What if the child answers “I don’t know”?
In fact, those who work using the TRIZ method are faced with a variety of situations, including childish stubbornness, reluctance to make contact, and getting involved in games using the TRIZ method. And we have already prepared recommendations for you on what to do in these cases [K. Nesyutina, 2014]. As a rule, such situations happen due to shortcomings on the part of adults. If desired, such situations are completely correctable, and over time, you can ensure that, upon hearing a question, the child begins to think about the answer, and not just remain silent or say “I don’t know.”
What to do to get your child to start thinking and reasoning:
- Never scold children for giving the wrong answer! Very often, “playing the silent game” is a consequence of the fact that the child has already said or done something wrong, received a bunch of comments, and is now simply afraid of making a mistake again.
- Reason with your child and don’t act like an examiner or a know-it-all. Children are acutely aware of falsehood, and if the child is already accustomed to the fact that you always know the correct answer and ask questions only for the purpose of testing, he may not want to be a test subject. Especially if, in case of an incorrect answer, he will also be scolded.
- Ask so-called “open” questions, for which there cannot initially be one single correct answer. This will make it easier for you to reason with your child, and the child will not be afraid to make mistakes. At the same time, he will understand that a different opinion is not necessarily wrong.
- Answer the questions your children ask you. Otherwise, children will quickly learn that they don’t have to answer or answer all “Whys” with “Because it ends in “y.” As a rule, children pick up such excuses from adults.
We wish that your children are healthy and happy, and that you always find a common language with them! We remind you that our program “TRIZ in practice: a creative approach at work and in life” and a screening test on the topic of the article are waiting for you:
We also recommend reading:
- Storytelling
- TRIZ classes for children: raising geniuses and simply happy people!
- A selection of useful materials about creativity and creativity development
- Charette procedure
- Secrets of inventors: a selection of useful materials
- Creativity Development Digest
- Good books for self-education
- Invention: a selection of useful materials
- TRIZ, RTV and TRTL in practice: dealing with the Soviet intellectual past
- TRIZ fairy tales in pedagogy
- TRIZ and design thinking in everyday life
Key words:1TRIZ
TRIZ principles
Technology helps identify and resolve contradictions. To do this, the problem should be formulated in such a way that all ineffective solutions are eliminated. As a result, it must comply with one of the three principles listed below:
- Leave everything as it was.
- Remove unnecessary, harmful properties.
- Add a new, useful property.
It is after this step that an ordinary task becomes inventive. Such elimination of contradictions is also called the ideal end result (more on this later).
Dealing with Contradictions
When there is a contradiction, one of two concepts or judgments denies the second. The TRIZ method provides for three types of contradictions. Next, I will list them by complexity of resolution:
- Administrative contradiction . It appears when an inventor tries to improve a system. But he may lack access to resources or lack the knowledge to formulate a competent approach. This problem can be resolved by obtaining additional information, finding the necessary resources, or making appropriate administrative decisions.
- Technical controversy . Appears if, while improving one system parameter, another one is deteriorating.
- Physical contradiction . This type depends on the laws of physics, which is why it is the most difficult to implement. And the paradox is that in order to improve the system, some part of it must simultaneously be in different physical states, and this is logically impossible.
Less serious contradictions can be resolved in four parameters - in time (by choosing a different moment or interval), in space (by moving to another place) or relation (by changing the meaning), as well as by using the resources of another system. If the situation does not clear up or the chosen methods do not help, you can use TRIZ.
Historical reference
The TRIZ method was invented by the Soviet engineer and writer Genrikh Saulovich Altshuller. He is also the author of another theory - the development of a creative personality (TRTL).
In 1946, Altshuller studied the techniques that inventors often use to solve problems. As a result of the study, he identified 40 such techniques and called their totality the theory of solving inventive problems. At the same time, the author concluded that the most effective result is achieved through the use of existing resources.
In the 1980s, the theory was used to teach in Soviet schools and improve efficiency in factories. Today this technology is recognized throughout the world. Leading companies such as Intel, HP, Boeing, Ford, Toyota, Kodak and many others are implementing TRIZ practices in their activities. In addition, world conferences on this topic are held annually, and international, Asian and European TRIZ associations have been created. And in 1998, the Altshuller Institute even opened in the USA to train engineers and managers in this technique.
Troubleshooter's talented thinking
The minimum is 9 screens that Troubleshooter sees when solving the problem. If this is not done, you may miss something significant from the past, or you may not see the requirements of the supersystems of the future. All this will lead to a weak solution, when, like TRIZ, it is always only about strong solutions. A correctly constructed multi-screen is a guarantee of finding resources, thanks to which the task is correctly set to solve the problem. And the more screens, the more resources, which means the treasured solution will be found faster. Let's practice!
How to choose subsystems and supersystems
When choosing a system, there must be an understanding of its function. That is, why the system was created, what it does. In this case, there may be several functions, this is also important to take into account. It all depends on who this function is aimed at. And then, based on the function and problem that exists in the system, we begin to build subsystems. If we want to improve passenger comfort through interior convenience, then it is more important to look in detail at the interior elements than the engine. Then there will be passengers in the supersystem, and not the driver. It is very important to select only those objects of subsystems and supersystems that have a significant impact on our system. And our system actively interacts with them and, accordingly, influences them. In this way, a model is built from objects that are interconnected and influence each other. This allows us to greatly simplify the visualization process, which increases the focus of attention to where the most powerful solution to our problem sits.
Chapter 1. TRADITIONAL PROBLEM SOLVING TECHNOLOGY
Peter's Principle of Competence: to avoid mistakes, you need to gain experience; To gain experience, you have to make mistakes.
Contents of Chapter 1:
1.1. Introduction
1.2. Trial and error method
1.3. Psychological inertia
1.4. Lack of systems thinking
1.1. Introduction
Humanity has always had a need for invention.
The origins of invention go back to ancient times. To obtain food and protect themselves, our distant ancestors initially used objects “made” by nature: stones, sticks, etc. Therefore, the first “inventions” were focused on the use of “devices,” substances and methods known in nature. The process of invention in those distant times consisted of observation and luck (chance) of our ancestor. Someone noticed that a sharp stone or horn can be used to cultivate soil or animal skins, fire can be used after forest fires, etc.
Thus, shipping most likely began from the moment a person noticed that a log in the water could keep him afloat, and shipbuilding began with the invention of the first raft. Even in ancient times, people used river waterways and sea space for movement. Maritime business developed especially intensively in a slave-owning society.
The invention of the wheel radically changed the way we travel on land.
Inventions are typical for many fields of activity: construction, architecture, literature, art, agriculture, sports, etc. Each of these types has its own innovations. Thus, the history of innovations in the visual arts is connected with the invention of perspective, new types of paints, new directions, etc.
Of course, invention plays a special role in engineering activities.
Engineer comes from the French " ingénieur
” and the Latin word “
ingenium
”
- ingenuity
, as well as
innate ability
,
talent
,
intelligence
.
Inventive abilities are necessary for an engineer not only when developing fundamentally new solutions, which, as a rule, are formalized in the form of patents, but also at the stages of design, creation of prototypes, development of serial and mass products, operation and disposal of equipment. At all stages, problems arise that require invention to be solved.
In this regard, knowledge of invention methods and the ability to use them in various situations becomes relevant.
1.2. Trial and error method"
Let's find out why we need “problem solving technology”?
You can rightly say that we all cope with problems every day without any technology. Why do we need some kind of “problem solving technology”?
Indeed, when a specialist solves a type of problem known to him from his field of knowledge, he does it quickly and at a professional level. This routine process is shown in Fig. 1.1.
Rice. 1.1. The process of solving a known type of problem
It’s a different matter if a specialist is faced with a new type of problem – he has never solved anything like this in his life. He tries to solve it, but “runs into a wall”; an insurmountable barrier appears (Fig. 1.2). A specialist cannot get a solution because he lacks knowledge and experience.
Rice. 1.2. The process of solving an unknown type of problem
Let's figure out how problems are usually solved in this case?
In our opinion, solving any problems, and especially creative, inventive ones, involves searching through a large number of options (Fig. 1.3).
Rice. 1.3. Trial and error method"
We tried to solve the problem by moving in one direction, but it didn’t work, we tried to change the direction a little, and it didn’t work either. We returned to the starting point and chose a different direction. They tried to solve the problem again, and again they failed. And then at some test we got the first solution. Typically this is a fairly low level solution. It most often lies on the surface.
This is the solution that is usually used. Less often, the decision process continues, and more trials and more errors are made again.
In science, this process of solving problems by enumerating options is called the method
«
trial and error
».
Solving problems using the trial and error method takes too much time and the results obtained are not always the best.
Conventionally, all solutions to problems can be divided into 5 levels. The first level is the lowest, and the fifth is the highest.
The higher the solution level, the more trials need to be done. Thus, to obtain a level 1 solution, it is necessary to make no more than 10 trials, and to obtain a level 5 solution, at least 1 million trials. The decision levels are described in detail in paragraph 2.2.
As a rule, using the “trial and error” method, solutions of the 1st, or less often 2nd, level are obtained.
Let's try to figure out why, using the trial and error method, weak solutions are obtained. When solving problems, a specialist, first of all, relies on his knowledge and experience.
This is good when he solves the types of problems he knows.
When solving fundamentally new problems, such experience suggests already known ways, which in this case do not help, but slow down the process. These solutions, as a rule, have already been tried, otherwise the problem would have been solved. This experience does a disservice. Memory suggests already known decisions imposed by psychological inertia
.
This concept is also called “ inertia of thinking
” or “
psychological barrier.
” Therefore,
the vector of psychological inertia
is always directed towards low-level decisions (weak decisions) - decisions of the 1st, less often 2nd levels.
When solving problems using the trial and error method, we spend a lot of time and do not always get the best results, and the solutions obtained are usually expensive.
