Strategies of Divergent Thinking

The goal of divergent thinking is to generate many different ideas about a topic in a
short period of time. It involves breaking a topic down into its various component
parts in order to gain insight about the various aspects of the topic. Divergent th
inking typically occurs in a spontaneous, free-flowing manner, such that the ideas are
generated in a random, unorganized fashion. Following divergent thinking, the ideas
and information will be organized using convergent thinking; i.e., putting the var ious
ideas back together in some organized, structured way.

convergent thinking - thinking that brings together information focused on solving a

problem (especially solving problems that have a single correct solution)

Convergent thinking relates to bringing together or combining information geared

towards problem solving. It allows you to reduce the possibility outcomes or solutions by
using knowledge and logic. 

con•ver•gent - tending towards the same result; merging

Divergent thinking is wide and free. When you diverge, you generate many options.
Divergent thinking is followed by convergent thinking, in which you assess, judge, and
strengthen those options, and then decide what to keep and how to proceed.
CONVERGENT THINKING GUIDELINES

Whenever you think convergently, follow these guidelines for best results:

Be affirmative
Be deliberate
Check the objectives
Improve ideas
Consider novelty
When we use divergent thinking we can imagine any possibility, head off in any
direction and deliberately diverge from the conventional.  Criticism and judgment are
temporarily suspended while we explore possibilities. When we use convergent thinking
we are trying to narrow down options to one or more preferred choices. We use
analysis, criticism, logic, argument and reasoning to arrive at a selection. We eliminate
less attractive possibilities in order to choose a way forward. –

An effective brainstorm or ideation meeting consists of two phases. In the first phase we
use divergent thinking to go beyond reason and to generate many ideas; no criticism is
allowed. We build on the ideas of others and run with outrageous notions just to see
where they lead. In the second phase we use convergent thinking to evaluate the ideas
against agreed criteria in order to select the best options to action. This combination
works well. –

Convergent example:

I live four miles from work. My car gets 30 MPG. I want to use less fuel in my commute
for financial and conservation reasons. Money is no object. Find the three best
replacement vehicles for my car.

Divergent Example:

I live four miles from work. My car gets 30 MPG. I want to use less fuel in my commute
for financial and conservation reasons. Money is no object. What options do I have to
reduce my fuel consumption?

The problem is the same, but the questions change slightly. The Convergent example
asks for a vehicle, whereas the Divergent example doesn’t rule out options like moving
closer to work, telecommuting, walking, carpooling, taking public transportation, etc.
Bringing facts and data together from various sources and then applying logic and knowledge to solve
problems, achieve objectives or to make informed decisions is known as thinking convergently.

The deductive logic that the fictional character Sherlock Homes used is a good example of convergent
thinking. Gathering various tidbits of facts and data he was able to put the pieces of a puzzle together
and come up with a logical answer to the question: Who done it?

"When you have eliminated the impossible, whatever remains, however improbable, must be the
truth." ~ Sir Arthur Conan Doyle

Convergent Thinking

Divergent Thinking is thinking outwards instead of inward. It is the ability to develop original and
unique ideas and then come up with a problem solution or achieve an objective.

Einstein was a strong divergent thinker. He asked simple questions and then did mental exercises to
solve problems. For example, as a young man Einstein asked himself what it would be like to ride on a
beam of light. It took him many years of thought experiments, however the answer helped him
develop the special theory of relativity.

Note: Thought experiments are imagined scenarios to understand the way things work. 

"Imagination is more important than knowledge."

~ Albert Einstein

Inductive and Deductive Reasoning

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Deduction
Deduction: In the process of deduction, you begin with some statements, called 'premises', that are
assumed to be true, you then determine what else would have to be true if the premises are true. For
example, you can begin by assuming that God exists, and is good, and then determine what would
logically follow from such an assumption. You can begin by assuming that if you think, then you must
exist, and work from there. In mathematics, you can also start will a premise and begin to prove other
equations or other premises. With deduction you can provide absolute proof of your conclusions, given
that your premises are correct. The premises themselves, however, remain unproven and unprovable,
they must be accepted on face value, or by faith, or for the purpose of exploration. 1

Examples of deductive logic:

All men are mortal. Joe is a man. Therefore Joe is mortal. If the first two statements are true, then the
conclusion must be true. 2

Bachelor's are unmarried men. Bill is unmarried. Therefore, Bill is a bachelor. 3

To get a Bachelor's degree at Utah Sate University, a student must have 120 credits. Sally has more than
130 credits. Therefore, Sally has a bachelor's degree.

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Induction

Induction: In the process of induction, you begin with some data, and then determine what general
conclusion(s) can logically be derived from those data. In other words, you determine what theory or
theories could explain the data. For example, you note that the probability of becoming schizophrenic is
greatly increased if at least one parent is schizophrenic, and from that you conclude that schizophrenia
may be inherited. That is certainly a reasonable hypothesis given the data. However, induction does not
prove that the theory is correct. There are often alternative theories that are also supported by the data.
For example, the behavior of the schizophrenic parent may cause the child to be schizophrenic, not the
genes. What is important in induction is that the theory does indeed offer a logical explanation of the data.
To conclude that the parents have no effect on the schizophrenia of the children is not supportable given
the data, and would not be a logical conclusion. 1

Examples of inductive logic:

This cat is black. That cat is black A third cat is black. Therefore all cats are are black. 2

This marble from the bag is black. That marble from the bag is black. A third marble from the bag is black.
Therefore all the marbles in the bag black. 2
Two-thirds of my latino neighbors are illegal immigrants. Therefore, two-thirds of latino immigrants come
illegally.

Most universities and colleges in Utah ban alcohol from campus. That most universities and colleges in
the U.S. ban alcohol from campus.

Deductive Reasoning

Deductive reasoning happens when a researcher works from the more general information to the more
specific. Sometimes this is called the “top-down” approach because the researcher starts at the top with a
very broad spectrum of information and they work their way down to a specific conclusion. For instance, a
researcher might begin with a theory about his or her topic of interest. From there, he or she would narrow
that down into more specific hypotheses that can be tested. The hypotheses are then narrowed down even
further when observations are collected to test the hypotheses. This ultimately leads the researcher to be
able to test the hypotheses with specific data, leading to a confirmation (or not) of the original theory and
arriving at a conclusion.

An example of deductive reasoning can be seen in this set of statements: Every day, I leave for work in my
car at eight o’clock. Every day, the drive to work takes 45 minutes I arrive to work on time. Therefore, if I
leave for work at eight o’clock today, I will be on time.

The deductive statement above is a perfect logical statement, but it does rely on the initial premise being
correct. Perhaps today there is construction on the way to work and you will end up being late. This is why
any hypothesis can never be completely proved, because there is always the possibility for the initial
premise to be wrong.

Inductive Reasoning

Inductive reasoning works the opposite way, moving from specific observations to broader generalizations
and theories. This is sometimes called a “bottom up” approach. The researcher begins with specific
observations and measures, begins to then detect patterns and regularities, formulate some tentative
hypotheses to explore, and finally ends up developing some general conclusions or theories.

An example of inductive reasoning can be seen in this set of statements: Today, I left for work at eight
o’clock and I arrived on time. Therefore, every day that I leave the house at eight o’clock, I will arrive to
work on time.

While inductive reasoning is commonly used in science, it is not always logically valid because it is not
always accurate to assume that a general principle is correct. In the example above, perhaps ‘today’ is a
weekend with less traffic, so if you left the house at eight o’clock on a Monday, it would take longer and you
would be late for work. It is illogical to assume an entire premise just because one specific data set seems to
suggest it.

Creative thinking
Creative thinking skills use very different approaches to critical thinking skills. They involve a much
more relaxed, open, playful approach. This can require some risk-taking. Creative thinking skills
involve such approaches as:

 Looking for many possible answers rather than one.

 Allowing yourself to make wild and crazy suggestions as well as those that seem sensible.
 Not judging ideas early in the process - treat all ideas as if they may contain the seeds of
something potentially useful.
 Allowing yourself to doodle, daydream or play with a theory or suggestion.
 Being aware that these approaches necessarily involve making lots of suggestions that are
unworkable and may sound silly.
 Making mistakes.
 Learning from what has not worked as well as what did.

Creative thinking techniques

There is no limit to ways there are of thinking creatively. Some techniques you can begin with are:

 Brainstorm ideas on one topic onto a large piece of paper: don't edit these. Just write them
down.
 Allowing yourself to play with an idea whilst you go for a walk.
 Draw or paint a theory on paper.
 Ask the same question at least twenty times and give a different answer each time.
 Combine some of the features of two different objects or ideas to see if you can create several
more.
 Change your routine. Do things a different way. Walk a different route to college.
 Let your mind be influenced by new stimuli such as music you do not usually listen to.
 Be open to ideas when they are still new: look for ways of making things work and pushing
the idea to its limits.
 Ask questions such as 'what if….?' Or 'supposing….?'.

Interpreting What You Read

Fact or Opinion

Because writers don't always say things directly, sometimes it is

difficult to figure out what a writer really means or what he or she
is really trying to say. You need to learn to "read between the
lines" - to take the information the writer gives you and figure
things out for yourself.
You will also need to learn to distinguish
between fact and opinion. Writers often tell us what they think or
how they feel, but they don't always give us the facts. It's
important to be able to interpret what the writer is saying so you
can form opinions of your own. As you read an author's views, you
should ask yourself if the author is presenting you with an
established fact or with a personal opinion. Since the two may
appear close together, even in the same sentence, you have to be
able to distinguish between them.
The key difference between facts and opinions is that facts can be
verified, or checked for accuracy, by anyone. In contrast, opinions
cannot be checked for accuracy by some outside source. Opinions
are what someone personally thinks or how he/she feel about an
issue. Opinions by definition are subjective and relative.
Defining A Fact

Facts are objective, concrete bits of information. They can be

found in official government and legal records, and in the physical
sciences. Facts can be found in reference books, such as
encyclopedias and atlases, textbooks, and relevant publications.
Objective facts are what researchers seek in laboratories or
through controlled studies. Facts are usually expressed by precise
numbers or quantities, in weights and measures, and in concrete
language. The decisions of Congress, specific technological data,
birth records, historical documents, all provide researchers with
reliable facts.
Since anyone can look up facts, facts are generally not the subject
of disputes. However, not all facts are absolutes. Often the
problem is that facts are simply not readily available - such as
battles like the Little/Big Horn where all the witnesses who could
give information on what happened died in the disaster.
In 1876, Lieutenant Colonel George Armstrong Custer
and his 7th Cavalry engaged in a fight with Sioux Indians
along the Little/Big Horn Rivers in Montana. Custer and his
entire company were wiped out; no one survived to tell what
really happened.

In this instance, we can only read opinions on how this disaster

befell Custer.
To sum up, facts
 can be verified in reference books, official records, and so
forth.
 are expressed in concrete language or specific numbers.
 once verified, are generally agreed upon by people.
 Determining An Opinion

Opinions are based on subjective judgment and personal values

rather than on information that can be verified. An opinion is a
belief that someone holds without complete proof or positive
knowledge that it is correct. Even experts who have studied the
same issue carefully often have very different opinions about that
issue.
Opinions are often disputed, and many times involve abstract
concepts and complex moral issues such as right or wrong,
fairness and loyalty. Abstract concepts, because they are not
easily understood, can never be defined to everyone's satisfaction.
For example, each of us holds a personal opinion about what
fairness or loyalty is, about gun control and abortion, and these
issues always remain a matter of opinion, not fact.
Although opinions cannot be verified for accuracy, writers should,
nevertheless, back their opinions with evidence, facts, and reason
- by whatever information supports the opinion and convinces the
reader that it is a valid opinion. A validopinion is one in which the
writer's support for his or her opinion is solid and persuasive, and
one in which the writer cites other respected authorities who are in
agreement. If a writer presents an extreme or unconvincing
opinion, the reader should remain wary or unconvinced.
Writers often slip their personal opinions into a piece of writing,
even when it is suppose to be a "factual" account; alert readers
can identify subjective opinions by studying the writer's language.
 Opinions are often expressed as comparisons (more,
strongest, less, most, least efficient, but):

The painter Pablo Picasso was far more innovative than any of his

contemporaries.
 Opinions are often expressed by adjectives (brilliant,
vindictive, fair, trustworthy):

Ronald Reagan was a convincing speaker when he read a

prepared address but was not effective at press conferences.
 Opinions often involve evaluations:
 The excellence of her science project was a model for other
students.
 Opinions are often introduced by verbs and adverbs that
suggest some doubt in the writer's mind:
o It appears she was confused.
o She seems to have the qualifications for the position.
o They probably used dirty tricks to win.

Some opinions obviously deserve more attention than others do.

When expert economists, such as John Kenneth Galbraith or Paul
Volcher, discuss the U.S. economy, their opinions are more
informed and therefore more reliable than the opinions of people
who know very little about economic policy. Similarly, when
someone is a specialist on the poet John Keats, that person's
opinion of Keat's poems should be given considerable weight.
Become an alert and critical reader. Understand the differences
between facts and opinions, and interpret and apply both into your
critical thinking.

Simple Apprehension
 The process results in the formulation of an idea or concept.

 Concept: 
 It is the mental image which is created by the mind on the process of conceiving the object.
 It is attained through the process of abstraction.

               
Abstraction: It is the mental process whereby the mind separates the essential features of an object from
the non-essential ones.

Essential Features are those without which a certain object will cease to manifest itself.

Examples:           CPU of a computer.
                          Sim card of a cellphone.
Non-essential Features are those that are not substantial but are present to the very essence of the
object.

                Examples:           Collar of a t-shirt.

                                          A Penholder