I think you may be misinterpreting what he means by “takes five whole minutes to think an original thought”. You may well have to sit thinking for considerably longer than five minutes before you have an original thought, but are you truly spending that whole interval having the thought, or are you retracing the same patterns of thought over and over again in different permutations?
I think the implication is that, since the new thought itself only takes a few minutes, training for and expecting better performance could cut down the amount of “waiting for a new thought” time.
Yes, your interpretation makes more sense. When the teacher said “Assume,...” I noticed that I don’t share that assumption, and decided to comment on this. I missed the part about how the student decided how to think—which supports the implication you saw.
I think you may be misinterpreting what he means by “takes five whole minutes to think an original thought”. You may well have to sit thinking for considerably longer than five minutes before you have an original thought, but are you truly spending that whole interval having the thought, or are you retracing the same patterns of thought over and over again in different permutations?
I think the implication is that, since the new thought itself only takes a few minutes, training for and expecting better performance could cut down the amount of “waiting for a new thought” time.
Yes, your interpretation makes more sense. When the teacher said “Assume,...” I noticed that I don’t share that assumption, and decided to comment on this. I missed the part about how the student decided how to think—which supports the implication you saw.