Applying De Bono’s six thinking hats for an anti-bullying program

Abstract

Bullying among school children is a complex problem that requires a multifaceted approach. De Bono’s six thinking hats technique can help effectively approach the issue of bullying. The innovation of this scenario lies in the fact that it uses De Bono’s technique to deal with bullying at school. In this way, students can gain a holistic knowledge and promote creative and critical thinking in addressing an issue by considering multiple points of view. The purpose of the paper is to present and highlight one more tool, a teaching scenario that uses De Bono’s technique to address the issue of bullying at school. The scenario was implemented in 6th grade students the school year 2021-2022 to develop skills and examine if their attitudes about bullying can be changed. Finally, the students, as they wrote in their evaluation, changed their behavior, reflected, and discussed the problem of bullying and proposed solutions.

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

“…The six hats thinking model strengthens critical thinking skills by promoting multidimensional thinking [32], [33], balancing emotions and logic, overcoming biases, fostering creativity, enhancing collaboration, and providing a structured approach to decision-making. Incorporating this model into various contexts, individuals can develop a more comprehensive and effective approach to critical thinking [34], [35]. By incorporating the six hats thinking model into Pancasila education, students can enhance their critical thinking skills by exploring Pancasila from different perspectives, analyzing its strengths and weaknesses, fostering empathy and creativity, and developing skills in objective analysis and collaborative thinking.…”

Teaching Techniques for Developing the Learner–centred Approach in the Classroom

“…These teaching techniques focus on the needs of the students and shape the flow of the lesson accordingly in order to meet these needs and interests (Kain, 2003). More specifically, the main advantages of using these teaching techniques in the teaching and learning process are coded as follows (Cimer, 2007;Chaijum, 2020;Grigoriadou et al, 2009;Kaldi et al, 2009aKaldi et al, , 2009bKain, 2003;Lak et al, 2017;Leoudi, 2018;Linsenmeyer, 2021;Louizou et al, 2019;Manesis et al, 2022;Petruţa, 2013;Raluca, 2016;Sakata, 2022;Slavin, 1985Slavin, , 2015Surakarn et al, 2020;Tseng, 2019;Tursunov, 2016;Widiastuti et al, 2022;Yuliani et al, 2019):…”

“…The teaching technique "De Bono's Six Thinking Hats" is in fact a process of thinking differently, which helps the user to stay focused on the problem at hand and to follow methodical steps until the solution is reached. Invented in the mid-1980s by Dr. Edward De Bono, a psychologist, physiologist and university professor (De Bono, 1986Göçmena & Coşkunb, 2022), as a method of group decision-making, it has evolved into a business management training industry and has made a strong entry into Education (Childs, 2012;Djumabayeva, 2021;Kivunja, 2015;Manesis et al, 2022;Theologis, 2017;Vlahokyriakou & Tzortzakis, 2015). According to this technique, it is considered more effective to separate different aspects of thinking instead of implementing several simultaneous thoughts.…”

“…This technique has been utilized in schools (Manesis et al, 2022) to develop critical thinking and problem-solving skills (Kivunja, 2015) the numerical concept in mathematics education (Elsayed & Abbas, 2021), the development of creative skills (Oleksii et al, 2017) and oral discourse (Djumabayeva, 2021), educational decision making (Papakitsos et al, 2017), teaching issues related to sustainable development in the geography course (Kaya, 2013;Manesis et al, 2022).…”

“…There is no specific order of use of the hats, it depends each time on the learning object, the expected results and the educational design in general. In the following, the basic steps of a "typical" educational process of using the "6 hats" are presented, where there is a matching of the six hats with six different colours and a simple and concise case of "problem-solving" is described, according to which (Bayati, 2015;De Bono, 1986Manesis et al, 2022;Theologis, 2017;Vlahokyriakou & Tzortzakis, 2015): i) white hat: the problem is considered and its data presented, ii) green hat: "born" and alternative ideas and solutions to the problem are presented; iii) yellow hat: positive criticism is carried out and the advantages are highlighted; iv) black hat: negative criticism is carried out and the disadvantages of the solutions are highlighted; v) red hat: students express their feelings about the highlighted solutions; vi) blue hat: finally, the problem is summarized, conclusions are presented, the solution to the problem is highlighted and the further course of action is determined.…”