“A professor, as the German saying has it, is a man who thinks otherwise. Now an able and otherwise-thinking president [or Dean of Faculty], surrounded by able and otherwise-thinking professors, each resolutely thinking otherwise in his own manner, each astounded to find that the others, excellent fellows as he knows them in the main to be, so often refuse in matters of the highest import to be informed by knowledge or guided by reason [you’ve seen this happen]?this is indeed always an arresting spectacle and may indeed sometimes seem to be a futile performance. Yet it is not futile unless great universities are futile.”
Carl Becker
Rightness is what matters in vertical thinking. Richness is what matters in lateral thinking. Vertical thinking selects a pathway by excluding other pathways. Lateral drinking does not select but seeks to open up other pathways. With vertical thinking one selects the most promising approach to a problem, the best way of looking at a situation. With lateral thinking one generates as many alternative approaches as one can.
Edward de Bono
The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things.
John Dewey
We tend to suffer from the illusion that we are capable of dying for a belief or theory. What Hagakure is insisting is that even in merciless death, a futile death that knows neither flower nor fruit has dignity as the death of a human being. If we value so highly the dignity of life, how can we not also value the dignity of death? No death may be called futile.
Yukio Mishima
It would be futile to deny that the Nazis built a vast mass of evil on a vast mass of prejudice. It would be equally futile to deny that strong prejudices against the Jews existed among Christians during the centuries before the Shoah. Since, moreover, the childhood of the European nations was passed under the tutelage of the clergy, we should not be surprised that these prejudices were, in part, ecclesiastically inculcated.
Mark Riebling
At school the emphasis has traditionally always been on vertical thinking which is effective but incomplete. This selective type of thinking needs to be supplemented with the generative qualities of creative thinking. This is beginning to happen in some schools but even so creativity is usually treated as something desirable which is to be brought about by vague exhortation. There is no deliberate and practical procedure for bringing it about.
Edward de Bono
Becker, Carl
Beckett, Samuel
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