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0TRIZ IN EDUCATION AND CREATIVE PERSONALITY SECTION, OCTOBER 8, 2023
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Gafitulin M.S. Design and development of new abilities
Abstract. The changes in the world are accelerating, resulting in more unconventional situations. Prior knowledge and experience often do not provide the right answer to solve a problem. We need new ways to find solutions to complicated problems. This study is the author's approach to the development of human abilities in educational settings.
Keywords: TRIZ, prospective education, cognitive and creative activity (CCA), ability development.
SOCIAL requirements for new abilities
The need for new human abilities was, is, and will be a personal and social necessity. At the present stage of human development, one of the objective reasons for the emergence of new social requirements for new human abilities is the fast changes in the living conditions caused by technological advances.
Society is developing, but today's education system which replicates existing knowledge and skills, cannot quickly and effectively cope with the new social demands. For example, the intensive, large-scale deployment of personal mobile devices requires new human abilities of efficient mobile communication, but there is no such course as Mobile Communications yet. There is no such course, and yet the person today still acquires new abilities they need for mobile communications, and do it outside of the educational system. How? Through friends, acquaintances, the Internet, etc.
The education system teaches new abilities in the following ways: conventional teaching, extracurricular courses, further education programs, double majors, and self-education.
Tomorrow will bring changes to reality and new requirements for human abilities will emerge. It is a paradox: a person must have new abilities "here and now", but they are not available. The most obvious solution is to acquire the abilities needed in the future in advance. But what if they are not acquired? Then use an expert who possesses the ability needed at the moment.
What about if there is no such expert? And what abilities are needed tomorrow? For answers to these questions, refer to Model of Prospective Education [Gafitulin, 2003, p.12-16]. The author proposed a recurrent model "KSA + CCA = new KSA", where KSA are knowledge, skills, and abilities, CCA is the cognitive and creative activity of the educational process stakeholders leading to the creation of new KSA.
The practical application of this model shows that this educational approach creates new human abilities.
Web: http://www.trizminsk.org/e/233012.htm And what is "ability"?
An UNOBVIOUS sign of ability
Let us do a little analysis of the ability concept.
The stem of the word ability is the word able, i.e., "able to do something". For instance, speaking of a person's abilities, we mean their certain actions that result in problem-solving. If a person
A-new-model-of-educationH
has mathematical (artistic, musical, etc.) abilities, we assume that the person applies certain ways of solving mathematical (artistic, musical, etc.) problems. If a person has not solved the problem as required, then it is implied that the person cannot solve such problems.
It follows that a person's particular ability is closely related to the way the person acts while solving the problem. We can propose a definition of ability.
A person's success or failure at a given problem indicates the presence or absence of a measurable ability.
New ability building TRAJECTORIES
In terms of increasing human potential, acquiring new abilities is of special interest.
The acquisition of new abilities by a person through education occurs in two main ways.
The first trajectory is repetition. It involves the assimilation and application of existing knowledge and skills. In this case, a learning process involves teaching certain methods (techniques) used to successfully solve first training and then real-life problems. If the person lives in an environment where one's acquired abilities may result in success, then one has only to "keep fit".
However, the environment and the person may change, and every time we find ourselves in a new reality. A new environment introduces some uncertainty, which forces the person to test their existing abilities. If some abilities are lacking, the person switches to the second trajectory of their acquisition.
The second way is creative. This trajectory involves the independent creation of new knowledge and skills. For this purpose, a person must be in uncertain conditions, i.e. when their existing experience does not give the expected result. This is called a predicament. In such conditions, a person using the existing abilities is forced to apply cognitive, creative activities to find a successful solution to the problem. The reward for success is a solved problem and new abilities gained.
As mentioned above, the changes in the world around us are accelerating, which leads to significant changes in people's lives. In particular, the problems we face have become more complex and numerous. Familiar problems are being replaced by new challenges. We delegate some of the crucial problems to technology, but despite the great progress we more and more often face uncertainty and new problems.
If problems are our inevitable companions today, what are they?
SECRETS of the problem
There are many definitions of "problem". Here is one of them.
PROBLEM [from Greek 'problem'] is a theoretical or practical question that requires resolution, research
_[Dictionary, 1992, p. 490]
Based on our experience of solving various problems, we propose a definition of the "problem" concept.
A PROBLEM is an undefined task whose solution is unknown to the solver.
It follows from this definition that there are two stages of transforming a problem into a solution: Stage 1 is exploratory: analysing and transforming the Problem into a specific creative task requiring further. solution.
Stage 2 is inventive: search for a new way of solving a specific creative task obtained at the
previous stage, leading to a successful result.
If the problem has been successfully solved by the solver independently, it means they have consciously or unconsciously performed a cognitive-creative activity to the extent of their abilities. As a result of this activity, the person independently finds a previously unknown method of solving the problem, i.e. the person gains a new ability, which subsequently becomes the ability to solve the same or similar problem.
As for the methods of problem-solving, a person has the right to apply any of the methods known to them that lead to success. The simplest method that does not require special training is trial and error, but it is ineffective for complex problems. The most effective advanced approach to problem-solving is the theory of inventive problem solving widely known as TRIZ [Altshuller, 1986].
If the goal is to build new abilities in a person, then one of the promising ways in education is the guided creation of conditions in which the learner faces a predesigned training problem. Analyzing and successfully solving the problem is a foundation for the building and development of their abilities.
For the "ability designer" (the teacher), the new human ability is the goal of the educational
activity, and the training problem is the means to achieve the goal.
For the "acquirer of ability" (the learner) solving the problem is the goal of the educational
activity, and the new ability acquired is the means of solving the problem.
VALUE and outlook of the approach
The value of the Design and Development of New Abilities approach, is that it can be represented as a cyclic model:
• Available ability ->
• training Problem ->
• cognitive and creative activities (CCA) ->
• a new way to solve the problem ->
• successful problem solving ->
• new ability.
The new ability eventually becomes known, and then the cycle repeats.
EXAMPLES of new ability design_
Below are a few examples of new ability designs that have been tested in the academic process and shown successful results. Web links are also provided.
• Vocabulary Memorisation Technique. With this method, students independently find vivid associations for hard-to-memorize words.
Web page : http://www.trizminsk.org/e/23203.htm
• The Little Bee technique. With this method, students independently create grammatical rules through the analysis of language problems.
Web page : https://trizway.com/art/practical/metodika-pchelka-sposob-razvitia-samostoiatelnosti.html
• The Mnemosyne and Metis technique. With this approach, students independently cognitive processes: attention, perception, imagination, memory, and thinking.
Web page : https://r1.nubex.ru/s828-c8b/f3266_cf/Marat%20Gafitulin-TDS-2020-
problem.pdf
• Math Threading. With this method, students independently plot function graphs. It illustrates how to plot and edit graphs.
Web page : https://trizway.com/art/secondary/matematicheskaya-nitkopis.
• Levels of Creativity Novelty. With this method, students independently reach different levels of creativity estimated as novelty, the essential element of creativity.
Web link: http://www w.trizminsk.org/e/23201.htm
• Student-Researcher Innovative Project. The project teaches the students to independently conduct research in the area of their interest and consistently obtain new information.
Web page : http://www.trizway.com/art/practical/152.html
Ability development PHASES
The information above mostly covers the building of new abilities. But how do we develop existing abilities?
We applied morphological analysis to identify the following phases of an existing ability development.
Ability building, Phase 1.
Objective: achieve a known Goal, in a known way.
Result: the ability to achieve a known Goal through learning and applying a known method. Ability building, Phase 2.
Objective: to achieve a known Goal in a different way.
Result: the ability to achieve a known Goal through alternative actions.
Ability building, Phase 3.
Objective: to identify and achieve unknown Objectives by known methods. Result: the ability to identify and achieve unknown Goals through the application (extension) of known methods.
Ability building, Phase 4.
Objective: to identify and achieve previously unknown Goals, and create new methods. Result: the ability to identify and achieve unknown Goals through the development of previously unknown (new) methods.
EXAMPLES: problems for the gradual ability building and development PROBLEM 1. Inflate the balloon. Phase 1. Inflate the balloon with your mouth. Phase 2. Inflate the balloon differently.
Example: inflate the balloon with an ambient airflow, a pump, compressed air from a cylinder... Phase 3. Inflate another object with air.
Example: inflate a ball, car tire, soap bubble, chewing gum, life jacket, air balloon, inflatable furniture, boat, toy, structure...
Phase 4. Supply air to objects that need it.
Example: supply air to a submerged submarine; quickly supply air to people trapped underground....
PROBLEM 2. Make a hole in the board. Phase 1. Make a hole in the board with a drill bit. Phase 2. Make a hole in the board in a different way.
Example: make a hole in a board with a mill, chisel, jigsaw, laser cutting, chemical etching... Phase 3. Make a hole in another object.
Example: make a hole in a sheet of metal, paper, rubber, silk fabric, window glass, concrete wall, dough, ice...
Phase 4. Make a hole/opening in other objects.
Example: quickly build an access tunnel (opening) in the snow to rescue people trapped by an avalanche; clear space (make an opening) in clouds for aircraft take-off/landing or motor vehicle traffic in the dense fog...
PROBLEM 3. Deliver cargo. Phase 1. Deliver cargo by road. Phase 2. Deliver cargo differently.
Example: by ATV, snowmobile, train, helicopter, drone, boat, ship... Phase 3. Deliver cargo to a special destination.
Example: deliver cargo to polar explorers, mountaineers, geologists, military personnel, guerrilla fighters, astronauts....
Phase 4. Deliver cargo to special recipients.
Examples: deliver life-saving supplies to residents on the top floors of a skyscraper, deliver life-saving therapy to body cells...
PROBLEM 4. Draw a specific image.
Phase 1. Draw a specific image with a pencil on paper.
Phase 2. Draw a specific image on paper in a different way.
Example: draw a specific image on paper with a ballpen, felt-tip pen, pastel pencil, paintbrush (oil, watercolor, gouache, ink), pyrography pen, airbrush...
Phase 3. Draw a specific image on another object.
Example: draw a specific image on a stone, utensil, window glass, fruit, grain, nail, skin, fence, wall, roof, square, road, sky, water surface...
Phase 4. Draw a specific image of an abstract concept.
Example: draw an image of such abstract concepts as "activity", "fascination", "delight", "design", "fascination", "development", and "ability" ...
CONCLUSIONS
1. We propose a novel approach aimed at the building and development of new abilities in a person, which is distinguished by that the person faces a pre-designed training problem, the analysis and successful solution of which will create the foundation for the person's new abilities.
2. Guided search and creation of new ways of solving a training problem expands the solver's abilities.
3. We identified four phases of ability building. Each phase requires the search for basically new actions.
4. The proposed approach increases the efficiency of the educational process through the learning and application of cognitive and creative activities by the students.
REFERENCES
• Altshuller, 1986 - Altshuller G.S. Find an Idea: Introduction to the Theory of Inventive Problem Solving. - Novosibirsk: Nauka, Sib. branch, 1986. - 209 p. (in Russ.)
• Gafitulin, 2003 - GafitulinM.S. Model of Prospective Education // New Values in Education: TRIZ Pedagogy. Collected papers. 2003. -No. 1(12). (in Russ.)
• Dictionary, 1992 - Modern Dictionary of Borrowed Words - Moscow: Russky yazyk, 1992. -740 p.
