Part Two of the Thinking Program: Organization

This section focuses on understanding problems more deeply, analyzing them, comparing the different perspectives and aspects identified, and selecting the most appropriate option after considering all approaches that can achieve the desired objective.

Tool 1: Recognize

Explanation

We often believe that we have understood the problem for which we are trying to find a solution, but the reality may be quite different.

Understanding the problem itself is fundamental to finding its solution. This idea was emphasized by Einstein, who pointed out that solutions lie in understanding the problems.

This encourages us to analyze what appears on the surface carefully, using the previous section, Expanding the Scope of Perception, and its various tools.

This allows us to go beyond what is immediately visible and discover hidden causes that may reveal the actual problem.

Recognition can be achieved through:

• Learning about the subject from its original and reliable sources.

• Understanding the details through specialists and experts.

Example: Identify the real problem behind receiving the lowest grade you have received.

The initial assumption may be to blame the student for not studying enough.

However, the real cause may become clear by examining the details:

• The teacher may be part of the problem because you previously achieved a higher grade with another teacher.

• You may not have devoted sufficient time to the subject.

• You may not have varied your study methods between learning and practice.

• You may be studying from sources other than those officially approved by the Ministry of Education.

Exercise 1: How can you distinguish a high-performing student from a low-performing student?

Exercise 2: How can you distinguish a professional driver from a beginner?

Exercise 3: How can you distinguish an elegant young person from someone who is not?

Tool 2: Analysis

Analyze

Explanation

This tool means breaking difficult problems into smaller problems or components that can be dealt with more easily.

These components may be physical and visible, intangible and invisible, or relationships between them that may also be visible or hidden.

For example, a car consists of visible components such as tires, fenders, and other physical parts. It also contains invisible elements, such as the mechanical system responsible for movement.

Exercise 1: Analyze a car into its visible and invisible components.

Exercise 2: Analyze a banknote into its visible and invisible components.

Exercise 3: Analyze a schoolbook into its visible and invisible components.

Tool 3: Comparison

Compare

Explanation

This tool trains students to compare things that appear similar or different in order to generate additional ideas. We look for similarities and differences.

Comparison develops creativity in both children and adults. It has traditionally been used in riddles and puzzles and has also been widely used in Arabic wisdom and proverbs.

The Prophet Muhammad ﷺ also used comparison in his teaching, such as the comparison of a believer to a bee.

Example:

Identify similarities and differences between:

Exercise 1: A believer and a palm tree.

Exercise 2: A leader and the sea.

Exercise 3: A bride and the stars.

Tool 4: Selection

Explanation

Students learn how to select the requirements that best achieve their objectives and establish criteria that can be discussed with the team so that everyone has a common basis for decision-making.

There are three main steps:

First: Determine the criteria or dimensions of selection.

Second: Compare and evaluate the available options according to the agreed criteria.

Third: Select the option that best achieves the objective with the lowest cost, highest quality, and shortest time.

Example:

Determining the criteria for selecting a swimming club:

• The club should rank among the top three locally.

• It should have an established reputation internationally.

• It should have multiple teams organized by age to ensure continuity and development.

Exercise 1: What are the requirements for selecting friends or companions at school?

Exercise 2: What are the requirements for winning the FIFA World Cup?

Exercise 3: What criteria should be selected for building wealth through legitimate means?

Tool 5: Finding Other Ways

Find Other Ways

Explanation

Here, we look for different methods that may suit different people.

This differs from the alternatives discussed in Expanding the Scope of Perception, where the alternatives are generally already available and known.

It also differs from seeking the views of different people about the current problem.

This tool encourages creativity and develops lateral thinking.

The alternatives considered previously were available and known, whereas the methods considered here may be unfamiliar, unconventional, or not openly recognized by people. This stimulates creative thinking.

Example:

Using WhatsApp instead of a telephone as a means of communication.

Exercise 1: Find alternative ways of studying instead of traditional study methods.

Exercise 2: Find different ways of looking at a strict parent.

Exercise 3: Find alternative ways of looking at illness.

What we need is simply:

• Understand the principle through the example.

• Work together on the applications and exercises.

• We will see the impact, God willing.

Tool 6: Starting Point

Start

Explanation

A conscious choice of a strong starting point can lead to a strong outcome, while a random beginning may lead to weak or uncertain results.

The appropriate starting point differs according to circumstances.

Sometimes we need a quick solution. Sometimes we should start with what prepares the way for subsequent actions. Sometimes quality is the primary criterion, while at other times cost is the most important.

Example:

When meeting new friends, the starting point may sometimes be caution—observing their attitudes and behavior before becoming involved—to avoid impulsiveness.

At other times, the best starting point may be taking the initiative and creating an atmosphere of friendliness and familiarity.

The appropriate starting point depends on the circumstances.

Exercise 1: How would you begin thinking about how to spend your end-of-year vacation?

Exercise 2: How would you begin thinking about improving the aesthetic appearance of your neighborhood?

Exercise 3: How would you begin thinking about improving the academic performance of your colleagues?

Tool 7: Organize

Explanation

Organization means arranging objectives alongside priorities while considering the positive and negative aspects and the alternatives involved in the available choices.

It is the natural continuation of everything reached previously, rather than rushing directly into implementation.

The objective here is to organize both ideas and actions and move away from randomness.

This requires establishing priorities and arranging activities from multiple perspectives while recognizing how some elements depend on others.

Example:

Suppose we want to organize ideas for improving your bedroom.

You might allocate:

• A place for sleeping.

• A place for studying.

• A place for playing.

• A place for storing belongings.

For each area, you then determine the appropriate priority for:

• Space

• Lighting

• Color

• Other requirements

Exercise 1: Organize your ideas for improving the appearance of your neighborhood.

Exercise 2: Organize your ideas for persuading your neighbors to participate in improving and beautifying the neighborhood.

Exercise 3: Organize your ideas for preparing a program in which you teach your colleagues something you are good at.

Tool 8: Focus

Explanation

Focus means deliberately stopping to summarize and critique what has been done and identify the gaps that have not yet been addressed.

After everything you have done so far, ask yourself:

Where am I?
What am I focusing on?
What should I be focusing on?

This enables you to distinguish between what is within the focus area—whether real or perceived—and what lies outside it because it has not received attention.

Focus should generally be linked to the objective so that attention remains directed toward the right path.

At this stage, we ask:

• Are we on the right path?

• Are we moving toward the objective?

• Have we considered the relevant factors?

• Have we respected our priorities?

• Are our ideas traditional or creative?

• Do we need to change direction?

• What do we need to do to correct our course?

This protects you from becoming lost in details. It is like getting back on the airplane to look at the big picture and ask whether the overall picture is complete and what is still missing.

Example:

During prayer, the focus should be on reflection, mindfulness, and devotion, rather than merely completing the prayer as quickly as possible.

Exercise 1: What should you focus on while preparing for your end-of-year examinations? What belongs inside and outside your focus area?

Exercise 2: What is your focus while reading the Qur'an?

Exercise 3: What should be the national team's focus while preparing for the World Cup?

Tool 9: Consolidate

Tool 10: Conclusion

Conclude

Explanation

Many discussions can end without producing a useful outcome. Therefore, it is necessary to stop at a certain point and conclude the internal dialogue, thinking, and discussion in order to reach a decision.

If we are unable to reach a decision, we should examine what is preventing the decision from being made and work to remove that obstacle.

The outcome does not always need to be a definitive conclusion. Sometimes it may be an inference or preliminary conclusion, and absolute precision is not always required. It may be a hypothesis that needs to be tested and verified.

Example:

Suppose we are considering a decision about distance learning during the COVID-19 pandemic.

The initial decision might be to support distance learning. However, as we examine the issue further, we may discover that the decision requires many details depending on:

• The educational stage.

• The location.

• Availability of infrastructure.

• Technical readiness.

• The specific subject.

Some subjects may require face-to-face explanation, while others may be well suited to remote learning.

Exercise 1: What can you infer from finding books written in Chinese in one of your classmates' libraries?

Exercise 2: What can you infer from finding traces of dogs in the garden?

Exercise 3: What can you infer from hearing noise coming from the apartment above you?