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Exploring the Theory of Inventive Problem Solving

| On 01, Jan 2010

Message: 336
Posted by: Priyavrat Thareja
Posted on: Wednesday, 7th March 2007


“Ellen Domb

” Quoting your post, I'm going to take a risk of getting thrown out of the forum, but you have been kind enough to share your research, and I want to prevent you from acting on bad information.  

The kindest thing I can say is that you have described TRIZ badly taught.   If TRIZ is well taught, the students very quickly learn how to use it in real problems and get real results.   (TRIZ is not unique–the same is true of badly-taught chemistry or history or grammar or …)

Unfortunately, badly-taught TRIZ is fairly common, sometimes because the teacher does not really understand TRIZ and is repeating rote scripts, and sometimes because the teacher understands TRIZ but doesn't know how to teach to the specific needs of the particular audience.  

So, you have offered us good data (a lot of people who have attended a TRIZ class aren't able to use it) but you have drawn the wrong conclusion (there is no teachable method that will make people effective at using TRIZ and picking the right tool at the right time to get good benefit.)  

That's MY OPINION– let's hear from some other TRIZ users, learners, teachers, ….”

I dont think we have any reason to kill the querry of Suo-kai Tsai ( If I don't make any mistke) regarding his difficultiies of researching in TRIZ, and your post /querry is too important to be relegated.

So we should invite at a dedicated platform.” let's hear from some other TRIZ users, learners, teachers, ….”

May I also ask if teaching of TRIZ is routine like any other subject or there is TRIZ in it? How can you teach innovatively and leave a class which has no problems atleast for the day? And how long would that session be?

Regards

Priyavrat Thareja