Module 5 Reflection

The definition of a problem is itself problematic, as it presents several concepts whose very nature is ill-structured. For example, Merriam-Webster defines a problem as a question raised for inquiry, consideration or solution while the Oxford English Dictionary lists five main representations, each containing a different construct. Moreover, there are dozens of idiomatic expressions which include the use of the word. We need to be concerned with this concept because answering difficult questions; making sense of both familiar and unfamiliar propositions; solving puzzles, riddles and enigmatic statements (OED) is ostensibly the point of learning. Jerome Bruner (1996) said that learning entails understanding a culture’s shared symbology and above all, how to utilize its tool kit, the important human capital which allows one to participate in and derive personal benefit from his or her culture.

If we are to understand problem solving, we should understand the stratification of various problem types, as well as the processes one might engage in in order to be successful. Pretz, Naples and Sternberg (2003) explicate a seven point process by which three main goals are achieved. First, one must recognize that a problem exists. This may take various forms depending on how the situation unfolds or the problem is presented. Second, the problem is defined; the scope and goals are clearly understood. Third, the problem is represented such that mental information is amassed and organized relative to the problem itself, but also as it pertains to prior information or experiences held by the problem solver.

There is also the issue of well-structured versus ill-structured problems. This is of significance to me because in my world and work, having an understanding of problem solving relative to computers and technology is a critical skill. I can survive not knowing any specific software application or repair protocol as long as my general problem solving ability relative to these things is intact. Well-structured problems according to Pretz, Naples and Sternberg are clear and solvable by a prescribed algorithm. In contrast, ill-defined problems are not well understood, and may be constrained by preconceptions, as they are not able to be broken down into smaller subsets.

This topic relates to the rest of the readings because the ultimate goal in education is to teach students how to teach themselves, to inspire and make them responsible for their own learning by drawing upon intrinsic motivations which will hopefully keep the torch of knowledge and inquiry burning throughout their lives. At the very least, we hope to impart a generalizable skill set which will allow them to solve life’s problems with a modicum of effort. We know these interests and energies are not always constant. Noddings (2006) acknowledges that even high motivations may wane, at which times we must rely on habituation in order to sally forth. The real goal here is a self-awareness sufficient to inform students as to their own meta-cognition, or knowledge about the nature and purpose of knowledge.

References

Bruner, J. (1996) The Culture of Education, Cambridge, Mass.: Harvard University Press.

Merriam-Webster Online. (no date). Problem. Retrieved November 29, 2011 from http://www.merriam-webster.com/dictionary/problem.

Noddings, N. (2006). Critical lessons: What our schools should teach. Cambridge, England: Cambridge University Press.

Oxford English Dictionary. (no date). Problem. Retrieved November 29, 2011 from http://www.oed.com.libproxy.eku.edu/view/Entry/151726?rskey=ypTCKE&result=1#eid.

Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining, and representing problems. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 1-30). New York: Cambridge University Press.