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Flexible thinkers are able to shift, at will, through multiple perceptual positions. By contrast to egocentrism--perceiving
from our own point of view, allocentrism is the position in which we perceive through another persons' orientation. We
operate from this second position when we empathise with other's feelings, predict how others are thinking, and
anticipate potential misunderstandings. They can also see a bird’s eye view or ‘the big picture’.

Some students have difficulty in considering alternative points of view or dealing with more than one
classification system simultaneously. THEIR way to solve a problem seems to be the ONLY way. They perceive
situations from a very ego-centred point of view: "My way or the highway!" Their mind is made up; "Don't confuse me
with facts, that's it."



5. Thinking About our Thinking (Metacognition)
When the mind is thinking it is talking to itself.
Plato

Metacognition is our ability to know what we know and what we don't know. It is our ability to plan a strategy for
producing what information is needed, to be conscious of our own steps and strategies during the act of problem solving,
and to reflect on and evaluate the productiveness of our own thinking. While "inner language," thought to be a
prerequisite, begins in most children around age five, metacognition is a key attribute of formal thought flowering about
age eleven.

Probably the major components of metacognition are developing a plan of action, maintaining that plan in mind over a
period of time, then reflecting back on and evaluating the plan upon its completion. Planning a strategy before
embarking on a course of action assists us in keeping track of the steps in the sequence of unplanned behaviour at the
conscious awareness level for the duration of the activity.

Intelligent people plan for, reflect on, and evaluate the quality of their own thinking skills and strategies. Metacognition
means becoming increasingly aware of one's actions and the effect of those actions on others and on the environment;
forming internal questions as one searches for information and meaning, developing mental maps or plans of action,
mentally rehearsing prior to performance, monitoring those plans as they are employed--being conscious of the need for
midcourse correction if the plan is not meeting expectations, reflecting on the plan upon completion of the
implementation for the purpose of self-evaluation, and editing mental pictures for improved performance.

We often do not take the time to reflect on our experiences. Students often do not take the time to wonder why we are
doing what we are doing. They seldom question themselves about their own learning strategies or evaluate the
efficiency of their own performance. Some children virtually have no idea of what they should do when they confront a
problem and are often unable to explain their strategies of decision making. When teachers ask, "How did you solve that
problem; what strategies did you have in mind"? or, "Tell us what went on in your head to come up with that conclusion".
Students often respond by saying, "I don't know, I just did it.' We want them to understand why they did it.



6. Striving For Accuracy and Precision
A man who has committed a mistake and doesn't correct it is committing another mistake.
Confucius

Embodied in the stamina, grace and elegance of a ballerina or a shoemaker, is the desire for craftsmanship, mastery,
flawlessness and economy of energy to produce exceptional results. People who value accuracy, precision and
craftsmanship take time to check over their products. They review the rules by which they are to abide; they review the
models and visions they are to follow; and they review the criteria they are to employ and confirm that their finish
product matches the criteria exactly.. These people take pride in their work and have a desire for accuracy as they take
time to check over their work. Craftsmanship includes exactness, precision, accuracy, correctness, faithfulness, and
fidelity. For some people, craftsmanship requires continuous reworking. Mario Cuomo, a great speechwriter and
politician, once said that his speeches were never done—it was only a deadline that made him stop working on them!

Some students may hand in sloppy, incomplete or uncorrected work. They are more anxious to get rid of the
assignment than to check it over for accuracy and precision. They are willing to suffice with minimum effort rather than
investing their maximum. They may be more interested in expedience rather than excellence.





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