Another problem of implementing a thinking program in school is resistance to change of teachers. Teachers who are used to their traditional methods of teaching may find learning and use of new teaching strategies a chore for them. A word of advice to heads of schools who are planning to implement this program - NURTURE change. A program will not be successful unless every member involved is ready for changes ahead and are willing to undertake their tasks with responsibility and passion. Thus, success of this program is inevitably dependent on ability of head of school to communicate vision and to garner support from staff involved.

In short, a credible thinking programme should not just enhance brainware but also ‘HEARTWARE’. There is a need to inculcate a creative thinking culture in schools for thinkers (including staffs and students) to challenge them to seek continuous improvements. Slogans such as ‘ DARE to CHANGE,‘DARE to INNOVATE’ and other inspiring messages must be taught and be ingrained in hearts and minds of our people. It may remind one of Cultural Revolution in China with slogans and brainwashing. Yes, I have to admit that this is a revolution indeed! A ‘Thinking Revolution’ that will ensure Singapore’s progress and prosperity in these turbulent times as we marched into next millennium.

To reiterate, unless our hearts are in touch with vision of ‘Thinking Schools, Learning Nation’, desired outcomes will not materialise. Total commitment to vision is critical!

There are also other concerns to ponder upon, namely choice of which thinking models to adopt. There are a few models for teaching thinking that are currently used in some schools. For example, Robert Schawtz’s Infusion method of teaching thinking. Other models include Spencer Kagan’s Multiple Intelligence and comprehensive thinking system of ‘G.O.D is CREATIVE’ program by Brainwerks Research.

With various models of teaching thinking available, a principal has difficult task of selecting an appropriate model to be used in school. It will be advisable that such imported models of teaching thinking should be adapted and integrated into local curriculum by heads and teachers for better results.

To conclude, this article does not seek to explain fully workings of nurturing a thinking culture /program in Singapore’s education system but to create an awareness of its importance to meet nation’s future challenges. There will be glitches along path towards vision but I am sure we, educators of Singapore, would THINK SMART and INNOVATE to ensure its success. So, should we teach thinking? The question is rhetorical.

4. Synthesis begins decision-making stage. We begin to assemble elements of what you want to keep and toss out. I call this "izing" stage. This is opportunity to personalize information. A time to mesh it into a form you can claim it as your own. It would be time I "Catherineize" it. If your name is Jennifer or Sam, your "izing" would be: Jenniferizing or Samizing. Boy, adding "izing" can make your name a mouth full, however, process gives a huge benefit -- it’s easy to remember and complete.

5. Application stage is exactly what it means. You take what you have "ized," in my case Catherineized, and add it into your life. Writing is one of my favorite ways to play around with figuring out customizing part (stage 4) and applying it to stories. Teaching and sharing information is another way to apply knowledge. You will be taking what you learn and turning it in action by placing energy and effort into it. Applying new information in a safe environment brings about best results. Role- playing is an excellent example that provides a safe environment.

6. Evaluation stage is a time to rank its effectiveness. Time to make an appraisal of what information transformed to, what is or isn't working, what needs tweaking or trashed. This is time to allow some judgment in yet not to point of thinking any of this was a mistake. This is time that especially synchronicity occurs. This is a time when universe begins sending you additional assistance or information on how to expand information for betterment of humanity. This is because strength of our energy attractiveness is strong. Look for synchronicities and enfold them into this stage.

In quick review, again six basic stages are: knowledge, comprehension, analysis, synthesis, application and evaluation. For those who study laws of attraction, take special note that stage five emanates strongest energy for manifesting.

(c) Copyright 2004, Catherine Franz. All rights reserved.