Relearning to Think
Developing Meta-competencies and Self-Directed Competencies to support conformation of general structures and guidelines for self-development. The person who learns to think comes to know what resources are available and how to avail them to improve and innovate. Internal reengineering processes become thus possible. Learning to think reveals the delusions and illusions of life; skills are acquired to then face and overcome them. Identification of individual abilities, talents, resources, needs and development opportunities is facilitated in the process.
Objectives
- Achieving wider awareness of our own thoughts and thinking
processes for better planning and control of a course of
action.
- "Thinking about the thought", identifying deficiencies or
errors to be corrected or avoided in future situations.
- Learning to analyze, plan, evaluate and rethink.
- Exploring the mind for personal renewal.
- Taking advantage of internal natural resources in order to
unleash human potential.
Competencies and Skills
3.1. Transcendence. Ability to go beyond the obvious and evident
in search of unnoticed variables at first sight. Elaboration of
novel ideas at other levels or fields of knowledge, openness of
mind, receptivity to the ideas of others.
- Solving problems, identifying issues and situations,
analyzing, planning, organizing, executing, evaluating. Systemic
thinking. Analyzing why the problem has occurred and how it
relates to other existing or potential problems.
3.2. Orientation and projection of life situations.
- Ability to anticipate possible future scenarios, alternatives
and options for making sound decisions of short, medium and long
term.
3.3. Development of higher order thinking. Discerning and analyzing with multiple criteria. Cultivation of constructive mental activities: judgments and analysis of complex situations. Think about thought, perspective and vision.
3.4. Reflective skills. Advancement of integral development of the person through questioning, constructive inner and outer dialogue and arguments aimed at restructuring.
3.5. Critical or contextual competencies. Fostering mental openness, the production of new ideas, sound reasoning and responsible and autonomous behavior of the individual through self-inquiry, evaluation, decision to improve, better performance.
3.6. Creative competencies. Inquiry capacity: search of relevant elements, ability for ordering and reorganization toward innovation. Development of the transformative potential of the person; unification of cognitive and affective processes.
3.7. Wide vision. Complexity does not make reference to a high degree of complication, but to the fact that the complex can only be captured when observed from more than one position and, it is not about any position but rather about advantageous positions, that is, from broader and positive perspectives.
3.8. Think tentatively, provisionally, in a probative, exploratory and interrogative mood. Understanding that we are forced to deal with a world that is itself questionable, a world that forces us to face squarely its problematic character.
3.9. Monitoring of the self-thinking process. Search for alternatives and application of multiple criteria, capturing differences, similarities and subtle distinctions to avoid falling into the habit of classifying lightly and supposedly. Do not overlook the often much subtler variations in which reality manifests itself.