SYNECTICS
Synectics organizes people whose profession is the generation of ideas. Synectics author William J. Gordon used brainstorming as a prototype. In 1961 W. Gordon's book "Synectics - the Development of Creative Imagination" was published in the USA. The book presented an approach to organizing the creative process, the rules of work and training for synectors.
Sinector - a person with a broad outlook, who, as a rule, has two specialties (for example, a mechanical doctor, a chemist-musician, etc.) under the age of 35 years. Synectors can work productively for 5-7 years, after which they are recommended to take up another type of activity.
The word synectics is of Greek origin and means combination incompatible concepts and elements.
The essence of synectics is to create conditions and prerequisites for group thinking. This is possible due to the fact that the set of psychological states of a person in the process of creativity turns out to be similar to different people. These states are defined as follows:
1. REPAIR. The feeling that the inventor describes as "being distant (from something)".
2. ENGAGEMENT. Intimacy is defined by "How would I feel if I was a spring? I can't get rid of my own resilience."
3. POSTPONE. Feeling that it is necessary to restrain oneself from prematurely trying to reach a final conclusion.
4. SCOPE OF WORK. The realization that the task will be necessarily solved one way or another, but only after a certain amount of work has been completed.
5. REFLECTION. Repetitive attempts to get the mind to act freely ("What happens if the altimeter is just a spring?...").
6. AUTONOMY OF THE OBJECT. The feeling described by the inventor at the end of his work, when the problem itself comes to a conceptual solution ("I feel like this thing is on its own, completely outside of me...").
Gordon's main merit lies in the fact that he was the first to come to the conscious use of the psycho-physiological activation of the creative process.
It has been established that the achievement of the goal is preceded by two interconnected mental states. On initial stage this is the awareness of the correctness of the path, passing at the next stage into insight, insight. This is accompanied by high positive emotions, spiritual uplift. In synectics such psychological states cultivated and artificially evoked in order to solve the set creative task.
The main tools or operators of synectics are the concepts of analogies. Synectors are trained in the professional use of all famous species analogies.
Analogy means the similarity of two objects in some of their properties or relationships. At present, there are four types of analogies.
Direct analogy.
The use of direct analogy is associated with a free associative search in the field of impressions of the external world, based on the relationship of external forms, functions and procedures performed.
One of the most common is direct functional analogy. To use it, you must first determine what functions the object of the invention should perform, and then look for who or what in the surrounding world performs the same or similar functions. One should search first of all in third-party branches of knowledge - biology, geology, astronomy. Biology is known to be the most productive. As a result, a whole science was born - bionics.
Example. It was necessary to create a device that detects the approach of a storm. It turned out that in nature a storm is very accurately predicted - in 10 - 15 hours - an ordinary jellyfish. Studies have shown that the jellyfish is very sensitive to infrasonic waves with a frequency of 8-13 Hz. It remains to develop a device with the appropriate sensitivity, which was done.
Another common type of analogy is direct structural analogy.
Examples. Multi-tiered towers Shukhov V.G. similar in structure to the stem of plants; honeycomb walls and radiators - honeycombs; the drill bit is modeled after the teeth of extinct lizards.
The use of structural analogy suggests that, having found out the approximate structure of the device, they are looking for similar structures in the surrounding world, which the best way perform assigned tasks.
Another kind of analogy is direct analogy of the external form, when the newly created object appearance becomes similar to the already known one, whose properties it is desirable to obtain.
Example- artificial jewelry (rhinestones), synthetic fabrics.
Determine what type of analogies the following examples belong to:
the first battering rams accurately reproduced sheep's foreheads;
in the best designs of excavators in the middle part of the bucket there are semicircular teeth, the central pair of which is advanced in relation to others, like incisors, fangs, tusks;
modern lattice forms of ceilings, bridges, roofs of large sports halls have their counterpart in the elytron of the beetle;
the first machines for underground work threw the soil back; engineer Alexander Trebelev launched a mole into a box with rammed earth and X-rayed the box. It turned out that the mole constantly turns its head, pressing the soil into the walls of the tunnel, which was a good solution for the “artificial mole”;
inventor Ignatiev A.M. scratched by a kitten, he thought: why are the claws of a cat, the teeth of a squirrel and a hare, the beak of a woodpecker constantly sharp? He came to the conclusion that self-sharpening occurs due to the multilayer structure of the teeth: harder layers are surrounded by softer ones. During operation, these latter are less loaded than solid ones, so the initial taper angle does not change. Ignatiev embodied this principle in self-sharpening cutters.
submarines copy the configuration and quality of the skin (outer and inner, thicker and spongy, like a sponge; the inner layer changes its configuration depending on the pressure of the water when the dolphin moves, reduces turbulence and friction on the water) in dolphins;
bats - ultrasonic location;
Until now, there are natural phenomena that a person would willingly use if he understood:
the strongest steel is inferior in specific strength to the web (the ratio of tensile strength to weight);
marine adhesive stuck;
the bug finds the victim, guided by the temperature difference between the end and the base of its proboscis. This corresponds to a temperature measurement with an accuracy of over 1:1000C.
the cold light of a firefly.
skin of a polar bear.
The author came up with electronic beam scanning for television when he plowed a potato field, successively digging up long rows of beds.
Personal analogy (empathy)
Personal analogy presupposes the personal identification of the inventor with the elements of the problem, which frees him from a mechanical, external analysis of it. To identify oneself with a technical object is not simply to call oneself a part of technical system or process. It means to find in yourself some echo of what the system is doing, to understand the difficulties, the undesirable effects that arise through your difficulties. This is similar to how an actor enters the character before the performance.
Rational teaching methods are replacing empathy, and for most adults, by the age of 25, this skill disappears. With synectors, this gap is eliminated by special exercises.
SIMULATION WITH THE HELP OF LITTLE PEOPLE (MMH)
The practice of using empathy in solving educational and production tasks shows that empathy is not only useful, but sometimes harmful. The fact is that identifying himself with a particular machine (or part of it) and considering its possible changes, the inventor involuntarily selects those that are acceptable to humans and discards those that are unacceptable to the human body, for example, cutting, crushing, dissolving in acid. The indivisibility of the human body prevents the successful application of empathy in solving many problems.
Weaknesses in empathy have been addressed in the Little People Modeling (MPM). Its essence is to present the object in the form of a multitude (crowd) of little people. Such a model preserves the virtues of empathy and does not have its inherent disadvantages.
From history, spontaneous cases of the use of MMP are known. The first is the discovery of Kekule structural formula benzene (I saw a cage with monkeys, which, grabbing their paws and tails, formed a ring).
The second is Maxwell's thought experiment when he developed the dynamic theory of gases (Maxwell's "demons").
For modeling, it is important that small particles see, understand, and be able to act. It is associated with the person. Using MMP, the inventor uses empathy at the micro level, which is a powerful technique.
The technique of using MMP is reduced to the following operations:
1. Select the part of the object that cannot perform the required opposite actions; represent this part as a set of “little men”.
2. Divide the MP into groups that act (move) according to the conditions of the problem, i.e. bad, as expected.
3. Consider the resulting problem model (picture with PM) and rebuild it so that conflicting actions are performed, i.e. contradiction was resolved.
4. Go to the technical answer.
Usually they perform a series of drawings - “it was”, “it is necessary” and combine them to make it, “as it should be” or “became”.
When soldering radio elements to printed circuit boards, a failure occurs: after one or two solderings, the copper printed conductor (contact pad) comes off the dielectric base. After that, the board cannot be repaired. How to be?
Consider the course of thought in the decision.
The first question that arises is: why does the copper conductor come off, or rather, what does it come off? This happens only when heated, in the process of soldering with tin. How can tin tear off a printed conductor?
Imagine a row of little men made of copper, they hold each other tightly. And on top - little men of their tin, which must drag up the little men of copper in order to tear them off. They do this only when they are “ordered” by the thermal field of the soldering iron. But after all, when melted, tin men, on the contrary, try to get closer, tend to the center of the layer. When can they leave? When cooling. But after all, not only tin is cooled, but also copper. Small men made of tin are shrinking, and little men made of copper are shrinking. Then the tin must come off the copper, and the copper comes off the board. Why? It is important here which of the little men is more strongly linked to each other. Metals adhere to each other more strongly than metal and plastic. This means that copper and tin hold each other tightly, but behave differently. Let's try to draw it.
On the problem of applying MMP
It turns out that tin men, cooling down, “bend” copper men. This is a bimetallic plate. Two metals with different coefficients of linear expansion are connected and bend when heated. The bending starts from the edges, and then the entire track comes off.
What to do? Clearly, it is necessary that instead of tin there should be solder with the same coefficient of linear expansion as that of copper.
It is also possible to make copper tracks in dovetail grooves and they will never come off.
The MMP method has not yet been fully explored; there are many mysteries in it. For example, in tasks for measuring the length, it is better to represent the selected part of the element not as a continuous line of little men, but through one. It is even better if the little men are arranged in the form of a triangle. And even better - an irregular triangle (with unequal or curvilinear sides).
The decision maker inventive task, must be aware of what laws of the surrounding world are in conflict with the ideal solution to this problem. The sinector needs to step aside for a while from the existing inconsistencies in order not to let them stop the process of creative work. A fantastic analogy serves to facilitate this process.
The essence of the fantastic analogy is to use fabulous means to solve the problem (for example, magic wand, goldfish), defining final result, target. Thus, in synectics, the construction operator is realized purely functional model desired solution. Another direction in which the apparatus of fantastic analogies is developing is the denial of physical laws that hinder the approach to the solution or create a feeling of familiarity, ease of the task being solved.
Example. Creation of a hermetic fastener for an astronaut suit.
Symbolic analogy
The symbolic analogy uses objective and impersonal images to describe the problem. At the same time, the synector forms a specific response to the problem, which should be concise, figurative, contradictory, and have a great emotional and heuristic meaning \ \.
The purpose of symbolic analogy is to discover paradox, ambiguity, contradiction in the familiar. A proper symbolic analogy is a two-word definition of an object. Each of the words is a characteristic of the subject, but in general they form a contradiction, they are opposites. Other names for this analogy are "the title of a book", a device for finding a metaphor.
Examples. Grinding wheel - precise roughness ** ratchet - reliable discontinuity ** flame - transparent wall, visible warmth ** marble - iridescent constancy ** strength - enforced integrity ** multitude - prudent limitedness ** receptivity - involuntary readiness ** atom - energetic insignificance.
There are no clear rules that allow one to formulate a symbolic analogy for a given object. There is a set of recommendations, auxiliary techniques, which are given below.
First of all, the main function of the object is revealed, the action for which it was created. Almost all objects perform not one, but several main functions, and it is desirable to see them all.
After that, it is determined whether the object has oppositequality, whether the function inverse to one of the main ones is executed. Their combination will be the basis of the symbolic analogy.
In a broader sense, the mechanism of symbolic analogy is the representation of an object in the form of a symbol, image, sign, pictogram. That is why the symbolic analogy can also be expressed in the form of a drawing.
Note. Actually symbolic analogies have been known for a very long time, much earlier than synectics. In linguistics, such combinations are called "oxymotrons" - they are used to make speech more expressive. For example, "Ringing silence", "Blinding haze", etc.
Example. Search for a damper design to control pulp flow. Living armor* *Invisible mail* *Permanent diaper* *Regrowing armor*. The last analogy suggested technical solution: supply a cooling agent to the damper - it will be covered with a layer of ice that protects against abrasion and recovers as it is destroyed.
In order to form a three-dimensional, comprehensive idea of the object of study and to develop the skills of identifying technical objects, information about which is given in a figurative form, students are practical lessons. The purpose of the work at the seminar is to identify the object according to the presented list of specially selected oxymotrons (metaphors). For example, “running stillness, converging parallels, convex track, horizontal stairs, non-choosable path, flat bearing, double loneliness, jumping smoothness, continuous thud, curved straightness, swaying hardness” is the railway.
Object - fan
Analogies: frozen stream, air fountain, refreshing speed, hard wind, discharged pressure, table draft, frozen whirlwind, annoying pleasure, electric wind, warm coolness.
Object - mirror
Living portrait, brilliant darkness, flat receptacle, flat container, motion picture, reflective dust collector, double unity, non-magnetic magnet, compressed distance, limited infinity, screaming silence, universal double.
The object is the center line of the highway.
Safe barrier, flat barrier, discontinuous continuity, horizontal vertical, crooked axis, flat traffic light, meandering stillness, permeable barrier.
The object is a cloud.
Opaque nothingness, rumbling weightlessness, pouring umbrella, changing sculpture, snow-white eclipse, leaden lightness, flying reservoir, disjointed unity, motionless movement.
Object is a method.
Non-material tool, dumb prompter, armless helper, powerful no one, resolving taboo, fictional reality, exact inaccuracy, immovable guide, non-material lever.
Psychological research shows that the two hemispheres human brain process information using two different strategies.
The left hemisphere processes data in a sequential, incremental manner. It operates best with logical, verbal and analytical categories. This is a direct and slow way of communication.
The right hemisphere processes information in a simultaneous, holistic manner. It operates better with images, metaphors, meanings, intuition, etc. It is indirect and fast way communications.
The hemispheres communicate with each other, they work simultaneously, but each processes its own specialized share of information.
Simplifying, we can say that left hemisphere assimilates verbal information, which is contained in significant quantities in technical disciplines, and the right assimilates the meanings that the teacher consciously or unconsciously broadcasts. These can be, for example, motives, personal assessment, social assessment, etc. Such information can directly influence the subconscious thinking and attitudes of a person. This increases the intellectual resources of a person, because each student can process images with his own own way and extract from them those meanings that correspond to his inner personal situation.
It should be noted that psychological mechanism figurative thinking used for teaching since ancient times. An example is the ancient Chinese collection of koans (small parables, stories), which is called "Iron Flute" and contains information about behavior strategies for all occasions.
Sinectors work according to a specific program that has been improved over time, just like the training program for the sinectors themselves.
At the first stage, synectors formulate and clarify the problem as it is given (PKD). A feature of this stage is that no one except the leader is initiated into the specific conditions of the task, so as not to impede abstraction, to allow you to get away from the usual way of thinking.
At the second stage, the problem is formulated as it is understood (PKP). Consider turning an unfamiliar and unfamiliar problem into a series of more common tasks. Each participant is obliged to find and formulate one of the goals of the problem. Essentially, at this stage, the problem is broken down into sub-problems.
The third stage is the generation of ideas. Are used different kinds analogies discussed earlier.
At the fourth stage, the ideas identified in the process of generation are transferred to the PKD or PKP. An important element this stage is the critical evaluation of ideas by experts.
Part of the time, synectors study and discuss the results, consult with experts, experiment, and look for the best ways to implement solutions.
Quite often, the final solution that the synectors arrive at seems so natural that it is difficult to get rid of the impression that it could have been obtained without intricate analogization procedures. However, the services of Synectic Inc. are constantly used by many well-known American firms.
EXPRESSIONS AND METAPHORS FOR TRAINING AT SEMINARS OF FIGURATIVE THINKING
It's not the weapon that shoots - the consciousness shoots (the motto of the American special services)
The formulated task is being solved (the slogan of sinectors)
A person can have everything he wants, if he does not have something, then he does not want it enough (NLP principle).
God punishes a person by fulfilling his desires.
The map is not the territory (NLP postulate)
There are no defeats - there is only feedback
Magicians exist, magic does not, only features exist. human perception(NLP)
“Shotokan” - “Waves and Pines” (the name of the karate do school)
Think before you think (St. Jerzy Lec)
To answer the question correctly, you need to know half the answer to it (R. Sheckley)
Experience is not what happened to you, it's what you do with what happened to you. (Aldous Huxley, NLP)
An example of programming consciousness with the help of verbal formulations.
If you're so smart, why are you poor? Option: If smart, then show your money.
Proverbs reflecting various programs of consciousness.
Choose the lesser of two evils (Russian)
There is no choice between two evils (French)
An example of engineering consciousness programming.
Measure seven times - cut once (Russian)
Cut first, measure later
Wars are won by teachers
An example of alternative metaphors for one phenomenon
1. Freedom is an opportunity to do what is better paid for.
2. Freedom is the ability to do what you like, and not what you pay well for.
STATES OF CONSCIOUSNESS
Creativity in the conditions of a sharply limited time resource.
The hierarchy of motives (according to Leontiev) is changing
Examples - artist Aubrey Beardslein - show drawings. Nadya Rusheva, 16 years old, poems and drawings.
Creativity in the conditions of an unlimited time resource.
"Monastic work" - gold embroidery, embroidery with beads and small freshwater pearls, embroidered, woven carpets, icons, bedspreads, fine silk lace.
An example is the organization of work in sharashkas (invented by L. Beria), see articles and memoirs of academicians. closed cities. Mailboxes. Not only secrecy, but also the cultivation of "monastic creative consciousness."
FUNCTIONAL-COST ANALYSIS
Functional cost analysis (FCA) is a method of systematic research of an object (product, process, structure) aimed at improving the efficiency of using material and labor resources. Source - "Basic provisions of the methodology for conducting functional cost analysis", approved by Decree No. 259 of the USSR State Committee for Science and Technology on June 29, 1982. (“Economic newspaper”, 1982, No. 28, p.19).
English economist W. Gage: “The FSA is a concentrated attack on the “excessive” cost, primarily on that part of it that is associated with the imperfection of the design.”
E. Miles, 1947 an employee of the firm "General Electric", the author of the engineering cost analysis .. He defined his method as "applied philosophy." He believed that "cost analysis ... is an organized creative approach, the purpose of which is to effectively identify overhead costs or costs that do not provide quality, utility, durability, appearance, or other customer requirements."
1949-1952 Yu.M. Sobolev in the USSR created a method of element-by-element development of the design. The method is based on an individual approach to each structural element, the division of elements according to the principle of their functioning into main and auxiliary ones, finding new, more profitable design and technological solutions as a result of the analysis. Example. Yu.M. Sobolev used FSA on the microtelephone mount. He achieved a reduction in the list of used parts by 70%, material consumption by 42%, and labor intensity by 69%. As a result, the unit cost decreased by 1.7 times.
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Symbolic analogy includes a generalized, abstract verbal or graphic image of an object. This is a metaphor that reveals the properties of an object. We often encounter symbolic analogy in life. Speech is written in letters - symbols - symbols of sounds; quantity - in numbers, etc.1
Graphic analogy2
Graphic analogy is the ability to designate a real image or several images with any one symbol, highlighting common features in them.
By a graphical analogy, children are led to the concept - the “folding” technique - the ability to highlight the most important thing in the image. Most often, a symbolic image is given to children by adults. But if we want to develop a rich imagination in a child, the ability to transform, the ability to detect hidden dependencies and connections, as well as thinking in non-standard images, we must teach him to find a graphic analogy on his own.
You should start with the simplest - play with the children in the game "What's in the circle?". So you teach children the conditional image of any objects, the ability to classify them. Draw on the board, for example, circles (these can be triangles and squares - any geometric figure) and at the same time list: "This is an apple, this is a pear, this is a plum ...". (Usually, children immediately understand what items you are listing and help to name the missing ones). Then circle these circles in a big circle and ask: “Where does all this happen? Then the circles are what?
NB - do not arrange the figures in a circle so that the resulting image looks like an image of a face (this image appears immediately in children, and it is difficult to get away from it).
Don't ask about big circle immediately: "What is this?" - as the children immediately draw an analogy in appearance, answering like this: "Sausage, cheese ...".
Next, give the children the opportunity to express their ideas. The circle is a garden, a basket, a vase, a shop, a market, a dish, a still life. Then say, “No. This is not fruit, this is ... ”(name, for example, several items of furniture). Then an apartment, a warehouse, a store, a kindergarten, etc. can become a big circle. Or: "No, these are not fruits, these are birds ... animals ... flowers ... trees ... toys ... children ...". The main goal of the game is to show children that different objects can be labeled the same. geometric shapes.
Then you can suggest designating objects not with any figure, but with one that resembles them in shape. For example: fruits, vegetables - in circles; furniture, books, houses - squares or rectangles, etc. This is how the ability to “see” the abstract image of an object is consolidated.
Then you can "play" with the line. When reading a work to children, invite them to quickly draw the image of a hero, at first semi-real, highlighting the most important thing in the hero (For example: a beautiful girl is the sun, Ivanushka is only a smile ...). It is necessary to give a certain time to the image - this may be a short pause in reading, you can agree with the children like this: they draw while the adult reads the sentence to the end. This is necessary so that children do not get carried away with the details in the image when drawing.
Next, think with the children, how can you draw a portrait with one line? Invite them to try to feel some character through own movements: got up, straight as a string, froze - what are you now? Solid, strong, strong, steadfast, even... And Khavroshechka has a soft character, what will be the line? (wavy), etc.
Having worked in this way until the children have mastered the different styles of character lines, you can invite them to draw your “portrait”, “portrait” of a friend, neighbor, mother ...
When children learn to symbolize objects, heroes of fairy tales, adults, peers, they can be invited to create a model of a fairy tale in which, in addition to the images of heroes, their actions can be depicted. Children are given long narrow sheets of paper (it is more convenient to place actions on them sequentially) and one colored pencil (“multi-color” prevents children from concentrating).
When reading or telling a fairy tale, invite the children to “write down” it as they would “write down” it. ancient man who did not know the letters. You need to start with an unfamiliar fairy tale, otherwise the images will be ahead of the text. When the models are ready, invite the children to look at the drawings - notes, pay attention to the fact that there is one fairy tale, and the drawings - records are different. The most interesting thing is that no one else can read any model except its author. Invite the children to “read” their notes and compose new fairy tales using the same models: either from their own “record” or from a friend’s “record”. How many children - so many fairy tales. You can compose a fairy tale with the whole group or at home with your parents.
New fairy tales can be compiled by analogy with acquaintances, they can be completely different from them (a different situation, different characters, different relationships between them).
Learning to “record” a fairy tale, to make a model of it, children acquire a very important ability to highlight the most important thing in a work, to depict such reference signals that can be used to reproduce a familiar fairy tale or come up with a new one. The ability to make models will allow children in the future to plan an oral answer, write a presentation, an essay.
Children who know how to use models quickly master the basics of computer literacy, which is now becoming increasingly important.
Tasks:
1. Pick up literary characters with vivid, memorable images. Mark them with a line. Explain the relationship between the personality traits of the chosen character and the nature of the line with which you designated him.
2. Use the line to draw a "portrait" of your friend, colleague, boss (subject of the student's choice). Explain the relationship between the personality traits of the person you have chosen and the nature of the line that you marked him with.
3. Make a model of a fairy tale (a fairy tale of the student's choice). Look at the drawings - notes and compose new fairy tales-stories based on them.
4. Think about the activities of preschoolers and how you can use the graphic analogy. Illustrate your answer with illustrative examples.
Verbal symbolic analogy 1
Verbal symbolic analogy allows symbolic words to briefly convey content or meaning.
Instead of long text you can make a short one if each sentence or even paragraph is marked with a verbal symbol that accurately conveys the content. For example:
Lived!
Came. Played. Got into a fight. Ate. I listened. I scratched myself. I drew. Helped. Walked. Ate. I suffered. Awoke. Played. I scratched myself. I jumped. Ate. Walked. Went. Came. By ... no, exhausted!
It is possible, when conveying the content of the work, to designate characters and actions with symbolic unreal words. For example:
Finyafa
L. Petrushevskaya
Finyafa fia for fifa in a tiny tonic. Nearby are yapping masusenkie ibochki. Cap-cap capusnik. The flanks so yawned, yawned and stretched out above the temko. Finyafa spent the whole day yelling that she had some kind of - a little roof made of a barrel. Let the kapusnik drip now, the tonic will not drip. And under some kind of ibok, the finyaf has put a solik with suliks and drinks sik with gulls. And the gulls drink sik with peaks and praise the finyaf.
When composing such “works”, one must adhere to the rule: if at the beginning, a character or action was designated by some symbol, it cannot be changed, otherwise the children will simply make up a set of words, “losing” the content. On initial stage the teacher offers the children words-symbols, then they find the symbols on their own. Also, don't go after "long" pieces - just a few sentences will suffice. Use children's "works" in dramatization games: children like to pronounce unfamiliar or self-invented words, they can always be changed along the way, and there is no need to memorize and rehearse anything.
Children are very fond of composing "Abracadabra" poems, replacing real words own, invented. It is only necessary to explain to the children: in order for the verses to describe something, it is necessary to coordinate the words in the sentence, not to change proper names, but the same actions denoted in one word - analogues. Composing poems in familiar rhyme and rhythm, children master the rhythm of versification. For example, to A. Barto's poem "Our Tanya cries loudly":
Fine Nyafa Morko ticket:
Porishara in a chichik bowl.
Sha-shi, Nyafochka, don't tich,
Do not kayuknet in the kush chich!
You can invent poems with the maximum use of the studied letters or syllables. For example, according to the lullaby "Bayu-bayushki-bayu":
Mau - maushki - mau,
Mu swear on my mu.
Mi little mouset,
Mo mouknet and miset.
Tasks:
1. Using words - symbols, compose a short text - a story on the topic: in the library, a bus ride at rush hour, an exam, a lecture, at work, a conversation with the head kindergarten(subject of the student's choice).
2. Using symbolic unrealistic words, make up a story.
3. Replacing real words with fictitious ones, compose "Abracadabra" verses (the verse is the basis of the student's choice).
4. Come up with poems with the maximum use of any letters or syllables (letters and syllables of the student's choice).
5. Read aloud with expression
A. Pushkin S. Yesenin S. Yesenin
17 30 48 14 126 14 170! 16 39
140 10 01 132 17 43 514 700 142
126 138 16 42 511 612 349
140 3 501 704 83 17 114 02
V. Mayakovsky A. Barto A. Barto
2 46 38 1 2 15 42 35 06 07
116 14 20! 42 15 6 07 17
15 14 21 37 08 5 45 3 26
14 0 17 20, 20, 20. 20, 20, 20.
6. Compose poems using numbers instead of words.
Many ways of developing original thoughts and ideas are in demand today in the most different areas life. With their help, the leaders of large organizations increase the efficiency of work in a highly competitive environment, and creative teams stimulate the development of extraordinary methods of activity.
Analogy - what is it? One of many ways to implement an unusual approach to solving a problem. Its peculiarity is the existence of the possibility of using several techniques, the combination of which significantly expands the boundaries of the search for an original answer to a trivial question.
Analogy Method: Purpose, Essence and Purpose
aim this method is the maximum "acceleration" of thinking, coupled with a decrease in the influence of psychological inertia. This will allow you to find an original solution to the problem.
The analogy method is used to search for non-standard conclusions in various fields of human activity. Its systematic application occurs in the field of similarity theory, which is often used in modeling.
The use of analogies is one of many universal techniques that mobilizes the resources of the intellect in order to solve creative problems and search for new ideas.
What is the essence of this method? Analogy is used to direct the brain to unusual thoughts about something, but it does not answer the question of the correctness of the received assumption.
To some extent, it makes unfamiliar things familiar and, with the help of the similarity seen, allows you to solve the problem in an already known way, and vice versa: it makes familiar things unfamiliar, giving you the opportunity to look at the problem from a new perspective, which often leads to new and original solutions.
What is the action plan?
The concept of "analogy" includes four fundamental types of this way of solving problems: direct, symbolic, subjective and fantastic analogies, each of which covers the experience and thoughts of people.
Each of these types has its own rules for finding analogies.
They become more obvious if we introduce the following classification:
- Direct - real.
- Symbolic - abstract.
- Subjective - bodily.
- Fantastic - unreal.
Simple analogies imply a conclusion, during which, on the basis of the similarity of two objects in some signs, they conclude that they are similar in others. They are used in the classification of a number of objects. Complex analogies are conclusions that are made on the basis of a set of features of objects through various inferences.
Types of analogies
So, analogy - what is it? synectics. One of the most common ways to activate the creative potential of a person, with which you can overcome the usual patterns. This method is based on the properties of the brain to establish between objects, words, feelings, emotions, concepts, impressions and thoughts.
Direct, fantastic, personal and subjective analogy. What's happened? These are the main types of creative Let's take a closer look at each of them.
Direct analogy
To work with this type of synectics, it is necessary to find similar solutions to the problem in other areas of human life: everyday life, industry, nature, science, business, etc. For example, in an advertisement for welding equipment, the main characteristic of which is high speed, the analogy with a sewing machine was used.
Symbolic analogy
The symbolic analogy method involves reducing your entire creative task to a short symbol or expression that captures the essence of your problem. It can be a kind of metaphor, image, sign. The most important thing is to express the essence of the problem that needs to be solved as clearly and concisely as possible. The simplest example: ice cream is sweet ice.
Fantastic analogy
To use a fantastic analogy to solve a creative problem, it is necessary to place it in a non-existent, unreal environment. You can use fantastic technology, anti-heroes or heroes.
Personal or subjective analogy
When applying the method of subjective or personal analogy, it is necessary to have an object (or part of it) or an element of the creative task being solved. essence this method searching for a new idea is to feel how the chosen object affects the environment, and the environment influences the object.
Building an analogy: subtleties of the synectics method
How to properly apply this method of creative problem solving? Analogy building is a fairly well-known method for generating fresh ideas, however, like any technique, it has its own limitations. characteristics by knowing which you will be able to use it more effectively. Synectics serves a simple and useful purpose: to get the ball rolling and start generating ideas. It provides the impetus needed to overcome the gravity of everyday reality and break into the boundless and enchanting world of the possible.
Here is the most productive scheme for solving a creative problem.
- State as clearly as possible the problem to be solved. It is always necessary to start work with this step, since without it, in 90% of cases, all further actions can be directed in the wrong direction. So, write down the problem. The effort you put into fixing what you want to achieve will pay off many times over as you work.
- In relation to the development of the task, ask a series of questions like “If ..., then what?” on the simplest topics. For example: if shoes, what kind? If an occupation, what is it? If a fairy tale, what kind? If a song, what is it? If a book, what kind? Don't forget to answer them. Thus, it is possible to generate an initial set of topics for bringing the association.
- The next step you should take is to choose the two or three analogies that seem most interesting to you and related to some process.
- Now, with each of them, uncover the processes that underlie the original task. To do this, divide a sheet of paper into two columns. The left column will contain a description of the processes that are related to the topic of the analogy, while the right column will contain the processes related to your problem.
- The next step is to look for similarities and parallels between the processes in the left and right columns. Think about how you can use the resulting comparisons to solve the problem. Write down all the ideas that come up on paper.
- Pick the best ideas and work on refining them.
That's the whole algorithm of the analogy method. The success of the solution directly depends on the initial selection of topics, the successful choice of associations, the ability to see the patterns of processes, your emancipation when creating an idea. A little bit of energy - and the result will exceed all your expectations.
The analogy method can be successfully used in all areas of activity where a fresh look at everyday things is needed.
Synectics: pros and cons
Analogy - what is it? One of the most popular brainstorming techniques. Consider its advantages and disadvantages.
The advantages of synectics are its effectiveness, versatility, in comparison with other alternative ways of development abstract thinking. In addition, its undoubted advantage lies in the improvement individual qualities nature, including imagination and intuition. The analogy method is good way activate brain activity, which provides for a critical assessment in the preparation of the result, and this, in turn, improves the quality of work.
Among the shortcomings of synectics, perhaps the main one is its complexity, despite the fact that the mechanisms and tools of this technique seem quite simple. Organization of the analogy method at the professional level is a rather complicated undertaking.
Symbolic analogy
A symbolic analogy is a representation of the key elements of a problem in a visual way. This technique works best when you completely disassociate from labels and words and simply create mental pictures of the problem.
One of the most famous examples of symbolic analogy was Friedrich von Kekule's discovery that benzene and other organic molecules are closed chains or rings. The discovery was a direct result of a technique in which he visualized snakes swallowing their tails.
To try this technique, close your eyes and picture the task or problem in your mind. Block out verbalized thoughts (this can be done by repeating a simple word like "om" until it becomes meaningless). The resulting visual ideas can later be expressed verbally, drawn or written down.
A group of engineers used symbolic analogies to invent a compact jack that extends about a meter and can hold up to five tons. Among the mental images produced by the group were:
An Indian rope trick in which the rope is initially coiled and soft, but when it is unwound it becomes hard;
Hydraulic principle of penile erection;
Measurement with a steel tape measure;
Bicycle chain with flexible links that hardens under tension.
These images were combined to create the concept that the compact jack was ultimately based on.
Try the following. Imagine that your task is to create a unique design of road signs showing the main intersections in the village. picture road signs as your topic. Repeat a simple word to block verbal thoughts. Record your visualization.
What did you get?
Among the images and associations that came to my mind were the following:
Landmark image. People use landmarks to locate objects. Association: Think of the sign as an artistic reference.
Image of hunting dogs. Dogs help hunters by pointing to prey. Association: use the outline of an animal as a sign.
Colors. People use colors to indicate direction (“turn right at the red house”). Association: Use different bright colors to represent major and minor intersections.
These images and associations allow for the development of a unique design idea: mark major intersections with giant metal animals (perhaps a horse, bull, and wolf) that will simultaneously function as works of art and landmarks.
Mark minor intersections with metal birds (cuckoo, owl, jay). Paint the signs bright colors like hot pink, yellow, and teal. ("Turn left at the blue horse and right at the pink owl.")
The salesperson was faced with the challenge of getting the pharmacists to list the baby lotion in both the children's and adult departments at the same time. He evoked a mental image of a diamond ring hidden behind an aspirin bottle, and based on its interpretation created an effective commercial advertisement.
Idea: the seller built the entire campaign around the concept of "hidden benefits". All the ways in which one could make money by displaying baby lotion in the adult section, he listed in small print on the memo and attached a small magnifying glass to it. This publicity stunt was one of the most successful promotions in the company's history.
Think of the symbolic analogies as imaginary mushroom clouds (destroying nothing, creating nothing) rising from a blocked consciousness. It is your precise interpretation of these clouds that gives them meaning and meaning.
From the book Speak Like Putin? Talk better than Putin! author Apanasik Valery From the book Healing Thought author Vasyutin VasyutinSymbolic archiving. In the process of the formation of the psyche, the child begins to choke in a huge stream of information that enters his brain every second. And it is quite certain that it was found best way out so as not to drown in it. The brain has become
From the book Rice Storm and 21 More Ways to Think Outside the Box author Mikalko MichaelDirect analogy
From the book 50 best puzzles for the development of the left and right hemisphere of the brain by Phillips CharlesFantastic analogy This technique is based on the use of imagination without regard to the surrounding reality. First, imagine a situation that will allow you to find The best decision Problems. Fantastic analogy allows you to combine words, concepts
Group C was given the problem of inventing a sprayer for substances such as glue or varnish, etc. It should be a fixture without a cover that must be removed and replaced each time it is used. The dispenser opening must be designed so that it opens for operation and closes after use. Members of the group began to look for analogies in nature (an example with a horse).
A: The oyster sticks its neck out of the shell... pulls it back into the shell.
Q: Yes, but the shell of an oyster is its skeleton. Living part. its anatomical structure inside.
S: What's the difference?
A: The cervix doesn't cleanse itself... it just pulls itself under the protection of the shell.
D: What other analogies are there?
Elena: What about the human mouth?
Q: What does he spray?
Ye: Spitting... mouth spits out when it wants to... It doesn't really cleanse itself... it gets on the chin.
A: Could there be such a mouth that would not spit on itself?
Ye: Maybe, but it would be a worthwhile hoax... if the human mouth can't keep itself clean with all the feedback the human system has...
D: When I was little, I grew up on a farm. I used to drive a hay cart pulled by a couple of horses. When a horse is about to defecate, I have seen... the anus open... expand... and close...
Later, a synectics group working on the atomizer problem invented a device that worked exactly as described in the analogy. The diversity of education among the members of the group provides many examples that are successfully used in the mechanism of direct analogy.
Works on classical scientific discoveries, as well as 17 years of practical inventions, show that the biological perception of physical phenomena generates useful points of view. F. Helmholtz, when discussing the invention of the ophthalmoscope, is confident in the influence of various scientific fields on each other. “I attribute my success to the fact that circumstances fortunately enriched me with the knowledge of geometry and the study of physics among doctors, where physiology appeared to be a virgin field of great fruitfulness, while, on the other hand, my knowledge of the phenomena of life led me to problems that are outside pure mathematics and physics!” Comparing scientific observations in one field with another helps to express the problem in a new way. F. Galton emphasized the need for adequate knowledge so that potentially destructive alien ideas could be carefully selected and matched.
Pasteur writes that his successful work on the asymmetry of natural organics was based on a variety of concepts borrowed from opposite areas of science. And Cavendish's custom of "bringing together dissimilar questions" allowed him to constantly compare the phenomena and theories of one field of science with another. In art, we can also observe the effect of direct analogy. For example, Goethe's poetry was expressed in music. He said: “It often seemed to me as if an invisible genius whispered something rhythmic to me, so that during my walks I always followed the rhythm and at the same time I heard the gentle melodies that accompany the song.”
And Schiller remarked: “For me, the concept at first does not have a definite or clear object: it comes later. This is preceded by a certain musical state of the soul, and only then does the poetic idea follow in me. In both art and science, the mechanism of direct analogy functions as a constructive part of the creative process.
From one of the most stubborn successful industrial inventors of the century comes an example of a direct analogy that took place in the process of inventing tetraethyl. Considering that kerosene burns worse than gasoline, two scientists believed that this was because kerosene did not evaporate as well as gasoline. They remembered a wild flower with red petals that blooms in early spring even under snow. If only the kerosene was dyed red, they thought, it could, like the leaves of that flower, absorb heat faster and evaporate fast enough to burn like gasoline in an engine.
The realm of analogy and symbolism was taken over by synectics. The mechanisms of metaphor, which include symbolic analogy and personal analogy, as well as direct analogy, are used in our daily experimental work. The theory of synectics agrees with the statement that a person does not even know his science if he knows only her.
