Teaching TRIZ as a systematic problem solving method: breaking mindsets |
Present education has often a dysfunctional approach in that it gives students knowledge and examples of how to solve problems using that knowledge, and then assumes that the student will somehow by a process similar to osmosis understand how to solve further problems in that domain. In reality there appears to be little focus on ‘teaching’ how to solve problems systematically, particularly real life problems that are ‘messy’ and extend into a number of domains. This paper shares experience and knowledge which is based on six years of teaching systematic problem solving in the UK and the special place that TRIZ has in this arena. Key areas covered are:-<ul> <li>Creating a need in the student to learn more, i.e., discusses strategies that show that TRIZ has more potential than other present problem solving strategies <li>An approach to teaching systematic problem solving with the emphasis on TRIZ <li>Lessons to be learned and challenges for the future, including conjecture on why TRIZ has not been adopted more robustly.</ul>
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