Relevant bibliographies by topics / Thinking

Academic literature on the topic 'Thinking'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Thinking"

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Linnell, Zenos M. "Thinking about Thinking about “Thinking about Thinking”." Psychoanalytic Study of the Child 57, no. 1 (January 2002): 93–117. http://dx.doi.org/10.1080/00797308.2002.11800687.

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Burbank, Stephen. "Thinking, Big and Small." University of Michigan Journal of Law Reform, no. 46.2 (2013): 527. http://dx.doi.org/10.36646/mjlr.46.2.thinking.

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Reading Kahneman's book and thinking about a tribute to Ed Cooper that has more substance than a bouquet have caused me to reflect on a phenomenon within the world of legal scholarship. I would call it a cognate phenomenon, but that would dishonor the empirical basis of Kahneman's work by suggesting a firmer basis for my reflections than the power of analogical reasoning. The phenomenon is the view that the goal of legal scholarship is or should be big ideas, particularly if they can claim the mantle of theory, rather than small ideas, particularly if they can be tarred with the feathers of doctrine. My reflections about this phenomenon and the work and career of Ed Cooper led me to the title of this essay.
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Martin, Juanita K., and Gordon C. Nagayama Hall. "Thinking Black, thinking internal, thinking feminist." Journal of Counseling Psychology 39, no. 4 (October 1992): 509–14. http://dx.doi.org/10.1037/0022-0167.39.4.509.

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Lang, Hans-Jürgen. "Thinking about thinking about thinking about ." Zeitschrift für Individualpsychologie 38, no. 3 (July 2013): 308–19. http://dx.doi.org/10.13109/zind.2013.38.3.308.

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Sander, Richard, and Aaron Danielson. "Thinking Hard About 'Race-Neutral' Admissions." University of Michigan Journal of Law Reform, no. 47.4 (2014): 967. http://dx.doi.org/10.36646/mjlr.47.4.thinking.

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Our exploration is organized as follows. In Part I, we sympathetically consider the very difficult dilemmas facing higher education leaders. Understanding the often irreconcilable pressures that constrain university administrators is essential if we are to envision the plausible policies they might undertake. In Part II, we draw on a range of data to illustrate some of the “properties” of admissions systems and, in particular, the ways in which race, SES, and academic preparation interact dynamically both within individual schools and across the educational spectrum. Partly because the questions we examine here have been so little studied, ideal data does not exist, but there are enough government and university sources of data to grasp many key dynamics. In Part III, we turn to the “compliance” question—how have major schools conformed with or evaded the requirement of race-neutral policies? We examine in some depth admissions data from the University of California and the University of Michigan and find strong evidence of non-compliance in both cases. What does their conduct tell us about the operation of these policies? In Part IV, we detail a tentative policy agenda that follows from our findings.
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Ulsenheimer, Jeanine H., Donna W. Bailey, Elleton M. McCullough, Susan E. Thornton, and Elizabeth W. Warden. "Thinking About Thinking." Journal of Continuing Education in Nursing 28, no. 4 (July 1997): 150–56. http://dx.doi.org/10.3928/0022-0124-19970701-04.

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Margolis, Joseph. "THINKING ABOUT THINKING." Grazer Philosophische studien 27, no. 1 (August 13, 1986): 57–81. http://dx.doi.org/10.1163/18756735-90000275.

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Barahal, Susan L. "Thinking about Thinking." Phi Delta Kappan 90, no. 4 (December 2008): 298–302. http://dx.doi.org/10.1177/003172170809000412.

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Davies, Duncan. "Thinking about thinking." Nature 315, no. 6021 (June 1985): 693. http://dx.doi.org/10.1038/315693a0.

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Martin, Dick. "Thinking about thinking." Journal of Business Strategy 35, no. 5 (September 9, 2014): 49–54. http://dx.doi.org/10.1108/jbs-07-2014-0078.

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Purpose – Business strategists can easily become slaves to their inbox or to the passing enthusiasm of the times, their supervisors or outside influencers, ranging from social activists to securities analysts and investment bankers. This article seeks to put their work in historical context and to encourage them to engage in meta-cognition – a deep consideration of their role in helping to shape their business’s response to its current environment and challenges. Design/methodology/approach – The article reviews the history of modern business strategy and divides it into three major phases, centered on the theories and practices of three strategists: Frederick Taylor, Peter Drucker and Michael Porter. The author suggests that each of these strategists was addressing the key business questions of their time and influenced the thinking of others who built on – and in many cases improved on – their theories and models. He suggests that a business strategist’s thinking should build on the work of those who came before in responding to contemporary questions of importance to their firm. Findings – Business strategy is fundamentally an exercise in understanding and improving business performance and growth. It requires a depth of sophisticated thought that can be sharpened and focused through meta-cognition – thinking about thinking, i.e. a thoughtful consideration of what dominates our thinking and why. Practical implications – This article invites practicing strategists to find their own place on that arc. Originality/value – The article presents the history of business strategy as an arc of inquiry that has forward direction, moving inexorably outward, from time–motion studies on the shop floor, to the human beings who occupied it, and to the larger society in which they and the firm live. It invites practicing strategists to find their own place on that arc.
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Dissertations / Theses on the topic "Thinking"

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Bertão, Renato Antonio. "Lean thinking e design thinking : aproximação teóricas." reponame:Repositório Institucional da UFPR, 2015. http://hdl.handle.net/1884/43266.

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Orientador : Profª. Drª. Maria do Carmo Duarte Freitas
Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Sociais Aplicadas, Programa de Pós-Graduação em Ciência, Gestão e Tecnologia da Informação. Defesa: Curitiba, 04/08/2015
Inclui referências : f. 184-188
Resumo: O lean thinking e o design thinking são modos de pensar aplicados ao desenvolvimento, produção e gestão de bens e serviços. O primeiro articula-se em função da atribuição de valor pelo cliente e é voltado para a redução do desperdício. O segundo tem suas ações centradas no usuário e é voltado para a inovação. Baseando-se na análise dos seus princípios, este trabalho de pesquisa identifica as aproximações teóricas e as relações entre as duas áreas. A metodologia envolve a revisão de literatura e a análise qualitativa da amostra constituída pelos textos com os princípios do lean thinking e do design thinking e cinco artigos sobre cada um dos dois temas. O tratamento qualitativo dos dados utiliza a estratégia de codificação e pauta-se na Teoria Fundamentada nos Dados (TFD). Para a operacionalização do trabalho de análise qualitativa por meio de codificação utiliza-se o software ATLAS.ti. Os diferentes níveis de codificação permitem identificar 12 aspectos de aproximação entre as duas áreas. Uma análise final desse conjunto leva aos cinco mais relevantes: cliente, experiência, iteração, inovação e valor. Desta análise também deriva uma convergência teórica que possibilita entender como estes aspectos se relacionam entre si em termos de identificação do agente, definição do processo e constituição do ativo. Também permite inferir que a atribuição de valor é o aspecto que estrutura as relações entre o lean thinking e o design thinking. Os resultados da pesquisa apresentam um novo olhar sobre a dinâmica das relações destas duas áreas e abrem horizontes para aplicação prática destas conexões assim como para novos estudos sobre o tema.
Abstract: Lean thinking and design thinking are ways of thinking applied to the development, production and management of goods and services. The first is articulated according to the value assignment by the client and is aimed at reducing waste. The second has its actions focused on the user and is geared towards innovation. Based on the analysis of its principles, this research identifies the theoretical approaches and the relationship between the two areas. The methodology involves a literature review and a qualitative analysis of two texts with the principles of lean thinking and design thinking and five articles on each of the two themes. The qualitative data processing uses the coding strategy and is referenced on the Grounded Theory. In order to implement qualitative analytical work through coding is used ATLAS.ti software. The different levels of coding allow to identify 12 aspects of rapprochement between the two areas. From this set, a final analysis led to the five most relevant: customer, experience, iteration, innovation and value. This analysis also derives a theoretical convergence that enables to understand how these aspects relate to each other in terms of agent identification, process definition and constitution of assets. Also allows to infer that the value assignment is the aspect that structures the relationship between lean thinking and the design thinking. The research results present a fresh look at the dynamics of the relationship of these two areas and open horizons for practical application of these connections as well as for further studies on the subject.
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Bevan, Susan R. "Thinking culturally about critical thinking in Cambodia." Thesis, London South Bank University, 2017. http://researchopen.lsbu.ac.uk/1838/.

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There is concern in Western, English-speaking universities about the ability of students from some Asian countries to think critically. This concern is often related to students’ lack of participation in class discussion. The association of questioning, discussion and debate in Western approaches to critical thinking adds to this perception, and lends itself to the stereotype of the ‘passive Asian student.’ Research suggests however that there are more diverse factors than a lack of ability to show critical thinking during classroom discussion. Student second language acquisition and confidence in speaking are important, as well as the language used by lecturers and the speed at which it is spoken. Cultural context also plays a part, and students studying in another country may struggle to understand unfamiliar discussion topics or examples. Different cultural understandings of the role of the lecturer, authority and appropriate classroom behaviour are also factors which may lead to international student’s reluctance to speak in class. My research took place in a Cambodian university, with Cambodian students and a teacher from the UK. It began with a question – How do Cambodian students experience courses aimed at developing Western style critical thinking skills? I then focused on three themes: the relationship between cultural context and critical thinking; the relationship between classroom participation and critical thinking; and the improvement of teaching and learning critical thinking through better understanding of those relationships. I created a ‘community of critical thinkers’ in the classroom. This involved asking ‘thought-encouraging’ questions in class and techniques such as small group discussion where students were allowed to code-switch between languages in a controlled fashion. Students were encouraged to apply critical thinking to their own culture and society and share examples which could be used for teaching later classes. We also compared Western approaches to critical thinking with a Buddhist approach. The research focused on the experiences of teaching and learning critical thinking for both teacher and students. A methodology based on ethnology and grounded theory was utilised to collect and analyse data. My results show that given a familiar cultural context, in classes tailored to their level of English language acquisition, students participated in classroom discussion in similar, but not identical ways to their English- speaking, Western counterparts. Likewise a lack of participation did not necessarily lead to lower marks; a propensity for speaking in class was not always related to receiving a higher mark. I recommend further exploration of different cultural approaches to critical thinking in the classroom, and a re-examination of attitudes towards participation. Not speaking in class can be the result of a range of complex factors and does not mean that students are not engaged in the process of learning. I further suggest the inclusion of different cultural applications of critical thinking when teaching can be beneficial for teachers and both international and national students.
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Durkin, Rachel. "Thinking about thinking in the primary class." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2622.

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The current research encompasses three chapters. The first reports on a systematic review of relevant literature. The second connects the findings from the review to the empirical study, whilst reporting on conceptual and methodological considerations. The final chapter reports on the findings from the empirical study and the associated implications. Researchers and theorists have acknowledged that skilful thinking enables a range of psychological and educational benefits such as enhanced academic performance and increased participation in teaching and learning. A range of interventions exist which have been developed to enhance thinking skills (TS) in school contexts. A systematic review of eleven studies examining a) the effects of TS interventions and b) the nature of TS interventions is presented. Taken in synthesis, findings suggested that interventions often measured individual effects. Teachers and pupils were often consulted at the evaluation stage of an intervention, rather than being involved actively during construction and implementation. This study aimed to explore how pedagogical action might support processes of teacher and pupil thinking in a primary classroom. Attention was afforded to factors which might support and sustain the implementation of a TS intervention. One teacher and six pupils from a Year Four class participated in the study. Consultations and focus groups were conducted, during the implementation phase of the ‘Think Aloud Paired Problem Solving’ intervention. Participant experiences of the intervention were explored through discussion and the completion of thinking templates. Constructionist Grounded Theory (CGT) was applied to the data generation and analysis process. General factors supporting thinking included the stance taken by the teacher, teacher responsiveness and teacher access to further support. Specific factors associated with the TAPPS intervention included particular organisation of pupil learning such as mixed ability pairings, and specific teaching strategies such as questioning. A suggested grounded theory outlines that there may be some general foundations that need to be in place before a more specific thinking pedagogy is applied. Educational Psychologists can continue to research this with teachers in their ongoing practice through reflective consultations.
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Conrod, Heidi Jill. "Magical Thinking." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35202.

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In Magical Thinking, Heidi Conrod explores through the act of painting, the depiction of mental states through the cautious release and withholding of visual, conceptual, and autobiographical cues. Reflecting on the nature of memory and time and the fluid ways in which these seemingly immaterial phenomena interact, the paintings represent multiple visions within one viewing experience; commenting not only on the surface of things, but also on what may lie hidden beneath. The works are best understood through introspection rather than a forced rationale. These paintings are intended to read like a stream, or perhaps a pool of consciousness, where the unconscious is expressed through swirls of imagery with surrealist undertones alluding to the seemingly contradictory conditions of dream and reality. Here fact, fiction, memory and imagination, are intertwined in a non-linear style through a multitude of painterly applications.
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Campbell, J. "Spatiotemporal thinking." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384041.

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Árnadóttir, Steinvor Tholl. "Thinking animals." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/17249/.

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Many personal identity theorists claim that persons are distinct from the animals that constitute them, but when combined with the plausible assumption that animals share the thoughts of the persons they constitute, this denial results in an excess of thinkers and a host of related problems. I consider a number of non-animalist solutions to these problems and argue that they fail. I argue further that satisfactory non-animalist solutions are not forthcoming and that in order to avoid these problems we ought to affirm our identity with animals. I then discuss arguments to the effect that i) animalism faces its own problems of too many thinkers, arising from the non- identity of animals with thinking bodies and thinking body parts, and ii) that in order to avoid these problems we must deny not just that there are persons distinct from animals, but that there are bodies and body parts distinct from animals Once the second of these claims is granted, there is a short further step to the conclusion that there are no such things as body parts, and from there there is a direct route to eliminative animalism. Eliminative animalism denies not only that there are persons distinct from animals, but that there are any composite objects distinct from animals. This position has been gaining popularity recently, but I argue that we need not, and indeed should not, accept it. Although the problems of the thinking animal do commit us to animalism, the problems of thinking bodies and thinking body parts do not commit us to eliminate animalism.
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Duhau, Girola Laura. "Thinking conceptually." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435007.

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Shvets, Alina. "Design thinking." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13184.

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Farooqi, Abdul Haseeb. "Thinking Architecture." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/46187.

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Sacred spaces have long existed due to their importance as a symbol of belief. Structures are designed to be timeless and forever lasting, representing the essence of faith. In this case, a Mosque has been designed for a site in La Jolla, California, keeping the sacred practices of the religion in mind during design composition. This includes the importance of connectivity for every man and woman, to God. The segregated praying areas for men and women are essential aspects of the design; from entering the site, the common area or courtyard at the center, to the separate walkways for each gender, symbolize the importance of gender segregation and yet a common ground for unity and equality at the holy site. A walk through the corridor leads to the washing area for self cleansing and ritual ablution in preparation for entering the sacred space for prayers, the entrance to a space for a spiritual connection with God.
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Croft, James. "Free Thinking." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499788.

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In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of public education, available to all children. To do this I 1) place autonomy into the framework of Capability Theory, showing why autonomy is essential to a full concept of human freedom, cleaning up some rough edges in the Capability Theory literature in the process; 2) demonstrate how thinking of freedom in terms of Capability Theory elucidates perennial questions and debates in the Philosophy of Education literature concerning autonomy; and 3) dig deeper into what educating for autonomy in terms of Capability Theory might look like through an analysis of rigor. The questions which will guide my research are as follows: 1. What is "autonomy", and why is it a valuable goal to pursue in education? 2. Why must the state ensure that every child have the opportunity to become autonomous? 3. How can autonomy be developed, through schooling and through life?
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Books on the topic "Thinking"

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Flew, Antony. Thinking about social thinking. 2nd ed. Amherst, N.Y: Prometheus Books, 1995.

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Cox, Michael T., and Anita Raja. Metareasoning: Thinking about thinking. Cambridge, Mass: MIT Press, 2011.

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Eisner, Howard. Thinking. Boca Raton : CRC Press, Taylor & Francis Group, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429025365.

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Rezaei, Nima, and Amene Saghazadeh, eds. Thinking. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04075-7.

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Smith, Kathie Billingslea. Thinking. Surrey: Colour Library Books, 1989.

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Kirby, Gary R. Thinking. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2002.

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Kirby, Gary R. Thinking. Englewood Cliffs, N.J: Prentice Hall, 1995.

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Kirby, Gary R. Thinking. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 1999.

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McNamee, John. Thinking. [Dublin]: Weaver, 1993.

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Kirby, Gary. Thinking. Englewood Cliffs, NJ: Prentice Hall, 1995.

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Book chapters on the topic "Thinking"

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Lojek, Bo. "Thinking About Thinking Improves Thinking." In Springer Biographies, 155–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65958-5_13.

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Vordermark II, Jonathan S. "Thinking About Thinking." In An Introduction to Medical Decision-Making, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23147-7_1.

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Klemm, W. R. "Thinking About Thinking." In Atoms of Mind, 19–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1097-9_2.

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Benesch, Walter. "Thinking about Thinking." In An Introduction to Comparative Philosophy, 16–32. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230597389_3.

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Heywood, John. "Thinking about Thinking." In The Human Side of Engineering, 11–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-031-79379-0_2.

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Kullman, Alitta. "thinking about thinking." In Hunger for Connection, 97–104. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315267111-14.

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Kline, Jim. "Magical Thinking = Primary Process Thinking = Delusional Thinking = Hysterical Thinking." In Nonrational Logic in Contemporary Society, 29–59. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003271482-3.

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Chen, Yang, Myura Nagendran, and Adam Feather. "Process versus outcome." In Thinking About Thinking, 114–23. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9780429323843-14.

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Chen, Yang, Myura Nagendran, and Adam Feather. "Old foundations." In Thinking About Thinking, 31–44. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9780429323843-7.

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Chen, Yang, Myura Nagendran, and Adam Feather. "See one, do one, teach one." In Thinking About Thinking, 64–80. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9780429323843-9.

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Conference papers on the topic "Thinking"

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Lu, James J., and George H. L. Fletcher. "Thinking about computational thinking." In the 40th ACM technical symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1508959.

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Grover, Shuchi. "Thinking about Computational Thinking." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293763.

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DOWNING, KEVIN, HOKLING CHEUNG, CRUSHER WONG, and KRISTINA SHIN. "THINKING ABOUT THINKING ONLINE." In Enhancing Learning Through Technology. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812772725_0003.

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McMaster, Kirby, Brian Rague, and Nicole Anderson. "Integrating Mathematical Thinking, Abstract Thinking, and Computational Thinking." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673139.

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Brunvand, Erik. "Computational Thinking Meets Design Thinking." In GLSVLSI '15: Great Lakes Symposium on VLSI 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2742060.2742123.

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Diaz-Rojas, Daniela, Jorge Soto-Andrade, and Amaranta Valdés-Zorrilla. "Probabilistic Thinking Versus Statistical Thinking." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t6b3.

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We discuss the similarities and differences between probabilistic and statistical thinking, arguing in favour of metaphorising them as arrows pointing in opposite directions. We base our argument and discussion on concrete examples, drawn from our teaching experience to a broad spectrum of learners at the University of Chile and inspired by Brousseau’s fundamental adidactic situation for inferential statistics in primary school, and our own fundamental adidactic situations for probability. Learners involved include first year humanistic university students, prospective math teachers, and in-service primary school teachers and their students.
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Wen, Yalan. "I'm thinking what I'm thinking." In SA '20: SIGGRAPH Asia 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3414686.3427124.

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Tikhonova, Elena. "SOPHISTICATED THINKING: LOWER ORDER THINKING SKILLS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.117.

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Wing, Jeannette. "Computational thinking and thinking about computing." In Distributed Processing Symposium (IPDPS). IEEE, 2008. http://dx.doi.org/10.1109/ipdps.2008.4536091.

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Harsaae, Malene Pilgaard, Martin Storkholm Nielsen, Thomas Østergaard, and Anne Louise Bang. "REORIENTING DESIGN THINKING THROUGH SYSTEMS THINKING." In 25th International Conference on Engineering and Product Design Education. The Design Society, 2023. http://dx.doi.org/10.35199/epde.2023.45.

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Reports on the topic "Thinking"

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Crosby, Cassandra S. Adaptability: Time to Start Thinking about Thinking. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001273.

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Caplin, Andrew, and John Leahy. Wishful Thinking. Cambridge, MA: National Bureau of Economic Research, March 2019. http://dx.doi.org/10.3386/w25707.

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Robertson, Jim. Thinking Beyond NATO. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada437590.

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Bowen, Edward. Thinking About Instability. Fort Belvoir, VA: Defense Technical Information Center, January 1997. http://dx.doi.org/10.21236/ada442851.

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Hanson, Erica. Thinking Through Consciousness. Portland State University Library, June 2013. http://dx.doi.org/10.15760/honors.37.

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Akabas, Sharon, Erin Betley, Crystal Eustice, Laura Frost, Steven Gray, Rebecca Jordan, Anne Paxton, Amanda Sorensen, and Eleanor J. Sterling. Systems Thinking Collection. American Museum of Natural History, 2021. http://dx.doi.org/10.5531/cbc.ncep.0023.

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More and more systems-related terms are emerging in the scientific literature, in curricula, and in popular media: systems thinking, systems approaches, systems analysis, systems dynamics, systems mapping, just to name a few. In an increasingly complex and interconnected world, thinking systemically can help us to understand, communicate, address, and educate about challenges we face. Systems thinking is both an approach to seeing the world in a way that makes connections and relationships more visible and improves our decision-making abilities, and a set of methods and tools. This current collection of materials includes a synthesis, exercises, and teacher guidance materials. The synthesis provides an overview of ways to think about systems and of systems thinking tools that can be useful to educators and learners in any discipline. The exercises leverage the content in the synthesis by focusing on two different systems thinking tools: a semi-quantitative modeling tool called Mental Modeler and stakeholder analysis. Students use Mental Modeler to explore the current dynamics of and links between corn and beef production in the United States and use stakeholder analysis to explore a suite of issues ranging from public health initiatives like food labeling to human rights abuses in the fisheries industry. These exercises are the initial building blocks for a broader collection currently under development.
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Kurtz, Thomas. Thinking About Thinking: Enhancing Creativity and Understanding in Operational Planners. Fort Belvoir, VA: Defense Technical Information Center, June 2012. http://dx.doi.org/10.21236/ada604994.

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Mullainathan, Sendhil, Joshua Schwartzstein, and Andrei Shleifer. Coarse Thinking and Persuasion. Cambridge, MA: National Bureau of Economic Research, December 2006. http://dx.doi.org/10.3386/w12720.

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Allen, Charles D. Creative Thinking for Senior Leaders: An Essay on Creative Thinking for Military Professionals. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada595111.

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Robbins, Peter. Design thinking - design's prodical son? University of Limerick, 2019. http://dx.doi.org/10.31880/10344/7521.

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