E-text prepared by Frederic Lozo
Copyright (C) 1998 by F. B. Lozo
Introductory Note:
Sequential Problem Solving is written for those with a whole brain
thinking style. It is for those who seek to validate the propriety of
when and under what circumstances they utilize each aspect of their
intellect. Sequential Problem Solving helps those with a logical
nature to develop creative right brain intuitive processes in a way
that can be efficiently utilized by the orderly left brain to develop
new solutions to both old and everyday problems. Included are basic
study skills for high school and college students.
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Sequential Problem Solving:
A STUDENT HANDBOOK
With
Checklists for Successful Critical Thinking.
By
Fredric B. Lozo
Mathis, Texas
Copyright 1998 F.B. Lozo
ISBN 0-9674166-2-0
TABLE OF CONTENTS
INTRODUCTION
Problem solving checklist flowchart
RESEARCH SKILLS
Rapid Reading
Memorization
PRACTICAL PROBLEM SOLVING
Learning
Stream Of Consciousness
PROBLEM SOLVING STEPS
Problem Identification as the first step of problem solving
Fact Gathering in problem solving
Logic Fallacies
Emotional Fallacies
Credibility Fallacies
Fact And Opinion
Deductive Reasoning
Developing a Solution
Time
Material
Manpower
Trying the Solution
Manpower Management
Leadership Styles
Dealing With Interpersonal Conflict
INTERPERSONAL PROBLEM SOLVING
External Conflicts
Internal Conflicts
Dealing with the "Unattached" Person
Interpersonal relationships -- Values
PROBLEM SOLVING EVASIONS
APPENDIX 1 -- OUTLINE STYLES
APPENDIX 2 -- PERSUASIVE ARGUMENT FORM
APPENDIX 3 -- ARGUMENTATIVE FALLACIES
REFERENCES
BIBLIOGRAPHY
INDEX
Introduction
We are constantly trying to make some sense of our world and the way
people treat each other. The purpose of this book is to provide a
systematic way of analyzing situations and planning actions.
Sequential Problem Solving is written for those who want to reassure
themselves that their thinking is logically correct rather than
emotionally or impulsively misguided. It provides step by step
procedures for applying computer-like decision making to daily living.
Many ordinary problems involve not only physical, concrete parts but
also interpersonal elements. Thus problem solving involves both the
physical world and the interpersonal world. For instance, when
solutions to physical problems are implemented, the job manager must
decide which of several leadership-managerial styles is appropriate.
Are the workers mature enough and knowledgeable enough to work
together as a team without supervision, or are the workers so immature
and unruly that an authoritarian task master leadership style will be
required, or will the workers need a teacher-leader for some period of
time before they become a team?
The underlying principle, throughout Sequential Problem Solving, is an
obligation to help each other as citizens of a world community, and an
acknowledgement that our real enemy is often ourselves. Our common
problem is understanding ourselves in order to be a friend to others.
Sequential Problem Solving provides us with a way of checking for the
kindness factor in problem solving, with the goal of helping others
and being a good citizen in the world community.
A separate section, Dealing with Unattached People, is devoted to
the problem of neighbors in the world community who are untrustworthy
for some period of time, from the view point that today's enemies are
tomorrow's friends.
Some neighbors in the world community are, from time to time,
untrustworthy. Since opportunities for misunderstanding are greater in
a climate of mistrust, later sections are included that deal with
mistrust and ways that we can gauge interpersonal situations and
select an appropriate leadership style to match it.
Sequential Problem Solving begins with the mechanics of learning and
the role of memorization in learning. The techniques of effective
memorization follow, as well as other important learning skills.
This book contains many step by step checklists, much like pilots use
to make certain that things of importance are not overlooked. These
individual checklists are tied together in a broad flowchart that
provides a sequential decision making pathway. The contents of the
checklists are things that many adults utilize instinctively, without
conscious thought. However these checklist can provide adults with a
more positive way of checking their own thinking, in times of stress,
and a way for students to become instinctive users of sound logic
practices. Teachers may find that students instantaneously begin to
act more mature because of the realization that their peers have a
common body of knowledge about values and character traits and
checklists to evaluate the behavior of others. For teachers, the
sequence of presentation here can be readily altered to suit the
teachable moment, that moment when a unique, high interest situation
arises that lends itself to discussion of a particular topic. The
sequence presented here is merely one way in which the various
interlocking subjects can be presented.
This presentation is intentionally concise to provide the reader with
a composite picture of the use of checklists in logical thinking,
without burdening the reader with statistical findings or repetitious
historical background information.
The ideas presented here are referenced to credible academic research
wherever possible. Endnotes are used extensively to direct the reader
to in-depth authoritative resources, and additional references are
provided for each section at the back of the book.
In this book I have used the pronoun "he" for humanity in general,
rather than using he/she or similar conventions. This usage was
selected to enhance the flow of the written word and should not be
taken literally. The word "he" is used here to include both women and
men and applies to them with equality.
Solving problems is a daily, if not hourly, part of our lives. It is
therefore useful to put the mechanics of problem solving and human
interpersonal relationships into flowchart form, so that when stress
is intense we have some way of making more certain that we are
thinking flawlessly. (A comprehensive flowchart is included in the
HTML version.)
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Research Skills.
Rapid Reading.
Effective learners use certain reading techniques[1] that greatly
increase both their comprehension and the time required to learn new
subjects.
One useful method of reducing new material learning time is the SQ3R
method[2]:
Scan.
Question.
Read.
Review.
Recite.
Scanning provides a rapid overview. Many well written books follow
logical outlines that can orient the reader to the subject matter.
The outline might follow this pattern:
Title.
Table of Contents.
Main Introduction and conclusion.
Chapter 1.
Introduction.
Conclusion.