Problématique,Super | Wicked problem, and Messes

June 4, 2012 at 11:20 am | Posted in Collage, Education paradigms, Integration, التعقيد Complexity, ايضاحات | 2 Comments

When dealing with a complex issues trying to frame or formulate a “problem ” ,the word problem is not sufficient any more, the terms Problématique,Wicked problem,and Messes used by different scholars to  coin the complexity of issues and hence to prompt a differente way to look at,interrelate,describe and to deal with this issues.

Decomposing the “Problématique,Wicked problem, or Messes” by breaking it to its parts ,problem,and then try to fix each part , proved to be not always the better way to handle the situations. Then the question will be how we deal with such situations ?

New set of approaches,Transdiciplinary,Crossdiciplinary,Interdiscplinary ,dialogues, and collaborative designs,just naming few,is where you can start a process dealing with the situations.

Redesigning. Cape  town,this Interview can add a practical reality .



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  1. dealing with wicked problems for sure needs a new paradigm, or worldview ,a shift in the way reality is perceived and described from there new tools would emerges contributing and facilitating the desired outcomes,and to induce and nurture the new paradigm is where the effort is needed NOW.

  2. The following Abstract is from Richard K. Miller; President
    Franklin W. Olin College of Engineering, From the Ground Up: Rethinking Engineering Education for the 21st Century

    ABSTRACT: The engineering challenges of the 21st century will require leaders capable of addressing the Grand Challenges of our time: global security, health, sustainability, and the joy of living. In addition to solid preparation in traditional STEM1 subjects, these leaders will need a deep understanding of non-technical issues surrounding technological invention to achieve the desired systems outcomes and avoid unintended consequences. The educational implications require preparing students early in their program for integrative systems thinking across academic disciplines, political boundaries, and time zones. Instead of continuing with the current natural science-centered foundation for a modern engineering education and attempting incremental change, perhaps it is time to start over and redefine engineering as a profession focused on innovation with the deliberate intention to change lives on this large scale. Such a change would require re-thinking the entire paradigm for engineering education.

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