What is a Problem?

Building men for life requires them to be able to solve their own problems and support others in solving their problems. This focusses them on solutions rather than looking for fault or blame in why the problem occurred in the first place. Defining the nature of a problem is essential.

In Technology, all students are working towards solving a problem. Whether they are making a mallet, toolbox, a coffee table, chess board or outdoor brazier, students are solving a problem. As they work through their problem, they will encounter more problems. If students are unable to manage the process of solving a problem, they will be overwhelmed and feel that their locus of control is diminished.

In Technology, a problem is defined as a ‘tension’ between ‘what is’ and ‘what could be’. This asks students to consider why a problem is a problem, why some students may think there is a problem, whereas other students may not see a problem. This arises because we all have different world views that shape our 'quality world'. We discussed the 'quality world' in previous articles, but as a reminder, our 'quality world' is where all the good memories and experiences are stored. If a problem does not fall into a 'quality world', we are less likely to care about the problem. In order for a problem to get traction, we have to empathise with the situation that has created the problem. Empathy allows us to expand our Locus of Control over the situation and bring it into our 'quality world'.

When working through a problem, we will encounter other problems. These problems exist for three reasons: 

(1) Missing Information 

(2) Broken process 

(3) Alterable behaviour.

Missing Information: a problem arises because we do not have enough information to proceed. It may be an incomplete measurement, properties of a material, the effect of a finish on a material, the type of joint to be used in a specific part of the project. When confronted with missing information students have to engage their growth mindset, their scout mindset, be curious, go and explore, navigate and chart new territories and find the information to move the problem forward. Once the information has been found, it can be applied to the problem solving process.

Broken Process: a problem arises because the process is broken, missing steps or the steps are incomplete. This revolves around the development of skills and techniques used to solve the problem. This requires the students to have a clear understanding of the order of operations or steps in constructions, the correct use of tools and equipment, and their effective operation to carry out the process. When confronted with a broken process, students need to practice and refine the skill they are required to carry out. Practice, practice and more practice builds their confidence with the technique and process, improving their capability to carry out the problem solving process. Once the process has been perfected, it can be applied to their solution.

Alterable Behaviour: a problem arises because the attitudes, motivation and behaviour of the student interferes with their ability to carry out the process. Many students see this as being attitudes, and whilst this is partly correct, the focus is on ‘alterable’ behaviour. This is behaviour that can be changed or modified to minimise the risk of failure to complete their project. Positive behaviour and effective use of their time in the workshop comes down to their level of motivation they have for their project, and whether its dealing with a problem in their 'quality world'. When the connection is tenuous, student engagement is low, they become distracted and their focus is on other things. Ensuring that their project addresses a real world problem, one in their 'quality world', maximises their engagement and commitment to solve the problem.

Positive Education is giving our akonga tools for them to navigate an uncertain world. Dealing with and being effective problem solvers will be lifelong skills that will build them for life. If we are all capable of being effective in solving problems, we will be creating a 'quality world' not only for ourselves but for those we care for around us.