VERTICAL AND LATERAL THINKING

Vertical thinking is sequential, while lateral thinking involves steps that

aren't sequential but may still reach the same end. For example, 2 + 2 = 4
is vertical thinking, as the equation moves in a specific sequence. ...
With lateral thinking, you don't have to be correct at every step of the way.

Vertical thinking is sequential, while lateral thinking involves steps that

aren't sequential but may still reach the same end. ... With lateral thinking,
you don't have to be correct at every step of the way. With vertical thinking,
you must be.

What is lateral thinking and what is an example of it? Lateral thinking is

solving problems by an indirect and creative approach, typically through
viewing the problem in a new and unusual light. Lateral thinking is the
ability to use your imagination to look at a problem in a fresh way and come
up with a new solution.

Vertical thinking follows the tried and tested ways, while lateral thinking is

more likely to follow the least common path. Vertical thinking is sequential,
whilelateral thinking involves steps that aren't sequential but may still reach
the same end.

Vertical thinking is a type of approach to problems that usually involves one

being selective, analytical, and sequential. It could be said that it is the
opposite of lateral thinking. Unlike lateral thinking that involves using added
intuition, risk taking, and imagination through unconscious and
subconscious processes, vertical thinking consists of using more of a
conscious approach via rational assessment in order to take in information or
make decisions. This type of thinking encourages individuals to employ a
sequential approach to solving problem where a creative and
multidirectional response are seen as imprudent. Vertical thinkers prefer to
rely on external data and facts in order avoid failure or counterfactual
thinking.

Origin of the term

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The notion of "vertical thinking" as a method of solving problems was first

introduced by Edward de Bono and can be traced back to his publication of
Lateral Thinking: Creativity Step by Step in the year 1970. In the book, the
concept of vertical thinking can be seen to have many parallels with that of
"critical thinking". De Bono explains in his text that the main distinguishing
factor between the two concepts is the fact that critical thinking only
involves thinking rationally, whereas vertical thinking requires the
individual to apply the modus in forming a solution.

Relevance
"Vertical thinking is selection by exclusion. One works within a frame of
reference and throws out what is not relevant. With lateral thinking one
realizes that a pattern cannot be restructured from within itself but only as
the result of some outside influence" – Edward de Bono
Similar to the concepts of convergent thinking, the intention of vertical
thinking is to derive a single compelling answer to a problem. Vertical
thinking is most applicable in scenarios where the answer is already existing
and needs to be elucidated through sequential means. In this regard, the
answer acquired through vertical thinking is often seen as the "most correct"
when considering the information available to the individual. With regards
to the interpretation of de Bono, individuals are not obligated to adhere a
single method of thinking but rather form solutions through the synthesis of
both. Though different individuals may have varying preferences in terms of
the method of thinking applied, a balance of both is generally seen as most
suitable when generating a solution for any problem.

Practical application
The utilitarian applications of almost every "method of thinking" can be seen
as seemingly endless as individuals can apply such methods of thinking in
practically any scenario. However, the creation of vertical thinking was
meant to serve as a tool to incite critical thinking in individuals from a
young age. Though not as widely renown as Six Thinking Hats, the works of
de Bono in this case can again be seen as a tool to assist teachers in an
academic setting. De Bono saw it as vital for the individuals categorized
under the developing age to acknowledge the concept of critical thinking.
However, this was not meant to dissuade the use of creativity in problem
solving, but rather endorse a balance of both. The works of de Bono were
further broadened by Paul Sloane who developed the Situation puzzle.
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The situation puzzles are a series of puzzles where every question has a
number of possible answers, as well as one being the most correct. Children
playing the game are rewarded not only for correctly selecting the most
correct answer, but also for identifying other answers that were a possibility.
Through this method both lateral and vertical thinking abilities of the
individual are developed simultaneously as well as allowing teachers to
assess which type of "thinker" the child bests fits.The discernment and
classification of a child's thinking pattern is extremely valuable for teachers
when it comes to development. Due to this, the practical application of the
concepts derived from de Bono has an overwhelming progressive influence
in the academic setting.
Introduction of these concepts to a child are said to be most useful from the
ages 4 onward. When considering existing adolescent trends with regards to
cognitive development, it is around the age of 4 that individuals begin to
realize that thoughts may not always be true.This is the around the age
where the ability to acquire knowledge through induction occurs for the
child. Thus, the ability to think sequentially (in this case being classified as
vertical thinking) is a concept that will begin to resonate with the child. Due
to the fact that individuals generally affiliate themselves with a single
method of thinking, being either vertical or later, Paul Sloane suggests the
introduction of such situation puzzles at a young age. This is said to help
stimulate the type of thinking the child would otherwise not be comfortable
with.
Benefits for children of developing these thinking skills include, but are not
limited to:

 Achieve stability both socially and emotionally

 Develop physiological maturity at a younger age
 Limit levels of anger and aggression
 Perform at a higher level in classrooms
 Improve personal and professional life

Vertical thinking vs lateral thinking

In the aforementioned book written by de Bono (Lateral Thinking:
Creativity Step by Step), the concept of lateral thinking is expressed as the
polar opposite to the vertical thinking.
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Visual representation of the thinking process involved

Linearity
Vertical thinking is distinguished as something that is linear, while on the
other hand lateral thinking can be seen as non-linear. The reason for this is
the simple fact that vertical thinking utilizes a sequential method in solving
problem, where only one solution is generally realized. On the other hand,
due to the non-linear nature of lateral thinking multiple solutions to the
problems are fashioned in a more imaginative manner.
Objective
When an individual decides to mploy vertical thinking in solving a problem,
the objective is to create a solution the demonstrates the "depth of
knowledge" whereas the use of lateral thinking creates a solution where the
"breadth of knowledge" is exhibited. The depth of knowledge in an
elucidation predominantly reflects how well the individual can construct a
logical justification for their solution with regards to detail. In contrast,
breadth of knowledge would express how well the individual can come up
with a variety of solutions for the same problem. Disregarding aspects of
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logic and creativity of solutions, the disparity in objectives can be seen as a

case of "quality against quantity".
Conclusiveness
Compared to lateral thinking where the number of solutions generated is
only limited by the individual's ingenuity, the solutions formed through
vertical thinking is a finite process. By basing the outcome on existing
knowledge rather than expending the depths of your creativity in forming a
solution, there are generally only a few possible answers within logical
limitations. Hence, the number of solutions are viewed as finite and in most
cases are only limited to one.

Criticism
Following the publication of de Bono's Lateral Thinking: Creativity Step by
Step in the year 1970, Richard Paul and Linda Elder co-published the
book Critical Thinking: Tools for Taking Charge. De Bono is addressed
directly in the book and fact that in the real world the application of merely
one method of thinking is fictitious is called upon. It is mentioned that due
to the human cognitive process, the alignment towards a single method of
thinking is simply not possible. Even when individuals adopt a sequential
method of solving a problem, between the initiation and conclusion of the
question there has to exist some form of creativity. Furthermore, in response
to how de Bono suggests the incitement of critical thinking in youth, Paul
and Elder argue that critical thinking is not established, but rather an innate
ability that every individual possesses.

Evaluation of the concept

De Bono discussed that vertical thinking is a selective process while lateral
thinking can be seen as generative. An example of a straight line from point
A to B can further illustrate this point. Through vertical thinking, where the
most optimum answer is generated, the individual would simply move from
A to B without any further exploration. Lateral thinking on the other hand
can be see more as that of a spider's web. As the individual begins to travel
from the core of the web, the paths diverge into many more possibilities.
Though the usage of vertical thinking is often favored over lateral thinking
in most academic fields such as those of science and mathematics, there are
noticeable shortcomings when considering this method of thinking. Vertical
thinking is often preferred when considering academical backgrounds as the
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thought process provides a credible plotting. Due to the sequential nature of

the thought process, the steps required to reach an outcome are often easily
drawn from. This often adds to the perceived legitimacy as well as allow for
easier verification of validity. Furthermore, when considering the linear
approach, the solutions generated from such methods of thinking are often
neutral, which is again preferred when bearing in mind an academic
background. Moreover, the risks of this method of thinking is much lower
than that of lateral thinking. Backed by an existing knowledge base,
solutions generated using this method are more well informed.
Due to the perfectionism generally involved when creating a solution, there
is often a lack of originality in the answers. Referring to this point, most
innovative ideas were not created through vertical thinking as ideas
generated this can be seen as mundane as it is only based on existing
knowledge. To quote Henry Ford, "If I had asked people what they wanted,
they would have said faster horses." The creation of the car engine can serve
to exemplify the short-comings of vertical thinking as we would still be
riding horses today if an original approach to transportation was not
realized. Lastly, the use of lateral thinking as opposed to vertical thinking
allows individuals to make connections between completely unrelated fields,
in many cases leading to the generation of ideas that transcends existing
structures.

Measuring vertical thinking

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Example of a standard MBTI grid

There are tests available that assess the characteristics that are associated
with both the vertical thinking style. Some include:
Myers-Briggs Type Indicator
This personality assessment, also known as MBTI, evaluates personality
types and functions. For example, the characteristics that relate to the
vertical thinking/lateral thinking style that this test assesses, involves sensing
versus intuition.
Styles of Learning and Thinking
This instrument, otherwise known as the SO-LAT, evaluates analytic versus
holistic thinking styles. The analytic thinking mode can be compared to
vertical thinking, whereas holistic thinking can be compared to lateral
thinking.
Linear–Nonlinear Thinking Style Profile
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Since there are no tests that measure nonlinear/linear thinking specifically,

Vance, Groves, Paik, and Kindler created their own measure, the LNTSP, in
2007.This measure contains 74 items that evaluates the characteristics that
are mostly associated with these thinking styles, additionally, it could be
compared to the MBTI. Vertical thinking (linear thinking) focused on items
that are associated with using analytic thinking, external data, and factual
information. An example of an item used to measure linear thinking involves
the phrase "I primarily weigh quantitative factors when making a decision
about a large purchase or investment, such as my age, budget needs, or
future earnings. Furthermore, the participants that answer questions like this
on the LNTSP would do so using a likert scale.