The FACT Method: Creative Problem Solving with General Semantics and Lateral Thinking

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The FACT MethodCreative 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

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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
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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.

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The FACT Method

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

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The FACT Method

• F Find the problem or be found by it.
  Formulate/Feedback/Follow-up.
• A Acquire/Apprehend/Aware/Assumptions
  (gather information)

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The FACT Method

• F Find the problem or be found by it.
  Formulate/Feedback/Follow-up.
• A Acquire/Apprehend/Aware/Assumptions
  (gather information)
• C Consider/Cogitate/Comprehend/Change
  (analyse information, create, consider and
  change solutions)

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The FACT Method

• F Find the problem or be found by it.
  Formulate/Feedback/Follow-up.
• A Acquire/Apprehend/Aware/Assumptions
  (gather information)
• C Consider/Cogitate/Comprehend/Change
  (analyse information, create, consider and
  change solutions)
• T Task/Tell/Transmit/Try/Test/Trial (make
  decision, implement, check)

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The FACT Method
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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.)
  

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Different Modes of 'Thinking' 1

• Edward de Bono, consultant, inventorVertical
  and Lateral

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Different Modes of 'Thinking' 1

• Edward de Bono, consultant, inventorVertical
  and Lateral
• Jerome Bruner, American psychologistParadigmatic
  (propositions)and Narrative (story)

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Different Modes of 'Thinking' 1

• Edward de Bono, consultant, inventorVertical
  and Lateral
• Jerome Bruner, American psychologistParadigmatic
  (propositions)and Narrative (story)
• Robert Graves, English poetProse
  (logical/scientific)and Poetic
  (associational/mythic)Analeptic (past) and
  Proleptic (future)

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Different Modes of 'Thinking' 2

• Samuel Taylor Coleridge, English
  poetImagination (Primary and Secondary)and
  Fancy

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Different Modes of 'Thinking' 2

• Samuel Taylor Coleridge, English
  poetImagination (Primary and Secondary)and
  Fancy
• William Blake, English poetDaughters of
  Imaginationand Daughters of Memory

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Different Modes of 'Thinking' 2

• Samuel Taylor Coleridge, English
  poetImagination (Primary and Secondary)and
  Fancy
• William Blake, English poetDaughters of
  Imaginationand Daughters of Memory
• Ships sail the sea(Keels plough the
  earth)Synecdoche, Metaphor and Metonymy

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Different Modes of 'Thinking' 3

• Aristotelian and Non-Aristotelian

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Different Modes of 'Thinking' 3

• Aristotelian and Non-Aristotelian
• Waking and DreamEinstein's Thought Experiments,
  etc

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Different Modes of 'Thinking' 3

• Aristotelian and Non-Aristotelian
• Waking and DreamEinstein's Thought Experiments,
  etc
• Part and Whole (Gestalt)

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Different Modes of 'Thinking' 3

• Aristotelian and Non-Aristotelian
• Waking and DreamEinstein's Thought Experiments,
  etc
• Part and Whole (Gestalt)
• Divergent and Convergent Thinking

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Different Modes of 'Thinking' 3

• Aristotelian and Non-Aristotelian
• Waking and DreamEinstein's Thought Experiments,
  etc
• Part and Whole (Gestalt)
• Divergent and Convergent Thinking
• Thesis--Antithesis--Synthesis

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Jung's Psychological Types

• Judgement and Perception

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Multiple Intelligences

• Visual/spatial
• Verbal/linguistic
• Logical/mathematical
• Bodily/kinesthetic
• Musical/rhythmic
• Interpersonal
• Intrapersonal
• (From the work of Howard Gardner.)?

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A Practical FACT
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TEC

• T 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 thinkT (1 min), E (3 mins),
  C (2 mins).

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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.

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Logic bubble

• That bubble of perception within which a person
  is acting and which involves that persons
  beliefs, understandings, experience and their
  perceptions of circumstance, structure, context
  and relationships.

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Logic bubble
Logical Fate

• That bubble of perception within which a person
  is acting and which involves that persons
  beliefs, understandings, experience and their
  perceptions of circumstance, structure, context
  and relationships.

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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.

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AGO (F/A)
Multiordinality, Time-binding, Extensional
Thinking

• 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.

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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
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FIFO (A)
Map/Territory, Multi-valued Orientation

• 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
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Brainstorming (A/C)

• Generally, a solution-generating tool. My
  guidelines
• 1) The more the merrier
• 2) The wilder the better
• 3) No self-criticism or other-criticism
• Is better performed individually than in groups.
• Do something only you can come up withthat none
  of your friends or family would think of.

DIV
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Brainstorming (A/C)
Delayed Evaluating, Etc.

• Generally, a solution-generating tool. My
  guidelines
• 1) The more the merrier
• 2) The wilder the better
• 3) No self-criticism or other-criticism
• Is better performed individually than in groups.
• Do something only you can come up withthat none
  of your friends or family would think of.

DIV
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PO (A/C)

• HypothesisSupposePossiblePoetry
• 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 we may take for granted)
• 3) The Random Stimulation Method (through the use
  of a random word or object or person or
  magazine or exhibition, and following
  associations)

DIV
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PO (A/C)
Structure-Relations-Order, Non-Allness, Etc.

• HypothesisSupposePossiblePoetry
• 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 we may take for granted)
• 3) The Random Stimulation Method (through the use
  of a random word or object or person or
  magazine or exhibition, and following
  associations)

DIV
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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
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APC (A/C)
Non-Allness, Non-Elementalism, Non-Identity, Etc.

• 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
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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
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EBS (A/C)
Organism-as-a-Whole-in-Environments

• 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
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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 persons point of view.

DIV
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OPV (A/C)
Non-Allness

• 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 persons point of view.

DIV
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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
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ADI (A/C)
The map doesn't cover all the territory.

• 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
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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
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CAF (A/C)
The word isn't the thing.

• 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
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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
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HV/LV (A/C)
Non-Allness

• 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
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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
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PMI (A/C)
The map is self-reflexive.

• 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
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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
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C S (A/C/T)
Logical Fate, Dating, Indexing.

• 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
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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.

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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
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Transformations 1

• One 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.

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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.
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Tool and Structure Chart
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General Semantics Chart
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Solution of the Example (T)
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Solution of the Example (T)
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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, with emotional hooks.

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Brain Rules 2

• 5 Repeat to remember. Reproduce the learning
  situation for better recall.
• 6 Remember to repeat. Incorporate new
  information gradually and repeat it 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.

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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.

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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 Blake
• A person does what he does because he sees the
  worldas he sees it. Alfred Korzybski

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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

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Bibliography 1

• De Bono, Edward. Edward De Bonos 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.

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Bibliography 2

• Smith, 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.ht
  m, 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.