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Section 6. Pedagogy
Undoubtedly, it is impossible to make each of the great artist, as well as the study of Russian language and literature does not all writers. If, however, all educated people write competently express their thoughts coherently, solve mathematical problems, then why not
learn to think creatively? “The most creative one can not learn. Unlike exercise, developing creativity and a mechanical process, although they certainly can direct thoughts in a new direction, creativity itself requires much more effort" [5].
Reference:
1. Intensive development of creative thinking: Per. with Engl./B. Clegg, P. Beach. - Moscow: OOO “ Publisher Astrel” LLC “ Publisher AST “, - 2004.
2. Ken Russell, Philip Carter. Develop intelligence. Exercises to develop creative thinking, memory, intelligence and intellect - M: Astrel, - 2003.
3. Indicative Programme for academic subjects. Fine art classes 5-7. Music, 5-7 classes. Arts, 8-9 classes: project. -2nd ed. - M.: Education, - 2011. - 176 p. - (Standards of the second generation).
4. Horomina N. Encyclopedia of wisdom. Collection of thoughts, sayings, aphorisms, paradoxes, epigrams — M. RIPOL Classic, - 2007.
5. Intensive course for the development of creative thinking: Per. with Engl./B. Clegg, P. Beach. - Moscow: OOO “Publisher Astrel” LLC “Publisher AST”, - 2004. - 392 p. - (Intensive).
6. Sample programs for academic subjects. Fine art classes 5-7. Music, 5-7 classes. Arts, 8-9 classes: project. -2nd ed. - M.: Education, - 2011. - 176 p. - (Standards of the second generation).
Klinkov Georgi Todorov, University of Plovdiv "Paisii Hilendarski”, Bulgaria, Senior Assistant Professor Dr., The Faculty of Pedagogy
E-mail: [email protected]
Pedagogical and Educational Reasons for Implementing the TRIZ Strategy in the Process of Technological Education in Bulgaria
Abstract: The most important feature of modern education is its focus on students’ adaptivity, as well as on their ability to cope with situations related to social and technical changes, to be able to experiment straight in classrooms. These educational directions received international recognition at the beginning of the 1990s as “working reference points” in UNESCO programs.
Keywords: TRIZ, strategy, experimentation, learning tasks.
The most important feature of modern education is its tendency to help students not only to adapt, but to actively assimilate situations related to social changes. At the beginning of the 1990s, these educational references received international recognition as “working reference points” in UNESCO programs [3].
‘We live in an age when the world is getting transformed right before our eyes, and it is possible, in the near future, to witness the transformation of the type of civilisational dimension itself” [5].
The types of civilization are defined above all by the system of “over-biological programs” of human activity, behaviour and communication. Academician V. S. Stepin calls it a “system of sociocodes”, which represent the diversity of knowledge, rules, ideals, images, ideas, habits, value qualities. The introduction of these sociocodes to
the young generation, based on the permanency of social experience, is a major priority of the modern educational paradigm worldwide.
The abbreviation TRIZ/Teoriya Resheniya Izobre-tatelskikh Zadatch/, translated from Russian, means Theory of Inventive Problem Solving. It was developed by Genrich Altshuller, who started working on it back in 1946, and the first specialised publication on the subject was created in 1956 under the name On the Psychology of Inventive Creation in the journal Issues of Psychology. The article defines the main objective of this innovative idea for educational change: “To provide rules for organising the thinking in a multi-screen system, based on studying the development of technological systems” [1].
The International TRIZ Association was founded in 1989. The program product “Invention Machine”, which
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was introduced in the same year and is based on the already popular TRIZ technologies, allows engineers to solve specific design problems.
In the period 1995-97 The Inventing Machine was translated into English and bought by leading international companies such as FORD, Caterpillar, IBM, Motorola, Procter & Gamble.
The reasons to analyse the possibilities of using TRIZ, and its variant ARIZ/Algorithm of Inventive Problem Solving/, in the Bulgarian educational system are as follows:
1. Currently this technology has such a big reserve of practical experience that it reaches beyond “design engineering", and is applied as analysing and problem-solving technology in almost all subject areas. It is a sort of research model, used for processing scientific knowledge, regardless of its nature and sphere of application.
2. Now TRIZ is popular not only in Russia, but also in most of the European countries, USA, Japan, Canada and Korea.
3. There is a development of both the theory and technology for solving creative problems. Now the ideas are transferred to non-technical objects: artistic systems, management, advertisement, PR, solving social, technical and educational problems, specific to the educational system.
4. This specific educational system includes different age groups, starting with the youngest/kindergarten children/. With this methodology, every child will be able to solve their problems in a non-standard, innovative way.
5. The traditions of our educational system, which are directly connected with primary labour education, the technical and technological education at junior-high schools and specialised vocational technological and economical education at high schools, are the necessary basis for the implementation of TRIZ and ARIZ technologies.
The pedagogical and methodological reasons are:
1. Students of all school grades study and act/tech-nically, technologically and organisationally/within an environment which is different from the classroom and closer to the production environment, although only on the basis of specific, didactically explained imitation models.
2. Students use technological materials of complex source nature and production specifications, which allows the implementation of different adaptive educational systems.
3. Students use hand tools, which despite their limited technological field of application require
introduction to different methods of organisation and operation within the previously adopted technological mode of operation.
4. Students are introduced, in theory and practice, to knowledge from important branches of engineering, material production, general and specialised technology and economics, which form the respective technical competence within the specialised, standard and regulated vocabulary, as well as the skills for organisation of the activities and their control.
5. Students use methods and strategies concerning the technical and artistic construction and modelling, the design of technical objects, the technology of production process planning and applied design. This is done in conditions of a training and specialisation deficit within the respective scientific discipline.
6. The school practice allows students to determine the necessary technological materials and to select them, based on their chemical, physical and production properties.
The use of TRIZ and ARIZ within the conditions of a modern educational system creates the necessary educational and instrumental grounds for the development of systematic inventive thinking.
It would be naive to think that the computer and the interactive board would bring the necessary “curricular” comfort within the totally changed educational paradigm, defining in the first place a total and systematised change of the nature of technical, specialised and professional-economic education in the Bulgarian national model, as well as in the rest of the world.
The TRIZ technology and the methodology based on it, when educating children in preschool age/4th age group/, as well as students from 1st to 4th grade, has a significant information indicator, which most scientists contributing to the TRIZ technology based on its educational option of application, define as “a skill or ability to develop specific technological thinking in the course of creating or deducing technological objects or phenomena of complex conceptual nature.”
In a different form (methodological and prognostic), with different contents (curricular and regulative), using a different methodological education base (particularly the “projection method” and “heuristic discussion”), in all its scope of interpretive variants, the place and the role of technical tasks with variable terms, the TRIZ technology is implemented in countries with a clear educational paradigm, such as Russia, France and the USA. In Russia there are two classical authors who interpret TRIZ education — Georgy Shchedrovitsky/ Theory of Activity and Theory of
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Technical Thinking/, as well as the “conception of inventive technology” authored by Genrich Altshuller. In France, Michelle Deron from Strasbourg University is working in this direction, whose conception unites the social-working experience of a child student, and the possibility to materialize it through the activity within publically significant objects — artifacts; because when children become familiar with the technical objects from a different class, and the respective technical process, they try, (very often unconsciously, unregulated and contrary to any technical logic) to introduce utilitarian qualities, which the object already has to some degree, and they also consciously seek to enhance them, as they ignore such qualities, which are embedded in the obj ect based on its immediate use. Or in the American Thought Factory, offered as an alternative to the widely used in the West (the English-speaking community) polyvalent technical and technological education, based on the “active learning”, “creating individual information theory in class”, “transfer of knowledge, which the students have obtained individually based on their own knowledge on technology and engineering”. Here, we usually include the projective technology ofJ. C. Jones and the sociometric technology ofJacob Moreno.
Currently in Russia, TRIZ technology is applied as a methodological part of the daily planning of the learning process in most schools and kindergartens, not only in the European part of the country.
A variation of TRIZ is used in Ukraine, authored by Larisa Shragina, who offers a set of original exercises, which develop above all the creativity of students and the inventive moment (technical creativity) in the description and practical use oftechnical objects and phenomena, for the development first of all of systematic thinking, of controlled imagination, based on the functional-systematic approach, which really allows every teacher to turn the educational process into a cognitive-creative activity, without changing the learning environment, thus developing the creative abilities of students in the kindergartenschool system, by building permanent technological sets of notions, terms, tools for diagnostics and correction in the course of the productive educational activity [6].
For a period of 15-20 years, TRIZ technology has been modified only insignificantly; if there are any modifications, they concern only the methodological interpretation of main educational and practical indicators.
In his article Basics of the Theory of Inventive Problem Solving, 2000, Vladimir Petrov discusses the main formulations of TRIZ:
- seeking and promoting non-standard ideas in the educational practice;
- formulating and solving multiple creative problems;
- development of creative thinking skills;
- forming permanent relations within the small social group of a student body.
The methodological stages of TRIZ implementation can be presented with the words of Constantine Stanislavski: “To make the complex simple, to make the simple usual, and to make the usual — pleasant”.
It is based on the reflection of the human activity, when many of the significant things have happened or are happening by scientific chance or scientific search.
The main functions of TRIZ can be interpreted in the following way:
1. Solution to creative and inventive problems with a different degree of difficulty without choosing a solution option (constancy of their invariable part).
2. Forecasting the development of technical systems and technical processes through defining general solutions or objectively new ones.
3. Development of personal qualities, which form the social environment of every individual.
4. Development of conceptual skills while working with various classified technical information.
The structure of TRIZ includes two main blocks:
The first is related to solving standard problems of educational or training specifics, based on an existing information fund — educational standards, rules, methods, educational resources.
The second serves the need for solving non-standard problems through the development of a program — in our case it is optimising the informative field of TRIZ by using the heuristic options of discussion as a sort of interactive method of education. It is supplemented by information safeguards and methods for control of psychological factors, including reflection, self-training, forming divergent and convergent thinking.
At the moment of their admission to school, students have a reserve of theoretical and practical knowledge and applied skills. These skills and knowledge are objectified in a different way, based on the traditional educational system, which in the “Lifestyle and Technologies” studies, 1st to 4th grade, is closer to the material-production system (in some of its aspects — presence of materials, tools, working standards, results).
Very often, the term, the norm inventiveness is misinterpreted. Thus the educational (pedagogical) methods to define TRIZ are widely known and reproductive, namely: analogy, inversion, empathy, association
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method, situational problems, the method of the hidden qualities of the object, conventional and reverse brainstorming, synectics, the method of focal objects.
It is important, for the purposes of approbatory classes in 1st — 12th grades with application of TRIZ technology, to provide, for example, the possible verification practices, which should be included in the type model of a class with application of TRIZ, namely:
- Skills to analyse situations by establishing cause-and-effect relationships, by uncovering the hidden dependencies and relations, building skills for forecasting the consequences of a specific practical action;
- Skills to integrate and synthesise technical information, i. e. building skills for finding organised information of technical and technological nature, while simultaneously drawing respective conclusions;
- Active attitude to contradictions, their formulation within the educational practice and their solving by means of different volumes of learning problems with admissible variable specifications;
- Demonstration of divergent thinking by displaying originality, sustainability, flexibility;
- Stage-by-stage approach to the interpretation of TRIZ objects and phenomena through their terminological, semantic and logical indicators and individual properties.
In the late 1950s, a new school was formed in Soviet Union pedagogics, which was interested in the “construction" of optimal learning systems and design of the learning process. The term “educational technology” was introduced. At the basis of this programming paradigm lies the idea of total control on the learning process and the design of educational cycles. One of the principal characteristics of this educational technology is the obligatory reproduction of learning operations and their ability to be repeated by any educator.
It is a well-known fact that the realisation of educational technology is unthinkable without the diagnostically determined objectives of learning, without the orientation of all learning procedures to the achievement of the objectives, without operational feedback, evaluation of in-stage and conclusive learning.
TRIZ/ARIZ/are definitely “research strategies”, popular due to their comprehensive instrumental base of realisation.
The scientific-educational researches ofV. I. Andreeva explain that the term “research method” (discussed outside the general educational context of research technology) was systematically used in educational literature as early as 1924. During this period the first important works dealing with this problem were published, authored by B. E. Raykov, V. F. Natalie, B. V. Vsevyatsk, A. P. Pinkevich, K. P. Yagodovski. The term “research method” was introduced by B. E. Raykov, as “a method for arriving at conclusions based on specific facts, individually observed by students or reproduced by them during trials” [2].
In addition to these principal conceptions, related to the etymology and the methodology of application of the “research method”, I. Y. Lerner says in his publications, that this method is still not a priority of the educational practice.
“At a different level and with different methods, children must participate both theoretically and practically in the knowledge-acquisition laboratory, to get acquainted with the technology of obtaining knowledge, and above all, to master the thinking operations which ensure the acquisition and assimilation of new knowledge” [4].
In our opinion, within the new educational paradigm in Bulgaria, by placing normative and curricular emphasis on specialised technical and professional education, the TRIZ strategy would help solve many substantive, practical-pedagogical and methodological problems, which occur during the process of its practical implementation in the educational practice of 1-12 grade.
Reference:
1. Altshuller G. S (1991), Find an Idea, Introduction to Theory of Inventive Problem-solving; 2nd edition, Novosibirsk, Science ISBN 5-02-029265-6; - p. 58-59.
2. Andreev V. I. Heuristic Programming in Class Research, a teacher’s book, - M. Higher School, - 1981, - p.18.
3. Klarin M. V. Innovations in World Pedagogy: Learning Based on Research, Games and Discussions (International experience analysis), Riga: Experiment Printing House, 1995, p. 176-1-2;
4. Lerner I. Y., Introduction of Students to Scientific Methods as a Connection between Education and Life (On the issues of research method of education); Soviet Pedagogy, - 1963, - No 10, - p. 16.
5. Stepin V. S. Philosophy and Civilisaton, 20th Century Philosophy, Vyacheslav Stepin: Materials for republic readings, 10, Minsk, 18 Nov 2004, Editors Y. S. Yaskevich, V. S. Vyazovkin, Mn. RIHE, - 2005, - p. 120-128.
6. Internet resource: http://triz.direktor.ru/(2.02.2014).
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