AR8001

THEORYOFDESIGN
3: UNIT III CREATIVETHINKING
2
 Creativity
• Creativity is a
phenomenon whereby
something new and
somehow valuable is
formed.
• The created item may be
intangible (such as an idea,
a scientific theory, a
musical composition or a
joke) or an original physical
object (an invention, a
literary work or apainting).

3
• Scholarly interest in
creativity involves many
definitions and concepts
pertaining to a number of
disciplines:
– psychology,
– cognitive science,
– education,
– philosophy (particularly
philosophy of science),
– technology,
– theology,
– sociology,
– linguistics, etc.

4
5
• We might
differentiate
these two
kinds of
thinking like
this:

6
WHAT IS
CREATIVITY?
1. ANABILITY
2. ANATTITUDE
3. APROCESS

7
1. AN ABILITY.
• A simple definition is that creativity isthe
ability to imagine or invent something
new.
– creativity is not the ability to create out
of nothing but the ability to generate new
ideas by combining, changing, or
reapplying existing ideas.
– Some creative ideas are astonishing and
brilliant, while others are just simple,
good, practical ideas that no one seems
to have thought ofyet.

• Believe it or not,everyone has

substantial creative ability.
– Just look at how creative children are.
– In adults, creativity has too often been
suppressed through education, but it is
still there and can bereawakened.
– Often all that's needed tobe creative is to
make a commitment to creativity and to
take the time forit.
8
2. ANATTITUDE.
• Creativity is also an attitude: the
ability to accept change and
newness, a willingness to play
with ideas and possibilities, a
flexibility of outlook, the habit of
enjoying the good, while looking
for ways to improve it.

• We are socialized into accepting

only a small number of
permitted or normal things,(like
we should not build along the
set-back area, for example.)
• The creative person realizes that
there are other possibilities,
(How can we stretch the space
carefully and sensibly into the
setback area!)

9
3. APROCESS.
• Creative people work hard and
continually to improve ideas and
solutions, by making gradual
alterations and refinements to their
works.
• Contrary to the mythology
surrounding creativity, very, very
few works of creative excellenceare
produced with a single stroke of
brilliance or in a frenzy of rapid
activity.
• Much closer to the real truth are
the stories of companies who had
to take the invention away fromthe
inventor in order to market it
because the inventor would have
kept on tweaking it and fiddling
with it, always trying to make it a
little better.

10
The creative person knows that there
is always room for improvement.

11
 APPROACHESTOCREATIVITY
There are two completely differenttypes.

1.The first is technical creativity, where people

create new theories, technologies or ideas.

2.The second is artistic creativity, which is more

born of skill, technique andself-expression.

12
 4 P’s
• Theories of creativity (particularly
investigation of why some people aremore
creative than others) have focused on a
variety of aspects.
• The dominant factors are usually identified as
"the four Ps" (according to MelRhodes)—
– process,
– product,
– person and
– place.
13
1. A focus on process is shown
in cognitive approachesthat
try to describe thought
mechanisms and techniques
for creative thinking.
– Theories invoking divergent
rather than convergent
thinking (such as Guilford), or
those describing the stagingof
the creative process (such as
Wallas) are primarily theories
of creative process.

14
2. A focus on creative product
usually appears in attempts to
measure creativity
(psychometrics) and in creative
ideas framed as successful
outputs.
The psychometric approach to
creativity reveals that it also
involves the ability to produce
more.

15
3. A focus on the nature of the
creative person considers
more general intellectual
habits, such as openness,
levels of ideation, autonomy,
expertise, exploratory
behaviour and so on.

16
4. A focus on place considers the circumstances in which
creativity flourishes, such as degrees of autonomy, access
toresources and the nature of gatekeepers.
• Creative lifestyles are characterized by nonconforming
attitudes and behaviours as well asflexibility.

17
 Etymology
• In the English word creativity comes from the
Latin term creō "to create,make"

18
History of the concept ofCreativity
Ancient views
• Most ancient cultures, including
thinkers of Ancient Greece,Ancient
China, and Ancient India, had a
different concept of creativity,
seeing art as a form of discovery
and not creation.
• The ancient Greeks had no terms
corresponding to "to create" or
"creator" except for the expression
"poiein“ ("to make"), which only
applied to poiesis (poetry) and to
the poietes (poet, or "maker")who
made it.
• Plato did not believe in artas a
form of creation.
19
• It is commonly argued that the
notion of "creativity" originated
in Western culture through
Christianity, as a matter of divine
inspiration.
• According to the historianDaniel
J. Boorstin, "the early Western
conception of creativity was the
Biblical story of creation givenin
the Genesis."
• However, this is not creativity in
the modern sense, which didnot
arise until the Renaissance.

20
The Enlightenment and after
• The development of the modern
concept of creativity begins in the
Renaissance, when creation began
to be perceived as having
originated from the abilities ofthe
individual, and not God.
• However, this shift was gradual
and would not become
immediately apparent until the
Enlightenment.
• By the 18th century and the Ageof
Enlightenment, mention of
creativity (notably in art theory),
linked with the concept of
imagination, became more
frequent.

21
• In the writing of Thomas
Hobbes, imagination became
a key element of human
cognition;

• William Duff was one of the

first to identify imaginationas
a quality of genius, typifying
the separation being made
between talent (productive,
but breaking no new ground)
and genius.

22
• As a direct and independent topic of study,
creativity effectively received no attention
until the 19th century.

23
Twentieth century to the presentday

• In his work Art of Thought, published in 1926, Wallas presented one of the
first models of the creativeprocess.
• In the Wallas stage model, creative insights and illuminations maybe
explained by a process consisting of 5 stages:
(i) preparation (preparatory work on a problem that focuses the
individual's mind on the problem and explores the problem's
dimensions),
(ii) incubation (where the problem is internalized into the unconscious
mind and nothing appears externally to behappening),
(iii) intimation (the creative person gets a "feeling" that a solution is onits
way),
(iv) illumination or insight (where the creative idea bursts forth from its
preconscious processing into conscious awareness);
(v) verification (where the idea is consciously verified, elaborated, andthen
applied).

• Wallas' model is often treated as four stages, with "intimation" seenas a

substage.

24
 Theories of creative processes:

TYPESOFTHINKING / THINKING
THEORIES
• There has been much empirical study in
psychology and cognitive science of the
processes through which creativity occurs.
• Interpretation of the results of these studies
has led to several possible explanations of the
sources and methods of creativity.
25
 Incubation
• Incubation is a temporary break
from creative problem solvingthat
can result in insight.
• Incubation aids creative problem-
solving in that it enables
"forgetting" of misleadingclues.
• Absence of incubation may leadthe
problem solver to become fixated
on inappropriate strategies of
solving the problem.

26
Convergent and Divergent thinking
• Convergent thinking involves aiming for a
single, correct solution to a problem,whereas
divergent thinking involves creative
generation of multiple answers to a set
problem.
• Divergent thinking is sometimes used as a
synonym for creativity in psychology
literature.

27
28
 Convergent thinking
• Convergent thinking is aterm
coined by Joy Paul Guilford
as the opposite of divergent
thinking.
• It generally means the ability
to give the "correct" answer
to standard questions that do
not require significant
creativity, for instance in
most tasks in school and on
standardized multiple-choice
tests for intelligence.

29
• Convergent thinking is the type of thinking
that focuses on coming up with the single,
well-established answer to aproblem.
• It is oriented toward deriving thesingle best,
or most often correct answer toa question.
• Convergent thinking emphasizes speed,
accuracy, and logic and focuses on recognizing
the familiar, reapplying techniques, and
accumulating stored information.

30
• It is most effective in situations where an answer
readily exists and simply needs to be either
recalled or worked out through decision making
strategies.
• A critical aspect of convergent thinking is that it
leads to a single best answer, leaving no roomfor
ambiguity.
• In this view, answers are either right or wrong.
• The solution that is derived at the end of the
convergent thinking process is the bestpossible
answer the majority of thetime.
31
 Divergent thinking
• Divergent thinking is a
thought process or method
used to generate creative
ideas by exploring many
possible solutions.
• It is often used in
conjunction with its
cognitive opposite,
convergent thinking, which
follows a particular set of
logical steps to arrive atone
solution, which in some
cases is a ‘correct’ solution.
32
• By contrast, divergent thinking typically occursin
a spontaneous, free-flowing manner, such that
many ideas are generated in an emergent
cognitive fashion.
• Many possible solutions are explored in a short
amount of time,and unexpected connections are
drawn.
• After the process of divergent thinking has been
completed, ideas and information are organized
and structured using convergent thinking.

33
• Divergent thinking is found among people with
personality traits such as nonconformity, curiosity,
willingness to take risks, andpersistence.
• Activities which promote divergent thinking include
creating lists of questions, setting aside time for
thinking and meditation, brainstorming, subject
mapping, bubble mapping, keeping a journal, creating
artwork, and free writing.
• In free writing, a person will focus on one particular
topic and write nonstop about it for a short period of
time, in a stream of consciousnessfashion.

34
 Lateral thinking
• Lateral thinking is solving problems through
an indirect and creative approach, using
reasoning that is not immediately obvious
and involving ideas that may not be
obtainable by using only traditional step-by-
step logic.
• The term was coined in 1967 by Edward de
Bono.
• According to de Bono, lateral thinking
deliberatel distances itself from standard
perceptions of creativity as either "vertical"
logic (the classic method for problem
solving: working out the solution step-by-
step from the given data) or "horizontal"
imagination (having many ideas but being
unconcerned with the detailed
implementation of them).

35
• Critical thinking is primarily concerned with judgingthe
true value of statements and seekingerrors.
• Lateral thinking is more concerned with the"movement
value" of statements andideas.
• A person uses lateral thinking to move from oneknown
idea to creating newideas.

• Edward de Bono defines four types of thinkingtools:

1. Idea generating tools intended to break current thinking
patterns—routine patterns, the status quo
2. focus tools intended to broaden where to search for newideas
3. harvest tools intended to ensure more value is received from
idea generating output
4. treatment tools that promote consideration of real-world
constraints, resources, and support

36
37
38
 Vertical thinking
• Vertical thinking is a type of approach toproblems that usually
involves one being selective, analytical, and sequential.
• It could be said that it is the opposite of lateral thinking.
• Unlike lateral thinking that involves using added intuition, risk
taking, and imagination through unconscious and subconscious
processes, vertical thinking consists of using more of a conscious
approach via rational assessment in order to take in information or
make decisions.
• Vertical thinkers prefer to rely on external data and facts in order
avoid failure or counterfactualthinking.
• It can also be said that a balance of bothvertical and lateral
thinking would be ideal for entrepreneurs in today’s business
environments.

39
40
 Programmed Thinking & Lateral Thinking
• Lateral thinking recognizes that our brains are pattern recognition
systems, and that they do not function like computers. It takes years of
training before we learn to do simple arithmetic - something that
computers do very easily. On the other hand, we can instantly recognize
patterns such as faces, language, and handwriting. The only computers
that begin to be able to do these things do it by modeling the way that
human brain cells work . Even then, computers will need to become more
powerful before they approach our ability to handle patterns.

• The benefit of good pattern recognition is that we can recognize objects

and situations very quickly. Imagine how much time would be wasted if
you had to do a full analysis every time you came across a cylindrical
canister of effervescent fluid. Most people would just open their can of
fizzy drink. Without pattern recognition we would starve or be eaten. We
could not cross the roadsafely.

41
• Unfortunately, we get stuck in our patterns. We tend to thinkwithin
them. Solutions we develop are based on previous solutions to
similar problems. Normally it does not occur to us to use solutions
belonging to other patterns.

• We use lateral thinking techniques to break out of this patterned

way of thinking. Lateral thinking techniques help us to come up
with startling, brilliant and original solutions to problems and
opportunities. It is important to point out that each type of
approach has its strength. Logical, disciplined thinking is
enormously effective in making products and services better. It can,
however, only go so far before all practical improvements have
been carried out. Lateral thinking can generate completely new
concepts and ideas, and brilliant improvements to existing systems.
In the wrong place, however, it can be sterile or unnecessarily
disruptive.

42
DIFFERENCEBETWEENLATERALTHINKING AND
VERTICALTHINKING
LATERAL THINKING VERTICAL THINKING

Lateral Thinking is selective Vertical Thinking is generative

Lateral thinking does not select but Vertical thinking selects a path by
seek to open up other pathways. excluding other pathways
Vertical thinking moves only if there is Lateral Thinking moves in order to
a direction in which to move generate a direction
Vertical thinking is analytical Lateral thinking is
provocative(challenging)
Vertical thinking is sequential Lateral thinking can make jumps
With vertical thinking one has to be In Lateral thinking one doesn’t have to
correct at every step be.
With vertical thinking one With Lateral thinking one
concentrates and excludes what is welcomes chance intrusions
irrelevant
Follows the most likely paths. Explores the least likely
It is a finite process It is a probabilistic one.
43
CONCLUSION
1. The difference between lateral thinking and vertical thinking are
very fundamental.
2. The processes are quite distinct
3. It is not a matter ofone process being more effective than the
other for both arenecessary.
4. It is the matter of realizing the differences in order to be able to
use both effectively.
5. With Vertical thinking, one uses the information for its own sake
to move forward towards asolution.
6. With Lateral thinking, one uses the information not for its own
sake but provocatively in order tobring about re-patterning.
7. Lateral and Vertical thinking are complementary.

44
 USEOFLATERALTHINKING
• To generate newideas.
• For the purpose of problemsolving.
• Processing perceptual choice-Perceptual
choice is the natural patterning behaviourof
the mind.
• For periodic-reassessment.
• Prevention of sharp divisions and polarizations

45
EXAMPLE:1

46
EXAMPLE:2
• Two Overlapping
squares
• Three Squares
• Two L-shapes
embracing a
Square
• A rectangle
divided into half
with the 2 pieces
pushed out of line
47
EXAMPLE:3
• An L-shape
• A carpenters angle
• Half a picture frame
• 2 rectangles placed
against each other
• A large rectangle with
a smaller rectangle
subtracted

48
• INDUCTIVE THINKING- This is the process of reasoning fromparts
to the whole, from examples togeneralizations.

• DEDUCTIVETHINKING- This type of reasoning moves from the

whole to its parts, from generalizations to underlying concepts to
examples.

• CLOSEDQUESTIONS- These are questions asked by teachers that

have predictable responses. Closed questions almost always require
factual recall rather than higher levels ofthinking.

• OPENQUESTIONS- These are questions that do not have

predictable answers. Open questions almost always require higher
order thinking.

49
50
• Early in the 1980s Dr. Edward de Bono invented
the Six Thinking Hats method.
• The method is a framework for thinking andcan
incorporate lateral thinking.
• Valuable judgmental thinking has its place in the
system but is not allowed to dominate as in
normal thinking.
• The six hats represent six modes of thinking and
are directions to think rather than labels for
thinking.
• That is, the hats are used proactively ratherthan
reactively. The method promotes fuller input
from more people..

51
NEEDFORTHINKINGHATS
• The key point is that a hat is a direction to
think rather than a label for thinking.
• The key theoretical reasons to use the Six
Thinking Hats are to:
1. ENCOURAGEPARALLELTHINKING
2. ENCOURAGEFULL-SPECTRUMTHINKING
3. SEPARATE EGO FROM PERFORMANCE

52
• The de Bono Hats represent six thinking
strategies, as identified by Edward de Bono.
• He considered human cognition and thought
to be of several types, approaches, or
orientations.
• He theorized that, of these approaches, most
people used only one or two of the
approaches and that people developed
thinking habits which in turnlimited people to
those approaches.

53
• de Bono believed that if the various approaches could
be identified and a system of their use developed
which could be taught, that people could be more
productive in meetings and in collaborating within
groups and teams by deliberately using the
approaches.
• As a result of his investigations, de Bono was able to
describe a process of deliberately adopting aparticular
approach to a problem as an implementation of
Parallel Thinking as well as an aid to lateral thinking.
• Six different approaches are described, and each is
symbolized by the act of putting on a coloured hat,
either actually or imaginatively.
• This he suggests can be done either by individuals
working alone or in groups.

54
Parallel thinking

55
56
58
MAIN PURPOSESOFUSE
• FOCUSAND IMPROVE THETHINKING PROCESS
• ENCOURAGECREATIVE,PARALLELAND
LATERALTHINKING
• IMPROVE COMMUNICATION
• SPEEDUPDECISIONMAKING
• AVOID DEBATE

59
• Utilizing a variety of approaches within thinking
and problem solving allows the issue to be
addressed from a variety of angles, thus servicing
the needs of all individualsconcerned.
• The thinking hats are useful for learners asthey
illustrate the need for individuals to address
problems from a variety of differentangles.
• They also aid learners as they allow the individual
to recognize any deficiencies in the way that they
approach problem solving, thus allowing them to
rectify such issues.

60
• De Bono believed that the key to a successful use of
the Six Think Hats methodology was the deliberate
focusing of the discussion on a particularapproach as
needed during the meeting or collaboration session.
• For instance, a meeting may be called to review a
particular problem and to develop a solution for the
problem.
• The Six Thinking Hats method could then be used in a
sequence to first of all explore the problem, then
develop a set of solutions, and to finally choose a
solution through critical examination of the solution
set.

61
CREATIVEMETHODS (APPROACHESTO
GENERATECREATIVEIDEAS)
1. EVOLUTION.
2. SYNTHESIS.
3. REVOLUTION.
4. REAPPLICATION.
5. CHANGINGDIRECTION

62
1. EVOLUTION
• This is the method of incrementalimprovement.
• New ideas stem from other ideas, new solutions from
previous ones, the new ones slightly improved overthe
old ones.
• Many of the very sophisticated things we enjoy today
developed through a long period of constant
incrementation.
• Making something a little better here, a little better
there gradually makes it something a lot better--even
entirely different from theoriginal.

63
• For example:- look at the history of the automobile or
any product of technological progress. With each new
model, improvements are made. Each new model
builds upon the collective creativity of previousmodels,
so that over time, improvements in economy, comfort,
and durability take place. Here the creativity lies in the
refinement, the step-by-step improvement, rather than
in something completely new.

64
• The evolutionary method of
creativity also reminds usof
that critical principle: Every
problem that has been
solved can be solved again
in a better way.
• Creative thinkers do not
subscribe to the idea that
once a problem has been
solved, it can be forgotten,or
to the notion that "if it ain't
broke, don't fix it."
• A creative thinker's
philosophy is that "there is
no such thing as an
insignificant improvement."

65
2. SYNTHESIS.
• With this method, two or more existing ideas are
combined into a third, newidea.
• Combining the ideas of a magazine and anaudio
tape gives the idea of a magazine you can listen
to, one useful for blind people or freeway
commuters.

For example:-
• Someone noticed that a lot of people wanted to
listen to music while moving andcommuting,
that’s when the idea of walkmans came into
being followed by theI-pod

66
67
3. REVOLUTION.
• Sometimes the best new ideais
a completely different one, and
marked change from the
previous ones.
• While an evolutionary
improvement philosophy might
cause a professor to ask, "How
can I make my lectures better
and better?" a revolutionary
idea might be, "Why not stop
lecturing and have the students
teach each other, working as
teams or presenting reports?"

68
69
4. REAPPLICATION.
• Look at something old in a newway.
• Go beyond labels.
• Unfixate, remove prejudices, expectations
and assumptions and discover how
something can be reapplied.
• The key is to see beyond the previous or
stated applications for some idea, solution,
or thing and to see what other application is
possible.

For example,
• A paperclip can be used as a tiny screwdriver
if filed down; paint can be used as a kind of
glue to prevent screws from loosening in
machinery; dishwashing detergents can be
used to remove the DNA from bacteria in a
lab; general purpose spray cleaners can be
used to killants.

70
5. CHANGINGDIRECTION
• Any creative breakthroughs occur when
attention is shifted from one angle of a
problem to another. This is sometimescalled
creative insight.

71
72
73
• These examples reveal a critical truth in problem
solving: the goal is to solve the problem, not to
implement a particular solution.
• When one solution path is not working, shift to
another.
• There is no commitment to a particular path,only
to a particular goal.
• Path fixation can sometimes be a problem for
those who do not understand this; they become
overcommitted to a path that does not work and
only frustration results.
74
POSITIVE ATTITUDESFORCREATIVITY
1. Curiosity
2. Challenge.
3. Constructive discontent.
4. Abelief that most problems
can be solved
5. The ability to suspend
judgment and criticism
6. Problems are interesting and
emotionally acceptable
7. Aproblem can also be a
solution
8. Problems lead to
improvements.
9. Seeing the good in the bad.

75
76
1. Curiosity.
– Creative people want to know things--all kindsof
things-- just to know them. Knowledge does not
require a reason.
– The question, "Why do you want to know that?"
seems strange to the creative person, who islikely
to respond, "Because I don't know the answer."
Knowledge is enjoyable and often useful in
strange and unexpected ways.

77
2. Challenge.
– Curious people like to identify and challenge the
assumptions behind ideas, proposals, problems,
beliefs, and statements.
– Many assumptions, of course, turn out tobe quite
necessary and solid, but many others have been
assumed unnecessarily, and in breaking out of
those assumptions often comes a new idea, a new
path, a new solution.

78
3. Constructivediscontent.
– This is not a whining, griping kind of discontent,
but the ability to see a need forimprovement and
to propose a method of making that
improvement.
– Constructive discontent is a positive, enthusiastic
discontent, reflecting the thought, "Hey, I know a
way to make that better."

79
4. A belief that most problems can besolved.
– By faith at first and by experience later on,the
creative thinker believes that something can
always be done to eliminate or help alleviate
almost every problem.
– Problems are solved by a commitment of time and
energy, and where this commitment is present,
few things are impossible.

80
5. The ability to suspend judgment and criticism.
– Many new ideas, because they are new and unfamiliar,
seem strange, odd, bizarre, even repulsive. Only later do
they become "obviously" great.
– Other ideas, in their original incarnations, are indeed
weird, but they lead to practical, beautiful, elegant things.
T
– Thus, it is important for the creative thinker to be able to
suspend judgment when new ideas are arriving, to havean
optimistic attitude toward ideas in general, and to avoid
condemning them with the typical kinds of negative
responses like, "That will never work; that's no good; what
an idiotic idea; that's impossible," and so forth Seeing the
good in the bad.

81
6. Problems are interesting and emotionally acceptable.
– Many people confront every problem with a shudder and a
turn of thehead.
– They don't even want to admit that a problem exists--with
their car, their spouse, their child, their job, their house,
whatever.
– As a result, often the problem persists and drives them
crazy or rises to a crisis and drives themcrazy.
– Creative people see problems as interesting challenges
worth tackling. Problems are not fearful beasts to be
feared or loathed; they are worthy opponents to be
jousted with and unhorsed. Problem solving is fun,
educational, rewarding, ego building, helpful to society.

82
7. A problem can also be asolution.
– A fact that one person describes as a problem can
sometimes be a solution for someone else. Above
we noted that creative thinkers can find good
ideas in bad solutions.
– Creative thinkers also look at problems and ask,
"Is there something good about this problem?"

83
8. Problems lead to improvements.
– The attitude of constructive discontent searches
for problems and possible areas of improvement,
but many times problems arrive on their own.
– But such unexpected and perhaps unwanted
problems are not necessarily bad, because they
often permit solutions that leave the world better
than before the problem arose.

84
9. Seeing the good in the bad.

85
 TECHNIQUESOFCREATIVETHINKING
• There are many techniques for fostering creative
thinking and problem solving, the most common
of which isbrainstorming.
• Other techniques that can be used include
reverse brainstorming, various cataloging, listing,
or grouping techniques, free association, forced
relationships, morphological analysis, and input-
output techniques.
• A brief description or explanation of eachof
these techniques is presented below
86
1. Brainstorming
• This is a group approach to a problem
or avenue of investigation in which
the objective is to produce the
greatest possible number of
alternative, potentially constructive
ideas for later evaluation and
development. Reverse brainstorming,
on the other hand, represents an
attempt to make a list of everything
that is wrong with an idea, concept,
or procedure which subsequently
serves as a basis for the search for
various ways that the problem in
question can be overcome.

87
2. Cataloging
• Cataloging refers to a listing of information sources which could lead to or assist in
the generation of other ideas.

3. Checklists
• Checklists also facilitate the generation of valuable ideas and further clues asa
result of each item being checked on a standard checklist, in reference to the
problem or issue in question.
– The simplest way to stimulate creative ideas.
– Checklists also facilitate the generation of valuable ideas and further clues asa
result of each item being checked on a standard checklist, in reference to the
problem or issue in question.
– Consists of list of words orimages
– Danger is that it may govague
• Ex: How can you improve design?
– It is possible to work out a particular relevant set of questions for any design
type

4. Attribute Lists
• Here, the attributes of an idea, problem, or issue are changed or modified in such
a way as to produce novel needs or applications for the idea or improve its
application to the original purpose.

88
5. FreeAssociation
• Free Association is used to develop better ways of representing
information in terms ofwords, symbols, sketches, numerical ordering,
and/or pictures.

6. ForcedRelationships
• With forced relationships, the relevant elements are isolated and listedin
such a way as to facilitate the development of new elements ideas and
relationships (similarities, differences, analogies, cause and effect, etc. ).

7. MorphologicalAnalysis
• Morphological analysis defines the problem in terms of all relevant,
independent variables present, searching for useful permutations and
combinations of these variables which show promise for the development
of a superior solution.

8. Input-outputTechnique
• This is a system design technique which consists of investigating a testing
procedure, developing appropriate methods, optimizing and
implementing the structure, and subsequently convincing others of its
value.

89
9. Synectics
• It is a problem solving approach that stimulates thought
processes of which the subject is generally unaware. This
method, developed by William Gordon, has as its central
principle: "Trust things that are alien, and alienate things
that are trusted." This encourages, on the one hand,
fundamental problem-analysis and, on the other hand,the
alienation of the original problem through the creation of
analogies. It is thus possible for new and surprising
solutions to emerge. Synectics is more demanding of the
subject than brainstorming, as the many steps involved
mean that the process is more complicated and requires
more time and effort.

90
10. INTERACTIONMETHODS
• Form of a chart or atable
– Ex:Chair Design

91