Foreword
No one can deny the fact that
problems constitute a great part of our life, and they often make it worth
living. We survive through struggling against them. They are the main source
for hope and dreaming of a better “tomorrow”. It is true that those problems exhaust
us badly, but in the end we can defeat and solve the greatest part of them and
carry on with life. It is always a great pleasure when we eventually solve our problems,
and build up experience to go on with life. However, many people find it hard
to keep thinking all the time how to solve a problem that has suddenly invaded
their life without their consent, and that’s what happens most of the time. No
one chooses to create problems for themselves, but this often happens
involuntarily. They only see problems as mere troubles turning their life into
hell.
These people never want to admit
that everyone is subject to different kinds of problems, and they keep
complaining “Why me?!” You can smell objection but also defeatism in the
phrase. It seems hard for them to deal with thorny problems which surpass their
capacities. This is so because they don’t know how to treat them critically; as
a result, they get irritated and worried. Those more experienced people can
find their way to solve their problems effortlessly, whereas those with little
or no experience, easily give up the struggle pretending that their problems
are problematic, i.e. they are mixed up with other associated problems, so they
get cornered and they surrender at once.
Learners have their own problems as
well, and they have to deal with them to survive. Their problems are as young
as they are, so they are mostly simple and can often be solved when the
learners could detect and follow the causes; which they don’t generally do
because they still need the way and the tools. That’s why voices of
practitioners in the field of education rise for the necessity to integrate
teaching critical thinking for problem solving and decision making in the
school curricula. The learners need to learn how to face their problems, no
matter how they are, calmly and start thinking how to find a way out with those
problems. Here comes writing to be a good tool to use in exploring and dissecting
the possible causes of the problem so as to fix them and find suitable solutions;
then pick out the most suitable solution among them. This can be done through
thinking by writing.
No doubt writing is a High cognitive
complexity task due to the great number of elements included in its making.
However, when it comes to using it for thinking, it is less formal and more a
free writing. It has to respect the general rules for legibility only, but
apart from that, it is no more than a way to stay tuned on your focal task. If
the learners can just train on this process regularly they would gradually
develop both writing and problem solving skills.
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