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| '''An ''Engineer-it'' chapter managed by the Institution of Engineers in Scotland '''([http://www.engineers.scot/ www.engineers.scot]) | | '''An ''Engineer-it'' chapter managed by the Institution of Engineers in Scotland '''([http://www.engineers.scot/ www.engineers.scot]) |
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| {| class="wikitable" style=" margin-right: 20px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:right; margin-left: 10px;" | | {| class="wikitable" style=" margin-right: 20px; background-color:#DEF6FE; paddng-left:15px; width:200px; vertical-align:top; text-align:left; float:left; margin-left: 10px;" |
| !<big>Links</big> | | !<big>Links</big> |
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| [http://info.iesis.org/papers/Journal+V156_web_secure.pdf The development of an optical scanner] (p22) How to develop an innovative product | | [http://info.iesis.org/papers/Journal+V156_web_secure.pdf The development of an optical scanner] (p22) How to develop an innovative product |
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| === '''afdf''' ===
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| [[File:Engprocess-6.png|alt=|thumb|500x500px|Figure 1 Features of an 'engineered' process|left]] | | [[File:Engprocess-6.png|alt=|thumb|500x500px|Figure 1 Features of an 'engineered' process|left]] |
| An engineered outcome results from the use of a range of control strategies that are appropriate in situations of complex uncertainty. The strategies used have universal application in complex problem solving. It is not only engineers who use them: Scientists 'engineer' the development of a drug; professional engineers will engineer the design and development of an aircraft. Businesses are 'engineered' (or 're-engineered'). | | An engineered outcome results from the use of a range of control strategies that are appropriate in situations of complex uncertainty. The strategies used have universal application in complex problem solving. It is not only engineers who use them: Scientists 'engineer' the development of a drug; professional engineers will engineer the design and development of an aircraft. Businesses are 'engineered' (or 're-engineered'). |
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| Closely related to commitment is the requirment that the process is underpinned by the highest levels of professional integrity. | | Closely related to commitment is the requirment that the process is underpinned by the highest levels of professional integrity. |
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| === '''<big>Critial thinking</big>''' ===
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| [[File:Athena-2.png|left|thumb|240x240px|Athena, godess of wisdom]]
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| [[File:Thinker-3.png|left|thumb|Rodin's thinker]]
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| Critical thinking implies the use of principles and processes that are used when addressing situations of complex uncertainty, i.e. that may involve: competing goals; high levels of risk; technical, environmental and societal issues.
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| It is mainly concerned with ''ethos'' i.e. the principles that guide your actions.
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| Critical thinkers discipline their minds to reduce the risk of unsatisfactory outcomes.
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| Use of the word ''critical'' here denotes that this mode of thinking (a) is critical in the sense of being analytical about ideas and (b) is an essential strategy in situations of complex uncertainty.
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| '''Guiding principles'''
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| Critical thinkers constantly look for guiding principles. They seek to identify and use the principles that will lead to success. Here are some guiding principles:
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| '''Actions'''
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| * Test proposals, critique, review.
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| * Use, where appropriate the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]]
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| * Reflect: question, consult, challenge, be challenged, expect to be challenged.
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| * Submit to reason: use logic and evidence to the limits of their potential before making informed judgements.
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| * Think for yourself but not by yourself.
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| * Adopt a system approach: consider the system as a whole as well as its parts.
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| * Adopt a holistic approach: take account of all relevant isues.
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| * Be humble, be prepared to change your mind.
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| * Learn from successes, learn from failures.
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| * If a feaure can be quantified, quantify it. Use predictive models, use data.
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| * Be sceptical about the validity of all information.
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| * Constantly seek to improve products and processes.
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| <br> <br>
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| '''Seek to:'''
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| * embrace integrity without question: honest, trustworthy, reliable,
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| * be open, friendly, respectful
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| * be committed
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| * be collaborative, inclusive
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| * be disinterested in outcomes
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| '''Avoid being:'''
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| * autocratic
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| * deferential
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| === Learning for critical thinking ===
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| The development of good habits should start as early as practical in your life. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the Discipline for critical thinking paper.
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| However, you cannot rely on being coached to be a critical thinker. People need to discippline their minds to develop critical thinking skills, Strategies for doing this include:
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| * Be a student of crtitical thinking. Collect guiding principles. Write them down,memorise and use them.
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| * Watch how other people operate and identify the principles that guide them to be successful. Discuss the issues with them. Add their good ideas to your list of principles.
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| * Read about contexts where critical thinking was needed to identify principles
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| * Identify the reasons for people to be unsuccessful. Actively avoid copying them.
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| * Remember that some guiding princples are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies.
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| * If you have a [[leadership]] role, work with your colleagues to develo the principles under which the team will operate.
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