Archives for posts with tag: thinking outside the box

Remember this puzzle?

To solve it, you have to break the box your own mind has assumed. The limitations your own mind had imposed, at least initially, over the whole thing.
You have here the psychological intricacies.

But ‘breaking’ the box isn’t enough. You also need to ‘see’ the lines…
Giving yourself enough ‘space’ to solve a problem is an absolutely necessary step but will not necessarily take you there.

There are other approaches.

There’s a guy, very successful, apparently, who advocates rethinking the boxes. You can start exploring his ideas here:

There’s another guy who argues that there is no box. No box at all!
And that what you should do if you really want to ‘boldly go where no one has gone before’ is to “Set your box on fire
Ooops… the guy really needs to make up his mind! Before giving advice to others …
How can you “set your box on fire” before acknowledging its existence?!?

Which brings me to conclusion.

The first step towards solving a problem, any problem, is to determine the box which contains that problem. The limits you have to cross in order to be able to build a solution!

Which solution might not become apparent the moment you have crossed those limits! Or ever….
But which solution would have never crossed your mind had you remained inside the original box.

Inside the box in which you had originally confined yourself!

Stage 1
You are the prisoner of the box you have assigned to the problem you have to solve.

Stage 2
You’re still inside the box but your thinking outside it.
The box had become porous. ‘Inflatable’, even.
You can make it as big, or as small, as you deem necessary.

Stage three.
You have removed yourself from the box.
You are aware of the fact that the problem must still be solved inside of a box.
Inside your knowledge and inside whatever resources may be made available for the task.
But your current relation with the box containing the problem makes it possible for you to understand – and, maybe, solve, the meta-problem.
From the outside it’s easier to figure out that it is you who needs to muster the pertinent knowledge, the necessary resources and the stamina to solve the problem.
If you really want it solved, of course.

https://www.forbes.com/sites/chuckswoboda/2020/08/03/why-thinking-outside-the-box-is-the-wrong-way-to-approach-innovation/
https://www.psychologytoday.com/us/blog/inside-the-box/201402/thinking-outside-the-box-misguided-idea
https://www.youtube.com/watch?v=MrQwNFaVaZ8

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As much as I love writing, I do have to eat.
And to provide for my family.
Earning money takes time.
If you’d like me to write more, and on a more regular basis, hit the button.
Your contribution will be appreciated!

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quotes-about-education-16

but also

So?

The way I see it ‘education’ is a blanket term that covers many things:

– Mental conditioning into obeying the prevailing rules of the moment/place
– Accumulation of information that is deemed useful by the educators.
– ‘Training of the mind to think’ – only this cannot be done without first supplying the student with some information on which to hone his mind.
– “Training of the mind to think” according to the rules of the moment/place – the term currently used for this kind of attitude towards thinking is ‘science’. If those rules are not obeyed then not only that the results of the thinking process won’t be recognized as valid by the community but the thinker won’t even be able to share them with those around him because those results won’t resemble anything known/familiar/acceptable to most of the members belonging to that community.

– Training of the mind to think outside of the box. To be able to do that a student needs first to learn what a box is so he must graduate through the first four stages AND to overcome some of the conditioning he was subjected to during the first stage.

Only after he “awakens” a student might start to discover for himself the rest of the world. And only if he uses his newly found awareness in a sensible way he will be able to share the results of his thinking with those around him and thus contribute to the long time survival of the society (family, community) that has nurtured him through his ‘coming of age’.

And only if that society (family, community) takes good care of its young it will have any chances to survive.
‘Taking good care of its young’ meaning encouraging them to open their wings in search of their full potential, not shackling them down to the nest in search for absolute safety.