By Gordon Rugg
There is a general consensus that problem solving skills are a Good Thing. There’s general consensus that the education system needs to encourage them.
So far, so good. The consensus doesn’t go much further, though. It rapidly bogs down in long-running arguments about what problem solving skills actually are, and about how to measure them, and how to teach them. Those arguments follow a familiar pattern, with disputes about the True Definition, and invocations of Great Thinkers such as Socrates and Plato and Wittgenstein. The fact that those arguments have been rumbling on inconclusively for decades is a strong hint that maybe they’ve been framed in the wrong way from the outset, and that framing them differently might be a good idea.
That’s what this article is about. It describes more productive ways of handling these concepts, with particular reference to definitions, education theory and educational practice. It’s based on what happened the field of Artificial Intelligence tried to produce software that would find creative solutions to real world problems. It’s a story of how re-framing the issue with subtly but profoundly different concepts gave a powerful, efficient set of solutions that changed the world. It’s a story that most people have never heard of. It’s also a story that should transform the way that we tackle this aspect of education.