using specific material and exercises. This is to encourage the development of the lateral thinking habit Without a formal setting one is reduced to mere encouragement and the appreciation of lateral thinking when it occurs neither of which processes do much to develop the habit.

To set aside a definite period for teaching lateral thinking is much more use than trying to gently introduce its principles in the course of teaching some other subject.

If one has to teach it along with some other subject then one should set aside a short, defined period as part of the general period (even though the subject matter may be the same as for the rest of the period).

A one hour period every week throughout education would be quite sufficient to bring about the lateral thinking attitude or the creative attitude if you prefer to call it that.

The practical parts of the book are separated into different aspects. It is not suggested that one should work through the book taking a section at each lesson and then passing on to the next section. This would be quite useless. Instead one uses the basic structure of each section over and over again until one is thoroughly familiar with the process. One may spend several sessions on a particular section or even several months. All the time one is changing the bask material but developing the same lateral thinking process. It is the use of lateral thinking that counts, not knowledge of each and every process. One can develop the lateral attitude of mind as easily through thorough practice in one technique as through brief practice in them all.

There is nothing special about the techniques. It is the attitude behind them that counts. But mere exhortation and goodwill are not enough. If one is to develop a skill one must have some formal setting in which to practise it and some tools to use. The best way to acquire skill in lateral thinking is to acquire skill in the use of a collection of tools which are all used to bring about the same effect.

Many of the demonstrations used in this book may seem trivial and artificial. They are. The demonstrations are used in order to make clear some point about the thinking process. They are not intended to teach anything but to encourage the reader to develop some insight into the natural behaviour of the mind. Just as the actual content of parables or fables is so much less important than the point they are intended to convey so the demonstrations may be trivial in content in order to make an important point.