CHAPTER 1: INTRODUCTION TO THINKING SKILLS
WHAT IS THINK?
The process of considering or reasoning about something: The selectors have some thinking to do before the match.
Think is cognitive and behavior lead to communication
Involve: Control mind’s movement become thinking when we direct them
Thinking is any mental activity that helps formulate or solve a problem, make decisions or fulfill a desire to understand. It is a searching for answers, a reaching for meaning (Ruggerio, 1998 in Ryan 2012)
DEFINITION: THINKING SKILLS
Thinking skill as a process by the mind as the result of receiving stimulus of the five senses. The meaning of stimulus then were seen in action (Costa, 1985 & Philips in Campbell, 2006)
Sigel, 1984 in Kadir (2007), says thinking skill is a reflex action, conceptual and resolving activities.
Thinking skill by Dewey 1933 in Philips (1999), is an effort of the mind to examine and weigh certain information according to specific criteria (Walker, 2003).
“Thinking skills involve mental processes used in cognitive functions that enable people to make meaning from, and create with, information: solving problems, making decisions, critical thinking, planning and organizing job tasks, using a significant amount of memory, and finding, synthesizing and analyzing information”.
Butterworth & Thwaites (2005), thinking skill is a critical thinking and can be argumentative
WHY IS THINKING SKILLS IMPORTANT
OBSTACLES IN DEVELOPING THINKING SKILLS
‘Gunung Kinabalu'effect: Knowledge only on what has been taught. Not showing neither abilities nor skills in search of any new knowledge and additional skills within subject matters.
Thinking trap- Ego-one way of thinking (area of interest), not explorative enough, not willing to listen to others, selfishness and bias
‘Spoon feed’ teaching- Everything was prepared for. Not willing to be self independent learning. Hoping everything to be provided by the instructor
The Influence of culture, race, norms-
-Prejudice
-Stereotyping
-Not willing to accept and explore new ideas which are against one’s root.
THINKING SKILL MODEL
CHAPTER 2: THE BRAIN/COGNITIVE AND MEMORY
STEPS
Brain
Complex
Hundred billion neurons: quadrillion (synapses) connection between them
Field neuroscience
HOW DOES OUR BRAIN LOOKS LIKE?
Jellylike mass of fat and protein
1.4 kilograms
Biggest organ
Put together thoughts
Physical actions
Unconscious body processes
NEURON (GREY MATTER)
Transmit and gather electrochemical signals that are communicated via a network of millions of nerve fibers called dendrites and axons. These are the brain's "white matter."
CEREBRUM
Makes the human brain and most developed cerebrum amongst animal species
Largest part of the brain (85% of organ’s weight)
Most develop amongst animal species
Two halves or hemispheres (left and right)
Cerebral cortex: distinctive, deeply wrinkled outer surface
Packed to capacity inside the skull, enveloping the rest of the brain
The frontal lobes: located behind the forehead. (speech, thought, learning, emotion and movement)
Behind frontal lobes, parietal lobes: process sensory information (touch, temperature and pain)
Rear of the brain are the occipital lobes (vision)
Near temples: temporal lobes (hearing and memory)
CEREBELLUM
Movement and balance
Beneath the back of the cerebrum
Coordinating muscle movement and controlling our balance (transmits information to the spinal cord and other parts of the brain)
Diencephalon (located in the core of the brain): a complex of structures roughly the size of an apricot
Thalamus: relay station for incoming nerve impulses from around the body that are then forwarded to the appropriate brain region for processing
Hypothalamus: controls hormone secretion from the nearby pituitary gland
Pituitary gland: hormones govern growth and instinctual behavior such as eating, drinking, sex, anger and reproduction
Brain stem (at the organ’s base): controls reflexed and crucial, basic life functions: heart rate, breathing, and blood pressure, regulates when we feel sleepy/awake
MEMORY
Short term memory/ working memory
Mostly used
Interchangeably
Short term memory/ receptionist: passive concept
Working memory/ scratch pad: emphasizes the brain’s manipulation of information: keep information just long enough to use and store
Long term memory
Explicit
Episodic: Conscious thought/ Stored data/info. Often associative; links memories together
Semantic: General knowledge/ Enables us to say, without knowing exactly when and where we learned/ Ranges from strong (recall) to weak (familiarity)/ Sustained over time
Implicit
Procedural:Carry out commonly learned tasks without consciously thinking about them/ "how to" knowledge
Priming: “Primed" by Experiences; Recall more quickly
OTHER TYPE OF MEMORIES
Autobiographical memory
Exposed to a world full of sensations and information from birth becomes autobiographical memories
Slumber actively helps our brains consolidate what we learn and remember
Memory and morpheus (sleep):
Brain waves (measure EEG)
Delta (the slowest rhythm of all brain waves, predominate during the deepest part of non-rapid eye movement (non-REM) sleep
Sleep (measure: REM-eye movement): associate with dream/ rapid eye movement
WHAT MAKES OUR BRAIN DYSFUNCTIONAL
Inherited conditions (affect the brain change in your brain’s electrical pathways - communication between neurons
Stroke (restricted or reduced oxygen and blood in the brain that leads to cellular death)
Abnormal growths (tumors)
Trauma to the brain
Disease and cancer: viral infections (viruses may cause inflammation and swelling in the brain’s tissue)
OUR UNHEALTHY HABITS (BRAIN DAMAGE)
Smoking
Air pollution
Sleep deprivation
Head covered while asleep
Work while you are sick or exhaustion
Low interaction
Low water consumption
Skipping breakfast
Overeating
sugar
ENHANCE YOUR BRAIN & KEEP IT HEALTHY!
Brain HQ: Brain training system: online exercises (auditory and visual memory)
Physical exercise (more energy bring more oxygen and regenerate healthy brain)
Eat good food (brain food): supplement the brain with good nutritional component
Socializing: maintain an active and positive social life
CHAPTER 3: EARLY COGNITIVE DEVELOPMENT THEORY
CONSTRUCTION OF:
Processes of thought
Remembering
Problem solving
Decision making
DEVELOPMENT AREAS:
Memory
Information processing
Intelligence
language
HOW KNOWLEDGE WAS BUILD
STAGES IN COGNITIVE DEVELOPMENT
CHAPTER 4: THE HIERARCHY OF HUMAN NEEDS/HUMAN SURVIVAL NEEDS-SKILLS BY ABRAHAM MASLOW
HUMAN
ABRAHAM HAROLD MASLOW
Maslow was a prominent personality theorist and one of the best known American psychologists of the 20th century. He develop the hierarchy of human needs
Biological drives
Psychological needs
Higher goals
MASLOW’S HIERARCHY OF NEEDS
PHYSIOLOGICAL NEEDS
Drink
Sleeping
Food
safety/shelter
love/sex
Oxygen
COMPLEX HUMAN NEEDS
SECURITY NEEDS
Employment/ Career
Stable employment
Higher pay
Good working environment
Health care
Good medicine
Better hospitalization facilities
Health/ Life insurance
Safe neighbourhood
Better living environment
Better / safe community
Better community facilities/services
Shelter
Better & comfortable house/home
More home facilities/services
SOCIAL NEEDS
(families, romantic relationships, friendships, community group, social service group, religious group)
Love
Affection
Sense of belonging
ESTEEM NEEDS
Accomplishment: post in organization
Social recognition: post in community
Personal worth: celebration on personal event
SELF ACTUALIZING NEEDS
Less concern on the other’s opinion: self potentiality, personal growth, self aware
CHAPTER 5: LOGIC THINKING
TYPE OF ARGUMENTS
Deductive arguments
An argument in which it is impossible for a conclusion to be false if its premises are true.
The conclusion claims to follow necessarily from the premises.
Inductive arguments
An argument in which it is improbable for the conclusion to be false if its premises are true.
Conclusion claims to follow probably from the premises.
HOW DO WE TELL INDUCTIVE FROM DEDUCTIVE?
The distinction between inductive and deductive arguments is based on the strength of an argument’s inferential claim.
Three criteria for measuring an argument’s strength:
1) The occurrence of special indicator words.
2) The actual strength of the inferential link between the premises and conclusion.
3) The form of argumentation used by the person making the argument.
FORMS OF DEDUCTIVE ARGUMENTS
ARGUMENT BASED ON MATHEMATICS
The conclusion depends on a mathematical or geometric measurement.
Has to be deductive since it follows necessarily --- meaning there’s no room for it “probably” being right..
ARGUMENT FROM DEFINITION
The conclusion is claimed to depend on the definition of a word or phrase used either in a premise or in the conclusion.
They follow necessarily because the argument depends completely on the definition of the word being used.
DEDUCTIVE FORMS
CATEGORICAL SYLLOGISMS
Made up of exactly two premises and one conclusion. Begin with the words “all”, “some”, and “no”.
HYPOTHETICAL SYLLOGISMS
Syllogisms (two premises and one conclusion) that have a conditional statement for one (or both) of its premises.
INDUCTIVE ARGUMENT FORMS
PREDICTION
An argument that works based on our knowledge of the past in order to make a claim about the future.
ARGUMENT FROM ANALOGY
Depends on the existence of an analogy (or similarity) between two separate things.
GENERALIZATION
An argument that is applied to a whole group based on knowledge gained from a small sample of people.
ARGUMENT FROM AUTHORITY
An argument that concludes something is true because an expert said it is.
ARGUMENT BASED ON SIGNS
Conclusion based on knowledge gained from a sign about what the sign claims to mean
CAUSAL INFERENCE
Arguments that proceed from knowledge of a cause to a claim about its effect or vice versa, that knowledge of an effect can provide information about its cause.
THINGS TO KEEP IN MIND
Overlaps can happen between arguments
Different arguments can have similarities or things in common
When dealing with mathematics so the argument is based on mathematical principles
Arguments dealing with science are unique, though
Inductive arguments are used when scientists are discovering new facts, and they rely on evidence and observations to form a conclusion
Deductive arguments are used when scientists apply already established scientific facts to explain or predict specific situations.
FALLACY
Misconception resulting from incorrect reasoning in argumentation.
Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest
PERSONAL ATTACK
POISONING THE WELL
Attacking or praising the people who make an argument, rather than discussing the argument itself.
Personal character of an individual is logically irrelevant to the truth or falseness of the argument itself
Appeal to Force ("Might-Makes-Right" ): This argument uses force, the threat of force, or some other unpleasant backlash to make the audience accept a conclusion. It commonly appears as a last resort when evidence or rational arguments fail to convince a reader.
ABUSIVE
This persuasion comes from irrational psychological transference rather than from an appeal to evidence or logic concerning the issue at hand.
CIRCUMSTANTIAL
To argue that an opponent should accept an argument because of circumstances in his or her life.
GENETIC FALLACY
The genetic fallacy is the claim that an idea, product, or person must be untrustworthy because of its racial, geographic, or ethnic origin
ARGUMENTUM AD POPULUM
BANDWAGON APPROACH: Everybody is doing
Majority of people believes an argument or chooses a particular course of action, the argument must be true, or the course of action must be followed, or the decision must be the best choice.
PATRIOTIC APPROACH: Draping oneself in the flag
This argument asserts that a certain stance is true or correct because it is somehow patriotic, and that those who disagree are unpatriotic.
SNOB APPROACH: All the best people are doing it
TYPE/ STYLES OF THINKING
Logical thinking
Analytical thinking
Hypothetical thinking
Vertical thinking
Critical thinking
Projective thinking
Constructive thinking
Objective thinking
Creative thinking
Historical thinking
Technical thinking
Intuitive thinking
Proactive thinking
Convergent and Divergent thinking
Systematic thinking
Pragmatic thinking
Positive thinking
Value thinking
Emotive thinking
Negative thinking
Value thinking
Emotive thinking
CHAPTER 6: LATERAL THINKING
LATERAL THINKING
Lateral thinking is a problem-solving process that involves using indirect and creative approaches to find solutions. It is often contrasted with vertical thinking, which is a more linear and logical approach to problem-solving. Lateral thinking is often used to solve problems that are not easily solved by traditional means.
THEORY AND CONCEPT
SIX THINKING HATS
BLUE: THINKING PROCESS
Manage the thinking process
Keep the discussion on track
WHITE: FACTS
Represent facts and data
Gathering and presenting information without bias
RED: FEELINGS
Represent emotions and feelings
Express gut feelings and intuition even irrational
YELLOW: BENEFITS
Represent optimism and opportunity
Focus on positive aspects and look for ways to improve
GREEN: CREATIVITY
Represent creativity and new ideas
Let imagination run wild and come with new solution
BLACK: PROBLEMS
Represent caution and skepticism
SIX ACTION SHOES
NAVY FORMAL SHOES: ROUTINE BEHAVIOR
These shoes represent routine behavior.
Following procedures and doing things by the book.
Careful and cautious.
Doctor, lawyer, teacher
GRAY SNEAKERS: COLLECT INFORMATION
These shoes represent information gathering.
Gathering data, researching and investigating
Open-minded and curious.
Researcher, journalist, detective
BROWN BROGUES: PRAGMATISM AND PRACTICALITY
These shoes represent pragmatism and practicality.
Taking practical action.
Decisive and focused.
Businessperson, manager, parent
ORANGE GUMBOOTS: EMERGENCY RESPONSE
These shoes represent emergency response.
Taking action to avert a crisis.
Decisive and courageous
Firefighter, police officer, doctor
PINK SLIPPERS: HUMAN CARING
These shoes represent human caring.
Compassionate and understanding.
Supportive and helpful.
Therapist, teacher, friend
PURPLE RIDING BOOTS: AUTHORITY
These shoes represent the use of authority.
Taking charge and making decisions.
Assertive and confident.
Military leader, CEO, politician
CHAPTER 7: HUMAN INTELLIGENCE: HOWARD GARDNER’S MULTIPLE INTELLIGENCES
VERBAL LINGUISTIC (WORD SMART)
well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
Editors, copywriters, journalist
Explain and interprets idea by written words (reading, listening , writing)
LOGICAL MATHEMATICAL (NUMBER/REASONING SMART)
ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns
Analyst, bankers, accountants, statistician
Learning through reasoning and problem solving number( analyze, detect pattern)
VISUAL SPATIAL (PICTURE SMART)
capacity to think in images and pictures, to visualize accurately and abstractly
architects ,artists ,city-planners interpretation and creation of visual images, pictorial
imagination and expression
Enjoy drawing, playing puzzle, day dream
BODILY KINESTHETIC (BODY SMART)
ability to control one’s body movements and to handle objects skillfully
dancers ,athletes, sign-language interpreters
use the body effectively, concrete experiences
Enjoy role play, hands on, physical activity
INTERPERSONAL (PEOPLE SMART)
capacity to detect and respond appropriately to the moods, motivations and desires of others
care givers ,coaches, counselors
Extraverted, Enjoys socializing, Enjoys teaching others
INTRAPERSONAL (SELF SMART)
capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions
independent of the learners
MUSICAL (MUSIC SMART)
ability to produce and appreciate rhythm, pitch and timber
acoustic engineers, composers, DJs
study better with music in the background, turning lessons into lyrics
NATURALIST (NATURE SMART)
ability to recognize and categorize plants, animals and other objects in nature.
Zookeepers, veterinarians, gardeners
learn through classification, categories and hierarchies
likes to be outside, likes animals, enjoys gardening
CHAPTER 8: PROBLEM SOLVING AND DECISION MAKING
DECISION MAKING
Decision making is a crucial skill that plays a significant role in both personal and professional contexts. It involves selecting the best course of action among different alternatives to achieve a specific goal or resolve a problem.
IMPORTANCE OF DECISION MAKING SKILLS
Preventing mistakes
Achieving goals
Enhancing efficiency
Developing critical thinking skills
FIVE STEPS IN MAKING DECISIONS
Identify the needs to make decisions
Consider the options
Think about the consequences reason and value of each potion
Determine the best option based on the values and criteria
Make the decisions
PROBLEM SOLVING
Problem solving is a cognitive process that involves finding solutions to challenges or overcoming obstacles. It is a valuable skill that helps individuals navigate through complex situations and achieve desired results.
IMPORTANCE OF PROBLEM SOLVING
Can find the best solution
Refrain from acting in a hurry
Explore and consider many options
Enable individuals to think in a systematic and rational
Enable action on decision
Reflection before implementing an action
FIVE STEPS IN PROBLEM SOLVING
Be aware of the problem
Understand the problem
Explore the options
Explore the consequences of a choice
Choose the best option as a solution
CHAPTER 9: LEADERSHIP
HABIT
Leadership is a crucial aspect of personal and professional development. It involves influencing and guiding others towards achieving a common goal or vision. Effective leadership requires a combination of skills, traits, and behaviors that inspire and motivate individuals and teams to perform at their best
STEPHEN RICHARDS COVEY
Born in 1932 and passed away on 16/7/2012.
Was an American educator, author, businessman, and keynote speaker.
Was a professor at the School of Business, Utah State University.
His most popular book is “The Seven Habits of Highly Effective People”
EIGHT HABITS OF HIGHLY EFFECTIVE PEOPLE:
BE PROACTIVE
Take initiative and responsibility for your actions and choices. Focus on what you can control and influence, rather than being reactive to external circumstances.
BEGIN WITH THE END IN MIND
Set clear goals and envision the desired outcomes before starting any endeavor. This habit emphasizes the importance of having a clear direction and purpose in life.
PUT FIRST THINGS FIRST
Prioritize and manage your time effectively by focusing on activities that align with your goals and values. This habit emphasizes the importance of planning and organizing your time around important tasks.
THINK WIN/WIN
Seek mutually beneficial solutions and agreements in interactions with others. This habit promotes a collaborative mindset, where both parties can benefit from the outcome.
SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD
Practice active listening and empathize with others. This habit emphasizes the importance of genuinely understanding others' perspectives before expressing your own.
SYNERGIZE
Value teamwork, cooperation, and the synergy that comes from combining individual strengths. This habit encourages creative collaboration to achieve better results collectively.
SHARPEN THE SAW
Continuously invest in self-renewal, growth, and improvement. This habit emphasizes the importance of taking care of your physical, mental, emotional, and spiritual well-being.
FIND YOUR VOICE AND INSPIRE OTHERS TO FIND THEIRS
This means discovering your unique talents and passions and using them to make a positive impact on the world around you. It means inspiring others to find their own voice and live their best lives.
JOHARI WINDOW OF INTERPERSONAL DEVELOPMENT
Johari window was created by Joseph Luft and Harrington Ingam in 1955 in the United States.
It helps people understand their relationship with themselves and others.
Primarily used in self-help groups and corporate settings as a heuristic exercise.
Johari Window is a powerful model that helps optimize value for people by enhancing understanding.
It is a simple and useful tool for improving self-awareness and mutual understanding within a group.
It can be used to assess and improve relationships between groups.
Relevant in today's emphasis on soft skills, behavior, empathy, cooperation, inter-group development, and interpersonal development.
Particularly helpful in understanding employee/employer relationships.
LISTENING
Listening is the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages.
Listening and hearing are not the same; hearing is the first stage of listening, where sound waves are picked up by our ears and transported to our brain.
PROCESS OF LISTENING
Receiving: hearing
Understanding: learning
Remembering: recalling
Evaluating: judging
Responding: answering
TYPES OF LISTENING
DISCRIMINATIVE
Involves identifying the difference between various sounds. Enables one to differentiate between familiar and unfamiliar language.
COMPREHENSION
Involves attaching meaning to what is being listened to. It may also include comprehending the non verbal message being conveyed by the speaker
EVALUATE
Involves evaluating and analyzing the message being received. Judging the acceptability of what is said depending on how logical one finds it to be.
ATTENTIVE
Involves paying attention to the words that are being spoken
PRETENCE
Involves more hearing than listening. It means pretending through facial expressions that one is listening when actually not
SELECTIVE
Involves selecting the desired part of the message and ignoring the undesired part of the message
INTUITIVE
Listening through intuitive mind by silencing the other forms of internal dialogues on simultaneously
BARRIERS TO EFFECTIVE LISTENING
PHYSICAL BARRIERS
Noise
Poor acoustics
Defective mechanical devices
Frequent interruptions
Uncomfortable seating arrangements
Uncomfortable environment
Message overload
PHYSIOLOGICAL BARRIERS
State of health
Listener or speaker having fever, pain or any form of bodily discomfort
Wandering attention
Human mind can process words at the rate of about 500 minutes, whereas a speaker speaks at the rate of about 150 per minute. The difference between the two leaves the listener with sufficient time to let his mind wander.
PSYCHOLOGICAL BARRIERS
BEING UNSURE OF THE SPEAKER’S ABILITY
Based on past experience or inputs from sources, the listener may have a preconceived notion of the speaker’s ability.
PERSONAL ANXIETY
The listener is preoccupied with personal concerns and anxieties.
ATTITUDE
Listener may be highly egocentric with a “know it all attitude” and may not listen
IMPATIENCE
Listener may not have patience to wait for the other person to finish what he has to say. Eager to add his own point
EMOTIONAL BLOCKS
Our deep seated beliefs in certain ideas may make it difficult for us to listen to ideas which go against our belief
SYMPATHY
Feeling sorry for someone going through a bad situation
EMPATHY
Putting yourself in the other person’s shoes and feeling what they are feeling
CHAPTER 10: THINKING SKILLS IN CIVILIZATION
THE IMPORTANCE OF THINKING SKILLS IN RELIGION, SOCIOCULTURAL, ECONOMIC AND POLITIC
To be able to unite mankind with different races, ethnics, religions, belief system, practices of culture and norms
To avoid conflicts which may arise as a result of differences of races, ethnics, religion, belief system, practices of culture and norms
Better understand of other people’s celebration, belief practices norms regardless of difference in race, ethnics, religious, belief system, culture and norms
To able to accept the differences in economic concept and practices within countries, races, religions, and cultures
Having the abilities and skills in balancing the economy in terms of wealth and reducing poverty
THE IMPORTANCE OF THINKING SKILLS IN BUILDING ART, EDUCATION, MEDICINE, TECHNOLOGY
The application of thinking skills can be seen applied in the art of buildings, arts, education, medicine, technology, agriculture, environment and various fields
Thinking skills adhere to knowledge and skills possessed by a human being or even a group of society and culture.
The application of thinking skills in various fields shows human civilization development and high social status.
Thinking skills help in human development, reduce death rate, be able to reduce the spreading of plagues and diseases, develop vaccinations, etc.
Having the abilities and skills in developing the knowledge and education in system
THINKING SKILLS IN RELIGION
Tolerance and understanding of differences in religions and its practices
COMMON UNIVERSAL UNDERSTANDING OF ALL RELIGIONS
Respect on the freedom of others
Charitable practices
Fair and justice
Honest and trustworthy
Cannot hurt other people, animals and environment
Good deeds and sin
The existence of heaven and heal
All of these principles can be applied in all aspects of life wheters in social, economic, politic and so on. Can be use for self, family, community and one’s surroundings
CELEBRATION
To create the understanding, respect and tolerance among citizens on celebration of other races, ethnics and religions.
To create cooperation among citizens and individual
ECONOMIC SYSTEM
Justice in economic (wealth distribution and reducing/ eliminating poverty) by seeing and agreeing in the importance of government collecting taxes
The practice of zakat (various kinds of zakat in Islamic religion)
Donation practices by other religion believers
SOCIO CULTURE
Being fair and justice in society by trying to understand their surroundings. Example: Fasting teaches one to experience the life difficulties of the poor of not being able to buy food and drink because of poverty
Fasting is good for health as it induces good circulation of blood, heightens the metabolism, reduces body weight and so on.
Fasting helps in teaching people to be more tolerant with each other.
To be able to understand and learn other people’s culture. Example, Muslim were condoned to fast during Ramadan. Other religions do not adhere strictly to fasting but were done because of certain reasons, things, celebrations or wishes.
RELIGION AND SOCIO CULTURE
To be able to unite mankind with different races, ethnics, religious, belief systems, practices of culture and norms
ECONOMY
Justice in economic (wealth distribution and reducing/ eliminating poverty) by seeing and agreeing in the importance of government collecting taxes
BUSINESS AND FINANCE
New business practices (MLM/ chain/ join venture)
New banking systems/ insurance/ varieties of saving
BUILDING
Reduce emission that pollute the environment
Plant seasonable plants
Reduce the use of energy such as electricity and water
Application of thinking skills can been seen in buildings in older ages/ centuries
EDUCATION
Applying thinking skills in designing effective and efficient education systems.
Able to mold a knowledgeable, highly skillful and professional individual.
Able to produce an individual who is independent in contributing knowledge, skills and wealth to the nation's local community and his/her people.
Example: Program Permata Negara (Malaysia), Buddy System (US), Homeroom (Thailand/ Myanmar/ Vietnam)
HEALTH AND MEDICINE
Thinking skills helps in human development, reduce death rate, able to reduce the spreading of plagues and diseases, develop vaccinations and ets
SCIENCE AND TECHNOLOGY
To make domestic chores easier.
To make management and production in industrial areas easier, faster and ensure efficiencies.
To easy manage the data management and environment
To ensure safety and hygiene.
TRANSPORTATION
To have the accessibility to public and commercial transport.
To shorten the time and length of journey.
To be able to carry merchandise.
To be able to travel far and wide (across the ocean)
AGRICULTURE AND HUSBANDRY/ FARMING/ MARINE
To produce better quality plants/crops/breeding
To shorten the season/times of harvest.
Disease resistance.
To be able to plant seasonal plants in non seasonal countries.
To shorten the period of maturity (breeding)
ART AND DESIGN/ CREATIVITY
To Illustrate ancient history.
Introduce and implement skills, art techniques and creativity.
As a way to release excessive energy, stress and anger management
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