RECOGNISE

Recognition is possibly the most basic of all thinking operations, since it either precedes all others or is their aim. In everyday life, as soon as we recognise something we know how to deal with it. The process is usually unconscious: we do not have to make a deliberate effort to recognise a bus, a steering wheel, an egg or a frying pan. This recognition of concrete objects is not very important since unknown objects are relatively rare in ordinary life. What matters more is the recognition of situations, and this may require conscious effort. You have to recognise a problem situation before you can begin to try to solve it. you have to recognise a planning situation before you sit down to make a plan. It is this deliberate attempt to identify a situation in order to know what to do about it that is practised in the lessons.

Recognition can be dangerous when something is wrongly identified; nevertheless, it remains an essential operation. Most people assume that they recognise the Situation they are thinking about, but if asked to identify it usually cannot do so. They are simply drifting from idea to idea in a subject area.

(*As soon as you can recognise something you can use all the information you already have about it.As soon as you recognise something, you may know what to do about it or at least you can use all you already know about it. So it is worth making an effort to see if the different information you have about something adds up to something you recognise.

OPERATION

Ask the question:

Do I recognise this?

If the answer is NO then you can do three things:

1. Try to get more information.
2. Make a guess and see if it fits.
3. Find a way of choosing between different possibilities.)

The emphasis of the lesson is on asking the deliberate question:

"Do I recognise this?"

The answer to the question is not as important as the deliberate asking of it. Even when the question seems superfluous or implicit, students should be encouraged to ask it deliberately so as to form the habit.

The answer may identify a familiar object or a type of situation. During the lesson the teacher should try to move on from the recognition of actual objects to the recognition and naming of familiar "situations."

If the answer to the question is NO, then the three possible courses of action suggested in the student notes can be tried. (1. Try to get more information. 2. Make a guess and see if it fits. 3. Find a was of choosing between different possibilities.) Effort continues until the student can say: "Yes, I do recognise this now." Nevertheless, the most important thing is to ask the deliberate question: "Do I recognise this?"

The lesson should start with a simple example of something concrete that has to be recognised and a type of situation. For instance:

It is often black, it has two ends and it makes a noise. (Answer: a telephone.)

PRACTICE
(See Practice section of student’s notes (B))

The students work in groups but may ask individual questions or be required to give individual answers.

1-4 (*
      1.      X is full of water and has a name.
      2.      X is red and has wheels but no one can get into it.
      3.      X is sometimes full and sometimes quite empty and you can usually read about it in the newspaper.
      4.      X is when a very popular mechanical system fails to function properly but has not broken down in any way.)

One or two items are chosen from this group depending on how long each item takes The items are operated rather like "Twenty Questions." At first the teacher asks each group the basic question: "Do you recognise this?" If no one does, the teacher allows four questions ( from groups or individuals ) and then repeats the question to the group. This goes on until one group gets the answer. The teacher can ask: "Why did you ask that question?" or "Why did you think it was that?" when an answer is given. If a valid answer different from the ones given below is offered, the teacher can ask for further answers.

Answers: a sunken ship; a toy bus; senate; a car skidding.

5. (*
      Form your own X situation.)

One group forms its own X-unknown and then the other groups proceed as above.

6. (*
      Bits of information about three different situations are jumbled up below. Can you sort out and recognise the three situations?

Each group works separately to try to sort out the six clues into these situations.

Answers: a barber; a pipe, a TV set.
(Plausible alternative answers can be accepted and listed).

7.(*
      An automobile designer puts down the following notes on a piece of paper. Can you recognise each note?

      Which of the CoRT 1 thinking tools fits each of the notes?

The teacher can go through this item with the class acting as individuals. The first answer can he given as an example, to illustrate what is required. The students are then asked to fit a CoRT 1 thinking tool to each note.

Answers:

8. (*
      The situations below have all been recognised as being one of the following: problem, planning, decision, more information required, design.

Which do you think applies to which, and what alternative choices are there?

The groups work on their own and try to allot one of the descriptions offered to one of the situations given. The purpose is to get the students into the habit of trying to recognise abstract situations. At the end of the group work (3-4 minutes), each group presents its results - matching one description with one situation. These results may he commented on by other groups or individuals. Alternatives can be discussed. The important thing is to recognise a situation in a definite manner - and there are alternative ways it can be identified.

Suggestions:

PROCESS
(See Process section of student’s notes (A))

Open discussion with the class as a whole, acting as individuals rather than groups: