CoRT

It is a program taught in only 30 countries around the world, across different educational levels, with a strong focus on developing citizens’ thinking skills from an early age.

Some leading universities around the world teach it as a two-year program.

A version of the program for children has also been published by the de Bono Center in Jordan.

What is CoRT

CORT is one of the best programs designed by Edward de Bono for teaching thinking skills. It addresses questions such as:

How do you think?
How do you innovate, both individually and as part of a group?
How do you overcome bias?
How do you turn your ideas into action?
How do you set priorities?
What creative techniques can be adopted?

The program is suitable for children and adults, employees and managers alike, and can be applied across a wide range of fields, including technical disciplines.

The name CORT was derived from the name of the center established to develop and promote the program:

Cognitive Research Trust (CoRT)

In Arabic: Cognitive Research Center.

The program helps students, teachers, employees, and managers move beyond conventional patterns of thinking and develop a deeper understanding of issues, while strengthening their ability to approach problems and solutions creatively.

The program is taught in approximately 30 countries worldwide, across different educational and professional levels, with an emphasis on developing the thinking capabilities of students, graduates, and managers.

Some universities that place a strong emphasis on education and cognitive development teach it as a two-year course.

The de Bono Center in Jordan also produced a version of the program specifically for children; however, this edition is currently unavailable.

Program Structure

The program consists of six modules/books/parts, each containing ten thinking tools, for a total of sixty thinking tools.

Each tool requires approximately 30 minutes to teach. Therefore, the entire program can be delivered by covering all 60 tools in approximately 30 hours, God willing.

Lesson Structure

Each lesson follows three steps:

Explanation of the tool
An example demonstrating its application
Three exercises for each tool

The six parts of the program are structured as follows:

Part One: Expanding the Perception Field

This part aims to deepen understanding of problems and their associated objectives, explore the available alternatives while taking different perspectives into consideration, and ultimately translate the thinking process into decisions that can be implemented in practice.

Part Two: Organization

In Part One, we generated a large number of ideas, alternatives, and plans. These now require the second fundamental pillar of management: organization.

Organization is the process of identifying the activities required to achieve the objectives a person has established, and structuring them in a way that makes execution easier within the required timeframe.

This is the simplest form of organization. In management science, however, organization involves several additional elements that ultimately contribute to achieving—often multiple—desired objectives.

These include:

Understanding the reality and nature of things
Analyzing the different elements involved
Identifying the starting and ending points
Determining which activities can be combined because of their interdependencies
Establishing the appropriate sequence of activities

We encounter the consequences of poor organization frequently without necessarily recognizing them. For example, a government authority may pave a road before removing or relocating a metro line, only to remove the road surface afterward, carry out the metro work, and then repave the road again. This may result in failure, unnecessary cost, or both.

This is where one of the most important contemporary approaches emerged: Agile, which focuses on connecting work to objectives and achieving those objectives through consistent, equal time-boxes—such as one week, two weeks, or one month.

In other words, instead of treating the entire project or initiative as one large unit that ends at a single point in time, we divide its duration into smaller time-boxes and determine in advance what should be accomplished during each one. This reduces the risk of discovering failure only at the end of the project.

This section of CORT is divided into two groups:

Five tools for defining and understanding the dimensions of the problem
Five tools for developing a strategy to reach the solution

Part Three: Interaction

This part focuses on working within a team or with business partners, whether they agree or disagree with our opinions.

It explores how constructive interaction can be achieved through:

Discussion
Reasoning
Evidence
Evaluating the strength and validity of different forms of evidence

An interesting parallel can be found in Usul al-Fiqh (principles of Islamic jurisprudence), which developed sophisticated methods for evaluating and ranking evidence according to its level of authority and applicability.

Within a team, it is therefore important to distinguish between correct and incorrect assumptions, ideas, and arguments, and to use evidence and reasoning to evaluate and prioritize competing ideas.

Ancient philosophers made significant contributions to the development of logic. Muslim scholars subsequently made major contributions to the systematic study of the foundations and methodologies of different disciplines, including Usul al-Fiqh, Usul al-Sunnah, and Hadith methodology. This intellectual development is discussed, among other works, by Dr. Mustafa Abd al-Raziq in Tamheed li-Dirasat al-Falsafah al-Islamiyyah (Introduction to the Study of Islamic Philosophy).

This part supports the principles of collaborative learning and active learning.

Part Four: Creativity

This part focuses on tools that enable learners to break away from conventional thinking patterns and generate ideas and solutions beyond traditional approaches.

The objective is to encourage learners to challenge assumptions, explore unconventional possibilities, and develop creative approaches to solving problems.

Part Five: Information and Emotions

This part focuses on tools for collecting the information necessary to understand an idea or problem and evaluating the credibility and relevance of that information as evidence for decision-making.

It also recognizes the significant influence of emotions and personal preferences on decision-making.

Our natural inclinations toward certain things—such as love and dislike, preferences for particular colors, fear of certain situations, and other emotional responses—make individuals different from one another. These differences can lead people to make different choices even when presented with the same logical information.

Understanding the interaction between information, evidence, emotions, and reasoning therefore contributes to better decision-making.

Part Six: Action

This part represents the practical outcome of thinking.

It focuses on how to translate ideas and conclusions into real-world implementation, transforming thought into practical decisions, plans, and actions that can be executed.

Part One: Expanding the Scope of Perception: Breadth

This section helps direct thinking toward connecting problems with solutions, alternatives, and objectives, instead of relying on emotional reactions or becoming biased toward one's own ideas. This develops social intelligence and improves interaction among different parties.

It includes the following ten tools:

Tool 1: PMI — Plus / Minus / Interesting

Students learn to examine three aspects:

First: Positive — the benefits resulting from the idea.

Second: Negative — the disadvantages resulting from the idea.

Third: Interesting — the attractive or intriguing aspects of the idea.

This prevents immediate acceptance or rejection and hasty decision-making. It helps students avoid bias or impulsive acceptance/rejection of ideas and move away from emotion-driven thinking.

As a result, students become less rigid or biased in acceptance and rejection. It trains them in flexible thinking and helps them avoid intolerance and extremism.

Example: Traveling to Sinai for recreation one week before exams.

Positive: Recreation before the pressure of exams may open the mind and improve readiness for studying.
Negative: The trip may reduce the amount of time available for studying.
Interesting: Sinai is a historical land associated with important religious and historical events, and it would be a new experience.

Exercise 1: Identify the positive, negative, and interesting aspects of learning a programming language.

Exercise 2: Identify the positive, negative, and interesting aspects of traveling to Paris for a summer vacation.

Exercise 3: Identify the positive, negative, and interesting aspects of learning a sport such as swimming or karate.

Tool 2: CAF — Consider All Factors

Students learn to explore every new situation by examining all factors, rather than focusing only on the obvious factors that first appear.

This encourages students to pause and reflect on the underlying factors within a phenomenon or problem they are trying to solve, rather than considering only what is visible. Matters are often more complex than they initially appear; otherwise, discoveries and inventions would be available to everyone without the need for observation and reflection.

Example: Liking the color of a particular pair of trousers without considering its quality, size, price, or suitability to social norms.

Exercise 1: List all factors that should be considered when buying a new game.

Exercise 2: List all factors teachers should consider when explaining lessons in the classroom.

Exercise 3: List all factors that should be considered when choosing a color to paint the house.

Tool 3: Rules

Students use the two previous skills to examine laws and factors and take them into consideration when establishing rules that help them implement their ideas.

Before creating rules, it is necessary to consider their advantages and disadvantages while taking into account all factors that may influence the formulation of the rule.

Example: Suppose we are considering how to ensure students' discipline in the classroom. What rules and regulations should be established to ensure that students remain disciplined and do not cause disruption?

Examples might include:

Prohibiting entry after the teacher has arrived.
Escalating repeated behavioral issues to the social worker for follow-up.
Preventing attendance for two consecutive classes in cases of disruptive behavior and notifying the parents.

Exercise 1: What rule would you establish for the family to maintain a clean home?

Exercise 2: What rule would you establish for managing the family's weekend?

Exercise 3: What rule would you propose to organize traffic in your neighborhood?

Tool 4: C&S — Consequences and Sequels

Explanation

This tool directs students' attention to the immediate, short-term, medium-term, and long-term consequences of any action, plan, or decision.

It is important to understand when results are expected to materialize. We should not judge a solution as a failure simply because it has not produced results immediately. Instead, results should be considered over the short, medium, and long term.

In addition, as we continue along a particular path, the idea may require complementary actions or supporting elements. We need to recognize these in advance before moving forward and encountering them unexpectedly.

Example: Buying a new house in a quiet, remote area.

Consequences:

Short-term: The children may need to use a school bus.
Medium-term: The children's schools may need to be changed, and there may be a need to find employment in the same region.
Long-term: Long-term implications should also be considered, such as effects on education, career, and lifestyle.

Sequels / complementary requirements:

Painting the house.
Buying a car to facilitate transportation.

Exercise 1: What are the immediate, medium-term, and long-term consequences of not maintaining a healthy diet?

Exercise 2: What are the immediate, medium-term, and long-term consequences of being constantly nervous or irritable?

Exercise 3: What are the immediate, medium-term, and long-term consequences of not adhering to religious teachings?

Tool 5: AGO — Aims, Goals, Objectives

Explanation

This tool helps students clarify their own goals and the goals of others.

The search for ideas should be goal-oriented, rather than open-ended without a clear understanding of the desired outcome. It also helps students distinguish between actions that arise from a clear objective and mere reactions.

Example: The goal is to prevent disruption in the classroom so that class time is used effectively and students' academic achievement improves. Therefore, all proposed ideas and rules should be connected to this objective.

Exercise 1: Clarify the objectives of teamwork within the school.

Exercise 2: Clarify the parents' objective in encouraging their children to participate in sports.

Exercise 3: Clarify the objective of going to school every day.

Tool 6: Planning

Explanation

In this tool, students learn how to establish practical steps.

The purpose is not merely to create a timetable for implementing ideas, but to develop a practical plan based on the previous tools that enables the student to achieve the desired objectives.

This requires integrating the previous elements together rather than leaving them as scattered ideas, while establishing priorities and coordinating them.

Example: A student identifies the steps required to prepare for a trip, including selecting the destination, estimating the cost, preparing suitable clothing, and completing the necessary arrangements until returning home.

Exercise 1: What is the school's plan for developing low-performing students?

Exercise 2: What is the national team's plan for preparing to qualify for the World Cup?

Exercise 3: What is your plan to achieve academic excellence during the current or coming academic year?

Tool 7: FIP — First Important Priorities

Explanation

In this tool, students learn how to organize the different priorities among the ideas they generate, determine the best sequence, and identify the most appropriate criteria for prioritization.

This protects individuals, students, employees, and managers from moving in a particular direction without understanding its consequences or from allowing less important matters to take precedence over more important ones.

The same principle applies to companies when deciding implementation priorities. For example: should the company first reduce product cost by lowering the price, improve quality, or expand the product into other countries to overcome challenges in the current market?

Example: What should a student prioritize when studying?

Theoretical or practical subjects?
Subjects in which the student is weak, in order to improve them?
Or subjects in which the student is strong, in order to complete them quickly?
Subjects with the highest weighting in the final grade or those with lower weighting?

Exercise 1: What are your priorities among the subjects you need to study for your final exams?

Exercise 2: What are the family's priorities when spending the monthly income?

Exercise 3: Determine your priorities when establishing a small school-based food-preparation business.

Tool 8: Alternatives, Possibilities and Choices

Explanation

In this tool, students attempt to identify different alternatives to the ideas they initially developed for solving problems.

This develops the habit of avoiding rushed decisions and encourages the search for different alternatives. Sometimes the correct solution is among the alternatives that were not the first idea to come to mind.

New ideas may emerge by combining alternatives, eliminating elements, strengthening one option, or reducing another. This strongly contributes to expanding perception and moving deliberately toward achieving the objective.

Example: How can we travel to Alexandria?

Private car
Taxi
Private transport
Train
Airplane

The choice among these alternatives should be based on the tools used previously. We examine the advantages and disadvantages of each alternative from different perspectives, including:

Speed
Cost
Risk
Convenience
Ability to achieve the objective

The chosen means must actually take us to the desired destination, as the selected transportation option may not reach the exact location required.

Exercise 1: What alternatives are available for balancing exercise and school, and what are the advantages and disadvantages of each?

Exercise 2: What alternatives are available for moving to a new home, and what are the advantages and disadvantages of each?

Exercise 3: What alternatives are available for spending the weekend, and what are the advantages and disadvantages of each?

Tool 9: Decisions

Results and Decisions

Explanation

Here, students summarize the ideas they have reached and formulate them as decisions that guide them toward taking action rather than pursuing other alternatives.

These decisions can then be divided into:

Short-term
Medium-term
Long-term

At this stage, students should establish criteria for comparing the alternatives identified in the previous tool, so that they can reach the most appropriate decision and move closer to implementation.

Example: In the previous example, the criteria for comparison might be:

Cost
Comfort and speed
Ability to move around locally

These criteria may lead to choosing a private car because it meets most or all of these requirements.

Exercise 1: Which option would you choose to balance exercise and school, and why?

Exercise 2: Which option would you choose for moving to a new home, and why?

Exercise 3: Which option would you choose for spending the weekend, and why?

Tool 10: Other People's Views

Explanation

This tool differs from considering alternatives. Here, the focus is on understanding the views of other relevant parties involved in an issue or problem, such as colleagues, managers, ministries, or other countries.

This prevents us from becoming trapped in one-sided thinking or relying solely on our own perspective, which may lead to self-centered thinking.

It promotes integrated thinking that increases the chances of success and completeness by examining the idea from different perspectives and involving the relevant people. This also opens opportunities for teamwork and encourages a collaborative spirit in problem-solving and research.

However, involving people who are not relevant to the issue may waste time. Therefore, consideration should be given primarily to the views of relevant stakeholders, so that time is not wasted and the objective is not lost.

Example:

Parents may believe that students should work hard and study diligently to achieve a better future. Some children, however, may believe that studying has little value and that developing a skill such as football could eventually provide opportunities comparable to those achieved through academic excellence.

Exercise 1: Explore the parents' views on balancing exercise and school, identifying the advantages and disadvantages of each approach while considering all factors that contribute to achieving the objective.

Exercise 2: Explore your siblings' views on moving to a new home, identifying the advantages and disadvantages of each while considering all factors that contribute to achieving the objective.

Exercise 3: Explore the views of colleagues and friends on how to spend the weekend, identifying the advantages and disadvantages of each while considering all factors that contribute to achieving the objective.

Summary of the Ten Tools

We should give ourselves enough time for each of the following:

Explanation
Examples
Thinking through the exercises

This should be done individually and together with our sons and daughters.

This is the real intended outcome of the course: learning the principles of thinking, practicing them, and then practicing them again and again.

Exercise 1: What additional tools could be added?

Exercise 2: Which tools have little or no value?

Exercise 3: Which tools could be combined?

Exercise 4: Which tools should be separated from one another?

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?

Part Three: Interaction

Interaction

Interaction refers to working within a team or with work partners, whether they agree or disagree with our opinions.

The objective is to understand how interaction can be achieved through discussion, reasoning, and evidence at different levels of strength and validity.

This is similar to the discipline of Usul al-Fiqh (Principles of Islamic Jurisprudence) and the different levels of evidence developed by Muslim scholars. In teamwork, it is essential to understand the strengths and weaknesses of different arguments and use them to evaluate competing ideas and their supporting evidence.

Ancient philosophers were pioneers in developing formal logic. Muslim scholars, however, made significant contributions to developing the principles underlying different fields of knowledge, such as Usul al-Fiqh, Usul al-Sunnah, Usul al-Hadith, and Hadith terminology. This development is discussed by Dr. Mustafa Abd al-Raziq in his book Introduction to the Study of Islamic Philosophy.

This section supports cooperative learning and active learning.

Tool 1: Examine Both Sides

EBS: Examine Both Sides

Explanation

This tool differs from PMI. In PMI, the advantages and disadvantages of an idea may be relatively clear to everyone.

Here, however, we are dealing with two different viewpoints, with each side believing that it is correct. Therefore, fairness and objectivity are essential.

We also consider the IDEALITY of each viewpoint, which attempts to evaluate the outcome of an idea using:

Ideality = Benefits of the Idea / (Cost of the Idea + Its Negative Consequences)

The result may be a new, combined viewpoint that incorporates elements of both sides.

This is one of the techniques used in Active Learning to simulate different real-world roles and compare how people in those roles think and act.

It also supports cooperative learning between different parties and strengthens social communication.

Each side examines the other's argument and looks for objections or counterarguments concerning the different ideas, with the objective of constructive analysis rather than destruction. Each party should understand the other team's argument well enough to explain it accurately if asked.

Muslim scholars applied a similar approach when investigating disputed issues and produced extensive works addressing differences of opinion.

An important benefit is learning to avoid defending one's ego or blindly glorifying individuals. In matters of religion, absolute protection from error belongs only to those whom God protects.

Example:

A disagreement between a father and his son regarding staying outside the home after midnight.

The father focuses on family responsibility and safety.
The son focuses on personal freedom and independence.

Exercise 1: Examine both sides regarding increasing working hours and their impact—or lack of impact—on productivity, including the positive and negative aspects.

Exercise 2: Examine both sides regarding playing in the street versus not playing in the street, considering enjoyment and productivity.

Exercise 3: Examine both sides regarding product development: should we begin by adding features or by fixing defects?

Tool 2: Evidence Types

Evidence Types

Explanation

Here, we distinguish between different types of evidence, which vary according to the field of knowledge.

In general, there is a distinction between:

Facts perceived through the five senses.
Reasoning or inference.
Intuition.
Experimentation.
Induction.

Each discipline also has its own sources of evidence. In Islamic jurisprudence, for example, these may include:

Qur'an
Sunnah
Consensus (Ijma')
Analogy (Qiyas)
Presumption of continuity (Istishab)
Public interest (Maslahah Mursalah)
Opinions of the Companions

This develops the ability to conduct serious research and discourages unsupported speculation or “Habdology”—making claims without adequate evidence.

Example:

The rotation of the Earth around its axis is a scientific fact, whereas whether the Earth or the Sun is aesthetically beautiful is a matter of personal opinion.

Exercise 1: State one fact and one opinion about the Moon.

Exercise 2: State one fact and one opinion about the Arabic language.

Exercise 3: State one fact and one opinion about self-learning using computer programs.

Tool 3: Evidence Value

Evidence Values

Explanation

There is a difference between the type of evidence and its strength or value.

An evidence type may appear strong, but its actual value may be weak.

For example, a large bullet filled with gunpowder may appear powerful, but if it is extremely old, its effectiveness may be lower than that of a smaller but newer bullet.

Students should therefore remain neutral and objective when evaluating their own evidence and the evidence presented by others.

This tool is especially useful for overcoming the natural tendency to favor one's own arguments. The objective is to evaluate the strength of the evidence, rather than filling an argument with unnecessary or irrelevant evidence.

Strong evidence can be assessed through several principles:

First: If removing the evidence significantly weakens the argument, then the evidence is important. If removing it has little or no effect, it is weak or unnecessary.

Second: The less genuine opposition an item of evidence faces, the stronger it becomes.

Third: The greater its ideality—its benefits relative to its costs and negative consequences—the stronger and more acceptable it becomes.

Thus, students, employees, and managers learn to search for strong evidence that has minimal meaningful opposition.

Example:

Discussing strong and weak evidence for distance learning.

Strong evidence:

Diversity of learning resources.
Availability of content regardless of time and location.
Ability to maintain the quality of educational content.

Weak evidence:

The use of technology in education. Technology is not the objective of distance learning; it is one of its tools.

Exercise 1: Discuss strong and weak evidence for the advancement of developed countries.

Exercise 2: Discuss strong and weak evidence for convincing your organization's management of the positive impacts of digital transformation.

Exercise 3: Discuss strong and weak evidence supporting the need to analyze systems before beginning the design process.

Tool 4: Evidence Structure

Evidence Structure

Explanation

This tool examines how the evidence is constructed.

Is the evidence independent in itself, or does it depend on another element for its validity?

Independent evidence is capable of supporting a conclusion by itself.

Dependent evidence requires another piece of evidence or condition to establish its significance.

Example:

For software quality:

Independent evidence: Accuracy of outputs and low defect rates.
Dependent evidence: The skills and capabilities of the team that produced the software.

Exercise 1: Identify independent and dependent evidence supporting the need for digital transformation at the national level.

Exercise 2: Identify independent and dependent evidence supporting the need for effective communication among senior management.

Exercise 3: Identify independent and dependent evidence supporting the importance of mental training.

Tool 5: Agree, Disagree, Irrelevant

ADI: Agree / Disagree / Irrelevant

Explanation

This tool identifies:

Points of agreement.
Points of disagreement.
Points that are irrelevant to the actual disagreement but have been introduced into the discussion.

This helps distinguish real problems from false or artificial ones, understand the true size of a disagreement, reduce the gap between opposing parties, and search for common ground.

Example:

Identify agreement, disagreement, and irrelevant points between supporters of Agile and Waterfall in software project management.

Agreement:

Both approaches involve planning.

Disagreement:

Whether Agile is suitable for managing government projects.

Irrelevant point:

“Nobody works perfectly according to these methodologies anyway; what matters is simply delivering the product.”

Exercise 1: Identify the agreement, disagreement, and irrelevant points between:

Cloud Computing / Dedicated Servers

Exercise 2: Identify the agreement, disagreement, and irrelevant points between supporters of e-commerce and traditional commerce.

Exercise 3: Identify the agreement, disagreement, and irrelevant points between supporters of open-source and closed-source programming languages.

Tool 6: Being Right 1

Being Right 1

Explanation

Here, the student, employee, or manager develops the first level of proof for the correctness of a proposition by explaining:

First: How it will happen.

Second: Supporting it with facts, figures, and the opinions of scholars and researchers.

Example:

Transforming the workplace toward Management by Objectives (MBO).

This involves explaining how the workplace will be transformed, how objectives will be formulated, the SMART methodology, and relevant research, expert opinions, and surveys concerning organizational performance and the consequences of failing to define and monitor objectives.

Exercise 1: Prove the importance of establishing quality systems in organizations.

Exercise 2: Prove the importance of automation of organizational processes.

Exercise 3: Prove the importance of continuous employee training.

Tool 7: Being Right 2

Being Right 2

Explanation

Here, the student, employee, or manager develops the second level of establishing correctness by:

First: Clearly naming the idea, event, or meaning of the evidence being adopted.

Second: Issuing a judgment that summarizes the conclusion, such as:

Correct
Incorrect
Appropriate
Fair

and other similar classifications.

Example:

What is the importance of dividing plans and objectives?

Moving toward an Agile and MBO culture:

MBO = Management by Objectives

This represents a contemporary and appropriate approach to effective management.

Exercise 1: What is the importance of studying mobile users' needs when developing a new application?

Exercise 2: What is the importance of adopting Artificial Intelligence and Data Science in large organizations?

Exercise 3: What is the importance of using computer applications in commerce?

Tool 8: Being Wrong 1

Being Wrong 1

Explanation

Here, we attempt to identify errors through two approaches:

First: Exaggeration or incorrect generalization

This can be identified through exaggerated statements, especially when someone discusses a single example as though it represents all cases, without considering diversity or variation.

Second: Omission

This occurs when an important factor that should have been considered is ignored, especially when that factor could weaken or contradict the proposed argument.

Example:

“Most companies do not perform software analysis before beginning the programming phase.”

This contains an exaggerated claim about the number of companies that do not apply software engineering practices, without providing quantitative evidence.

It also omits the importance of software engineering because that point contradicts the intended argument that software engineering should be minimized before production begins.

Exercise 1: Identify possible errors a manager might make when conducting annual employee evaluations.

Exercise 2: Identify possible errors the Ministry of Education might make when implementing e-learning.

Exercise 3: Demonstrate the weaknesses of managing without SMART objectives.

Tool 9: Being Wrong 2

Being Wrong 2

Explanation

Here, the focus is on identifying:

Misunderstanding.
Bias caused by fixed ideas that are difficult to change.

Example:

Some organizations believe that adopting Agile conflicts with maintaining product documentation.

They may assume that analysis and organization are equivalent to documentation, which is a misunderstanding of the methodology and is not inherently stated by Agile principles.

This misunderstanding may lead management to develop a bias against Agile, particularly if the organization follows a traditional approach that assigns an exaggerated or overly rigid role to systems analysts compared with the practices encouraged by Agile.

Exercise 1: How could you be wrong when selecting an appropriate programming language?

Exercise 2: How could you be wrong when selecting the appropriate cloud computing provider?

Exercise 3: How could you be wrong about the role of software architecture?

Tool 10: Outcomes

Outcomes

Explanation

After completing all the previous tools, we will have examined the ideas thoroughly and identified their strengths and weaknesses, as well as what is correct and incorrect.

We should then have a clear understanding of:

Correctness and error
Strength and weakness
Priorities for action

Example:

Understanding the final outcome of adopting Agile within management, including how it can support achieving objectives through predefined time periods derived from the project's overall objective.

Exercise 1: What is the final outcome of using Slack for internal employee communication?

Exercise 2: What is the final outcome of digital transformation in Ministry of Interior services?

Exercise 3: What is the final outcome of using LinkedIn as a professional network?

Summary

We have now completed Part Three of the CORT thinking program: Interaction, covering the following ten tools:

Examine Both Sides — EBS
Evidence Types
Evidence Values
Evidence Structure
Agree / Disagree / Irrelevant — ADI
Being Right 1
Being Right 2
Being Wrong 1
Being Wrong 2
Outcomes

Practice the Ten Interaction Tools

We should give ourselves sufficient time for each of the following:

Understanding the explanations.
Studying the examples.
Thinking through the exercises.
Working individually and together with our sons and daughters.

This is the true objective of the course: learning the principles of thinking, practicing them, and then practicing them again and again.

Exercise 1: What additional tools could be added?

Exercise 2: Which tools provide little or no value?

Exercise 3: Which tools could be combined?

Exercise 4: Which tools should remain separate?

Part Four: Creativity

Creativity

This section focuses on generating new ideas through a set of tools that, at times, challenge conventional thinking; at other times, challenge established concepts; and at other times, create new connections between existing elements.

These tools help generate ideas and solutions outside the boundaries of traditional thinking.

Tool 1: Yes, No, Po

Yes / No / Po

Explanation

This tool aims to distinguish between what constitutes a fact, which can be accepted or rejected based on evidence, and what is creative thinking, which remains open to exploration and idea generation.

The term PO comes from words such as Poetry, Supposition, and Hypothesis.

This is the area where the mind should be actively engaged to generate the best possible ideas.

Example:

In software process improvement, the objective may be clear: improve quality, reduce costs, and increase value.

However, there may be different approaches to implementation depending on each team's experience and circumstances.

For example:

Should the team be dedicated?
Should it be virtual?
Should it be led by senior management?

These questions are suitable for PO thinking.

The focus is often on HOW—the way in which the desired outcome can be achieved.

Exercise 1: Identify what is factual and what is creative when defining requirements in software engineering.

Exercise 2: Discuss the use of game-based learning in education, distinguishing between facts and creative possibilities.

Exercise 3: Discuss digital transformation in education, distinguishing between what is factual and what is creative.

Tool 2: Stepping Stone

Stepping Stone

Explanation

This tool refers to a step that helps you move beyond prevailing concepts, conventional practices, and familiar patterns toward a new and unconventional direction.

It involves using an apparently illogical or unexpected idea as a stepping stone toward a creative idea.

Examples:

Using thread, traditionally associated with sewing, for handicrafts—for example, wrapping thread around a balloon, applying adhesive, and creating lampshades.
Using fabric as a sail for boats after its traditional use as clothing.
Recycling plastic containers for completely different purposes.

Exercise 1: How can stone be used in interior or exterior decoration?

Exercise 2: How can a home Internet connection be transformed from a cost item into a source of income?

Exercise 3: How can electronic games be used in education?

Tool 3: Random Inputs

Random Inputs

Explanation

This tool involves introducing a random, apparently unrelated input and then attempting to discover a connection between it and the problem through an innovative idea.

The objective is to find an unrelated concept that can lead to a creative solution.

Example:

Trains + Dogs

A possible connection could be to provide dedicated train bookings or designated travel times for dogs, together with appropriate food and services.

Exercise 1: Use the random input “Lawyer” to generate an idea for increasing the income of your business.

Exercise 2: Use the random input “Palaces” to generate an idea for addressing unemployment.

Exercise 3: Use the random input “Google” to solve the problem of training students using examination models.

Tool 4: Concept Challenge

Concept Challenge

Explanation

The previous two tools primarily involve imagination and unconventional associations.

Here, however, we deliberately challenge a widely accepted concept.

The purpose is not pointless argument or sophistry, but to determine whether the prevailing concept is truly the only possible explanation or whether other acceptable interpretations exist.

This can reveal new alternatives that were not previously considered.

It is therefore another technique for generating alternatives, similar to the alternatives discussed in Expanding the Scope of Perception.

If the challenge fails and no reasonable alternative can be identified, this may provide additional support for the prevailing concept.

The typical approach is to ask:

Why?

Example:

Why are plates round?

Possible answers might include:

They are easier to handle.
They are easier to clean.
They have lower resistance or fewer sharp edges.

The purpose is to encourage constructive challenge between people who support the prevailing view and those who question it.

Exercise 1: Why is a notebook rectangular and vertically oriented?

Exercise 2: Why are computer programming languages predominantly based on English terminology?

Exercise 3: Why is writing paper usually white?

Note: Challenging the assumption about white paper can lead to ideas such as using papers in different colors, which is already common in research, educational materials, and artwork.

Tool 5: Dominant Idea

Dominant Idea

Explanation

The dominant idea is the prevailing idea that automatically controls our thinking when we consider a problem or situation.

To be creative, we sometimes need to escape from this dominant idea and explore something fundamentally different in order to produce an unconventional solution.

Example:

The traditional model is for a company to have a permanent physical office where employees report to work every day.

Why not create virtual companies that operate online, allowing employees to work from home using different technologies?

Exercise 1: Move beyond the dominant idea of “the role of the marketing department” and generate a creative idea.

Exercise 2: Move beyond the dominant idea of “printing books in advance” and generate a creative idea.

Exercise 3: Move beyond the dominant idea of “girls being physically weak” and generate a creative idea.

Tool 6: Define the Problem

Define the Problem

Explanation

The problem is the fundamental driver of our actions. If we define the problem incorrectly, everything built upon that definition may move in the wrong direction.

Therefore, we should ask:

What is the real problem?
Can we define it more accurately and precisely?

A doctor who incorrectly diagnoses a disease will most likely prescribe an ineffective treatment. This results not only in unsuccessful treatment but also in unnecessary financial and psychological costs for the patient.

This means we need to address two issues:

Avoiding generalizations.
Considering hidden and less obvious factors, as discussed in Part One, Expanding the Scope of Perception.

Example:

The real problem behind a high employee turnover rate could involve:

Poor management.
Lack of a clear organizational vision.
Salaries below the market average.

Exercise 1: What is the real problem behind employees arriving late?

Exercise 2: Define the real problem behind project delays in your company.

Exercise 3: Define the real problem behind declining software quality in your company.

Tool 7: Remove Faults

Remove Faults

Explanation

In this tool, ideas are developed and improved by eliminating as many faults or sources of dissatisfaction as possible.

A fault is something that can reasonably be complained about.

It may be:

Missing — something that should exist but does not.
Existing — something undesirable that should be removed or improved.

This process can be challenging because it may require searching for effective ways to eliminate the problem.

Example:

Consider the problems caused by the widespread use of old vehicles.

One problem is increased pollution caused by vehicle exhaust.

Possible solutions could include:

Using higher-octane fuel where technically appropriate.
Introducing regulations that reduce the continued use of highly polluting old vehicle models.
Establishing minimum fuel-quality requirements.

Exercise 1: What problems are caused by e-learning, and how can they be addressed?

Exercise 2: What problems are caused by learning in English, and how can they be addressed?

Exercise 3: What problems are caused by using cloud computing, and how can they be addressed?

Tool 8: Combination

Combination

Explanation

This tool involves combining characteristics or capabilities of existing ideas to create something new.

Example:

A smartphone combines the functions of:

A telephone
A camera
A radio
And many other devices

Exercise 1: What creative idea could result from combining a mobile phone and a chair?

Exercise 2: What creative idea could result from combining warehouse-management software with e-learning platforms?

Exercise 3: What creative idea could result from combining the marketing and sales departments?

Tool 9: Requirements

Requirements

Explanation

This tool focuses on identifying the requirements of a problem and assigning priorities to them in order to create innovative solutions.

Requirements establish clear boundaries for both the problem and its possible solutions and help maintain focus in the right direction.

Example:

Some requirements for delivering a remote-learning platform might include:

A login URL for accessing the platform.
Administrator accounts that allow authorized administrators to log in and create or manage other users.

Note: The importance and priority of each requirement should be clearly identified so that implementation can be properly prioritized.

Exercise 1: What are the requirements of a project plan between the customer and the supplier?

Exercise 2: What are the requirements for creating a global Qur'an memorization training platform?

Exercise 3: What are the requirements for growing ornamental plants at home?

Tool 10: Evaluation

Evaluation

Explanation

This tool resembles PMI, which was discussed in the Expanding the Scope of Perception section.

However, here the purpose is specifically to evaluate whether the ideas generated are appropriate for the requirements identified and whether they are likely to produce positive outcomes.

We examine both the positive and negative aspects of the generated ideas.

Example:

What are the advantages and disadvantages of having a school uniform?

Advantages:

Reduces visible distinctions between students.
Establishes a common standard.

Disadvantages:

Students may feel restricted.
It may reduce freedom in areas unrelated to the educational objectives.

Exercise 1: What are the advantages and disadvantages of managing software work as products rather than projects?

Exercise 2: What are the advantages and disadvantages of standardizing the programming language used within a company?

Exercise 3: What are the advantages and disadvantages of using Cloud Computing instead of Dedicated Servers?

Summary

We have now completed Part Four of the CORT program: Creativity, covering the following ten tools:

Yes / No / Po
Stepping Stone
Random Inputs
Concept Challenge
Dominant Idea
Define the Problem
Remove Faults
Combination
Requirements
Evaluation

Practice the Ten Creativity Tools

We should give ourselves sufficient time for each of the following:

Understanding the explanations.
Studying the examples.
Thinking through possible solutions to the exercises.
Practicing individually and together with our sons and daughters.

This is the true objective of the course: learning the principles of thinking, practicing them, and then practicing them again and again.

Exercise 1: What additional tools could be added?

Exercise 2: Which tools provide little or no value?

Exercise 3: Which tools could be combined?

Exercise 4: Which tools should remain separate?

Part Five: CORT — Information and Feelings

Information and Feelings

This section focuses on the relationship between the emotional and cognitive aspects of thinking.

It addresses tools for collecting the information needed to understand an idea or problem and assessing the validity and reliability of that information as evidence.

It also recognizes the influence of emotions on decision-making. Our natural preferences—such as love and dislike, attraction to certain colors, fear of certain things, and aversion to others—make us different from one another and can lead us to make different choices even when using logic.

Tool 1: Information

Information

Explanation

This tool focuses on collecting all relevant information about the subject under consideration.

It acts as a checklist that helps us verify whether we have collected all the necessary information and whether we have developed a sufficiently complete understanding of the subject.

We should distinguish between:

What information is available.
What information is missing.

Example:

Suppose we are planning to establish a new business.

Among the information we may need are:

Competitor information.
Their products and services.
Relevant details about those products.
Other critical information without which a sound decision cannot be made.

Exercise 1: What information do you need before deciding to enter a new business related to computer accessories?

Exercise 2: What information do you need before deciding whether to attend a course in technology, data analysis, or Artificial Intelligence?

Exercise 3: What information do you need about a school where you are considering enrolling your children?

Tool 2: Questions

Questions

Explanation

This tool directs our effort toward formulating questions that help us obtain missing information.

The missing information is identified through the previous tool.

In scientific research, this is related to problem formulation.

Exercise 1: Formulate questions using What / Which / How / Why / When / Where for Exercise 1 in the previous tool.

Exercise 2: Formulate questions using What / Which / How / Why / When / Where for Exercise 2 in the previous tool.

Exercise 3: Formulate questions using What / Which / How / Why / When / Where for Exercise 3 in the previous tool.

Tool 3: Clues

Clues

Explanation

Clues are the words, concepts, or indicators that may point toward possible solutions.

They can represent ideas that lead to many actions or possibilities. In this sense, clues act like a magnifying glass for discovering solutions.

They may already have been identified in the information collected, or they may be among the items we need to investigate further.

There are two types:

Separate Clues
Combined Clues

Example:

The widespread adoption of SAP for enterprise management.

Possible clues that help explain its adoption include:

Quality
Suitability
Ability to customize and modify the system

Together, these factors may explain its adoption across small, medium-sized, and large organizations.

Exercise 1: You notice a high failure rate in the English subject in secondary school. Identify and discuss the clues that may explain this phenomenon.

Exercise 2: You notice difficulties in recruiting specialists in areas such as programming and Artificial Intelligence. Identify and discuss the clues that may explain this phenomenon.

Exercise 3: You notice a high resignation rate in a particular department or business sector. Identify and discuss the clues that may explain this phenomenon.

Tool 4: Contradictions

Contradictions

Explanation

After developing a set of ideas, we may discover that some of them contradict one another, or that one of our conclusions is incorrect.

A contradiction is a conflict between two ideas.

An error, on the other hand, is an illogical or unsupported conclusion resulting from an assumed cause.

Example:

In the previous example, the widespread adoption of SAP may initially have been attributed entirely to efficiency and suitability.

That conclusion is too broad and should be verified. SAP has also experienced implementation failures in different companies and countries, so the results cannot automatically be generalized across organizations of different sizes and circumstances.

Exercise 1: What contradiction exists in the following statement?

“Employees should not receive training because they may look for other opportunities and leave the company after being trained.”

Exercise 2: What contradiction exists in the following statement?

“We should be cautious when working with talented employees so they do not demand salary increases that could create conflict among their colleagues.”

Exercise 3: What contradiction exists in the following statement?

“Academic study does not necessarily guarantee competence in the workplace, so it should not receive significant attention.”

Tool 5: Guessing

Guessing

Explanation

The intended meaning here is educated guessing—a reasoned estimate based on the researcher's intuition, experience, and available knowledge.

It does not mean making unsupported claims without knowledge or experience.

The objective is to obtain additional information and avoid simply giving up when information is incomplete.

Guessing is used primarily in two situations:

First: Formulating hypotheses about a problem or issue. These represent the researcher's initial assumptions, which the researcher attempts to verify throughout the investigation.

Second: When information is unavailable and cannot be obtained at the current stage.

There are two levels of prediction:

Near Guess: A prediction that is relatively close to the actual result.
Far Guess: A prediction that is substantially different from the actual result.

Example:

We may predict that a student will fail because the student does not put sufficient effort into studying.

Exercise 1: What do you predict are the reasons for your lower grades in some subjects during your final academic year?

Exercise 2: What do you predict might happen to employees in a department if the company does not develop or train them?

Exercise 3: What do you predict happened to students' academic performance during COVID-19 when distance learning was used?

Tool 6: Beliefs

Beliefs

Explanation

This tool distinguishes between different types of beliefs.

There are two types:

1. BP — Personal Belief

A belief based on one's own experiences and emotions.

2. BO — Belief of Others

A belief adopted from other people.

A belief is something a person accepts as a given or assumption without examining its truth or validity.

The objective here is awareness rather than criticism.

The purpose is not to attack people's beliefs, but to examine the sources and foundations of those beliefs.

Example:

“Women are more stable, while men are more capable and resilient at work.”

This may be a belief held by some managers without examining its evidence or source.

Exercise 1:

Distinguish between personal beliefs and beliefs of others in the following statements:

“Following quality-management systems slows work down and costs too much.”
“Following quality-management systems is essential for quality assurance and maintaining reputation.”

Exercise 2: “Prices are always increasing.” Discuss this statement.

Exercise 3: “Companies do not pay employees sufficient salaries.” Discuss this belief.

Tool 7: Ready-Mades

Ready-Mades

Explanation

Ready-mades are pre-existing opinions or solutions that can be used when we are unable to fully verify or investigate the ideas under consideration.

In some situations, established expert opinions can provide a temporary basis for action when there is insufficient time to conduct a complete investigation.

Example:

Should we accept the opinion that organizations should begin by adopting Cloud Computing completely, or should we use it only as an input to our own thinking and evaluation?

Exercise 1: Should you regard the opinion that all educational levels should adopt distance learning as a final answer, or simply as an input for further thinking?

Exercise 2: Should you regard the opinion that mobile-phone use should be limited to specific hours as a final answer, or as an input for further thinking?

Exercise 3: Should you regard the opinion that all scientific disciplines should be translated into Arabic as a final answer, or as an input for further thinking?

Tool 8: Emotions and EGOs

Emotions and EGOs

Explanation

This tool emphasizes the importance of thinking first and then recognizing the emotional response.

Emotions can be divided into two types:

1. Ordinary Emotions

Emotional responses to situations, such as:

Love
Dislike
Sadness
Happiness

2. Ego-related Emotions

Feelings about oneself, such as:

Pride
Strength
Courage
Self-confidence

Example:

A student may feel happy when bright and attractive colors are used to present content on an e-learning platform.

The student may also feel a sense of achievement when performance badges are displayed on the same platform.

Exercise 1: What emotions may arise in a student when the platform is difficult to use or the examinations are difficult?

Exercise 2: What emotions may arise in an employee from good or poor treatment by a manager?

Exercise 3: What emotions may arise in a customer when customer service follows up with them after a purchase?

Tool 9: Values

Values

Explanation

This tool focuses on identifying the values that guide our approach to solving problems.

These may include higher and lower-priority values, and they can differ from one person to another.

Values influence:

Priorities.
Areas of attention.
Solution clues.
Decision-making criteria.

Example:

In Islamic law, five essential interests are commonly identified:

Religion
Life
Intellect
Lineage/honor
Property

In everyday life, different people may prioritize values differently. For example, one person may prioritize health over education or wealth, while another may make a different choice.

Exercise 1: Rank the customer's values when purchasing a product:

Quality
Price
After-sales service

Exercise 2: Rank the company's values in its relationship with:

Management
Employees
Customers

Exercise 3: Rank the values of a systems-management department:

Continuous improvement
Teamwork
Quality

Tool 10: Simplify / Clarify

Simplify / Clarify

Explanation

This tool focuses on clarifying what is confusing and simplifying what is complex among the ideas we have developed.

The goal is to express the final understanding in a clear and concise form.

Example:

Describe the Agile methodology in two lines:

Agile is a project-management approach that divides project work into short, equal time periods called iterations. Each iteration begins with planning and ends with a usable project output, supported by regular team follow-up and continuous review throughout the project.

Exercise 1: Describe Management by Objectives (MBO).

Exercise 2: Describe Digital Transformation in three words.

Exercise 3: Describe UML in one sentence.

Summary

We have now completed Part Five of the CORT program: Information and Feelings, covering the following ten tools:

Information
Questions
Clues
Contradictions
Guessing
Beliefs
Ready-Mades
Emotions and EGOs
Values
Simplify / Clarify

Practice the Ten Tools

We should give ourselves sufficient time for:

Understanding the explanations.
Studying the examples.
Thinking through the exercises.
Practicing individually and together with our sons and daughters.

This is the true objective of the course: learning the principles of thinking, practicing them, and then practicing them again and again.

Exercise 1: What additional tools could be added?

Exercise 2: Which tools provide little or no value?

Exercise 3: Which tools could be combined?

Exercise 4: Which tools should remain separate?

Part Six: Action

Action

The previous five parts focused on specific aspects of thinking. This part focuses on the thinking process as a whole, connecting these aspects together—from defining the objective to developing the plan and determining the actions required for implementation.

Tool 1: Target

Target

Tool Description

Define the thinking objectives for the different stakeholders involved. The objective should be clearly and precisely defined, as discussed earlier, and should follow the SMART criteria.

Example:
The Egyptian national football team's objective is to win the Africa Cup of Nations.

Exercises

Exercise 1: Identify the objectives of the Egyptian Ministry of Education in establishing the Knowledge Bank.

Exercise 2: Identify the objective of the Egyptian Ministry of Interior in implementing the digital transformation of its services.

Exercise 3: Identify your objective in starting a business.

Tool 2: Expansion

Expand

Explanation

This tool focuses on expanding the goal-setting stage by going into the details and specific elements that help us clarify and understand the objectives more precisely.

Example:

This could involve planning to obtain at least six points in the first round, developing the strategies required to achieve this target, and then aiming to win all the subsequent matches.

Exercise 1: State the details related to the first objective identified in the previous tool.

Exercise 2: State the details related to the second objective identified in the previous tool.

Exercise 3: State the details related to the third objective identified in the previous tool.

Tool 3: Contraction

Contract

Explanation

This tool focuses on simplifying, shortening, connecting, and selecting the key elements from what has been developed previously.

The goal is to reduce complexity and retain the most important points in a clear and manageable form.

Example:

Simplify the previous example.

Exercise 1: Simplify what was discussed above.

Exercise 2: Simplify what was discussed above.

Exercise 3: Simplify what was discussed above.

Tool 4: Review of the Previous Three Tools

TEC: Target – Expand – Contract

Explanation

This tool involves moving through the sequence of the three previous tools:

Target → Expand → Contract

We first define the target, then expand it by exploring its details and components, and finally contract it by simplifying, summarizing, connecting, and selecting the most important elements.

Tool 5: Ultimate Purpose

Purpose

Explanation

This tool focuses on the ultimate purpose of thinking, rather than the specific objective we want to achieve.

It answers the questions:

Why am I thinking?
What do I ultimately want to achieve at the end of the thinking process?

Example:

Formulate the thinking objectives for the previous tool.

Tool 6: Inputs

Inputs

Explanation

This tool focuses on identifying all the inputs required for the thinking process.

It is closely related to the Information tool discussed in Part Five. All relevant information and inputs that can support the thinking process should be collected in order to reach the most appropriate and well-informed judgment or decision.

Tool 7: Solutions

Solutions

Explanation

This tool focuses on identifying solutions and alternative solutions to the problem.

If no suitable solution can be found, record a new problem or unresolved issue that requires further investigation.

The identified solutions should then be reviewed, refined, and improved to increase their effectiveness and suitability.

Tool 8: Choice

Choice

Explanation

This tool focuses on selecting the optimal solution according to the principle of Ideality.

The selected solution should provide the greatest possible benefits while minimizing costs, drawbacks, and negative consequences.

Tool 9: Implementation

Operation

Explanation

This tool focuses on putting the selected solution into practice.

It addresses the following questions:

How can the chosen solution be implemented?
What is the implementation plan?
What challenges or difficulties may we face?
How can we overcome these challenges?

In this tool, we develop the execution plan for everything we have concluded so far.

Tool 10: Review of Tools 1–5

TEC-PISCO

Explanation

This tool brings together and reviews the previous tools as an integrated thinking process:

PISCO:

Purpose → Inputs → Solutions → Choice → Operation

The objective is to connect these stages into one structured process, moving from defining the purpose of thinking, to gathering the required inputs, generating solutions, making the appropriate choice, and finally determining how to implement the selected solution.

Practice the Ten Tools

We should give ourselves sufficient time for each of the following:

Understanding the explanations.
Studying the examples.
Thinking through solutions to the exercises.
Practicing individually and together with our sons and daughters.

This is the true objective of the course: learning the principles of thinking, practicing them, and then practicing them again and again.

Exercise 1: What additional tools could be added?

Exercise 2: Which tools provide little or no value?

Exercise 3: Which tools could be combined?

Exercise 4: Which tools should remain separate from one another?

CoRT Advantages

Simplicity
Practicality
Encouraging collaborative learning
Rejecting opinion bias and promoting a culture of diversity
Reducing bias
Elevating the quality of thinking
Accuracy in decision-making
Focus
Creativity

CoRT Disadvantages

Lack of internal organization—it is a framework, not a process.
Overlap / Interdependence.
The need for renewal using contemporary sciences.
Lack of operational clarity (the "how"), with an absence of well-defined output structures (work products) to assist those implementing the program.

Games That Help Develop Thinking Skills

Chess
Dominoes
Backgammon
Wooden Blocks
Connect Four
Monopoly
Basketball
Remote-Controlled Cars
Target Shooting Games
Meccano / Construction Sets
Playing Cards
Firefighter Game
Carpenter / Builder Game
Doctor Game
Toy Guns of Different Types
Modeling Clay and Slime

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