![]() ![]() It is anticipated that practicing lateral thinking in the modern classroom would significantly impact students' problem-solving skills, discover new solutions, create discoveries and breakthroughs. Lateral thinking is also adaptable and applicable in various settings and courses. The findings reveal that lateral thinking is most commonly delivered on a problem-based learning model, which might be utilized to encourage students to think beyond the box in the future. The examinations were done qualitatively triangulated for more reliability and compelling. A library research design was used to gather primary data through literature reviews. Furthermore, its role in promoting HOTS was discussed, especially in modern classrooms. This conceptual writing aimed to describe the practice of lateral thinking skills in ELT situations. However, lateral thinking has emerged, blending convergent and divergent thinking whose potentials impact High Order Thinking Skills (HOTS). Several conceptions of convergent and divergent thinking are being compared to determine the superior one. This raises a further criticism of de Bono that while he has been highly successful in gaining the attention of a wide readership, his contributions are not particularly original in substantive content but are restatements of the previously developed concepts of “convergent thinking” and “divergent thinking” without historical or scholarly attention given to key figures in the field of critical thinking and creativity in which he is situated. Indeed, other thinking frameworks, such as Philosophy for Children, founded on nonadversarial conceptions of philosophy, also employ the deliberate teaching of skills to encourage creative and divergent thinking. ![]() ![]() An alternative view of Socrates is that the purpose of his method of philosophical inquiry was to show people how to think for themselves rather than to destroy another person’s argument for the sake of proving one’s own position. Another criticism is that his description of traditional Western thinking overemphasizes the more extreme forms of adversarial argument apparent in some traditional methods of classroom practice, assuming that all Western philosophical thinking is necessarily adversarial. ![]() Robert Weisberg, a cognitive psychologist, argues that there is insufficient evidence for the effectiveness of lateral thinking and that the creative process is better described as a process of logical thinking, trial and error, feedback, and reflection. Edward de Bono’s efforts as an advocate for lateral thinking and creative thinking as an essential skill for creativity and innovation have not gone without criticism. ![]()
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