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Integrative thinking, as explained by Roger Martin in The Opposable Mind, can certainly be productive and beneficial. But how can such a process be taught in schools? Three suggestions come to mind. First, recognize that integrative thinking is a creative thought process. My own research on creative thinking suggests that a pause—a temporary stopping . . . → Read More: Integrative Thinking, Part 6: Conclusion Salient elements of two opposing ideas are explored for causality while decisions regarding structure (or “architecture”) are delayed to enable form to truly reflect function. These integrative thinking steps lead to the final stage: resolution. (See the previous postings on this topic for information on salience, . . . → Read More: Integrative Thinking, Part 5: Resolution Imagine building a house, but instead of a fixed, linear progression from foundation to final touches, you keep every stage fluid. One day you may focus on the roof but the next make changes to the floor plan that will influence the roof. And the next day you decide to make it a two-story . . . → Read More: Integrative Thinking, Part 4: Architecture Integrative thinking considers opposing ideas and borrows from each to construct an idea superior to the original opposing ideas. Salience is one of the thinker’s considerations in processing the opposing ideas. Salience, or relevance, produces a list of desirable traits/characteristics/features that are desired in a new idea. In The Opposable Mind, Roger Martin (2007) . . . → Read More: Integrative Thinking, Part 3 In The Opposable Mind, Roger Martin (2007) defines integrative thinking: The ability to face constructively the tension of opposing ideas and, instead of choosing one at the expense of the other, generate a creative resolution of the tension in the form of a new idea that contains elements of the opposing ideas but is . . . → Read More: Integrative Thinking, Part 2: Salience |
 
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