Essays on Contrasting Approach on the Socratic Questioning and the Synectic Problem Solving Theories Coursework

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The paper "Contrasting Approach on the Socratic Questioning and the Synectic Problem Solving Theories" is a good example of business coursework.   Individuals need problem-solving structures that are relevant and applicable in their situations. Although the literature has a large pool of problem-solving theories and models, not all are applicable to respective individuals’ specific situations. As such, there is a need o evaluate these existing theories and models to establish their applicability. In the theories review, an evaluation of their key distinguishing features, applicability situations as well as merits is necessary.

This essay develops a comparison and contrasting approach to the Socratic questioning and the synectic problem-solving theories. As such, it discusses each theory individually but finally offers a list of comparison and contrast of the two as per the essay discussion. The essay conclusion summarizes the discussion key findings highlighting areas in which the two problem-solving theories compare and contrast. Discussion The Socratic Method is a problem-solving process that applies the use of questions to arouse the creativity of the brain. The Greek philosopher, Socrates, who lived between 470 and 399 B. C came up with the theory of using questions to turn the attention of the Greeks to ethics and virtue (Vlastos, 1991).

According to the theory, answering questions with questions gives students the ability to expand their thinking capabilities. This is because questions allow the students to examine the possibilities and incorporate their own opinions on the subject matter. As opposed to the traditional system where students are given answers to the questions, the Socratic Method works more like a brainstorming session whereby even the right answers are challenged with varying opinions from the participants of a discussion.

This way, a pool of knowledge is brought together in a manner that fosters creativity in a great way. For this reason, it is appropriate to claim that the Socratic method of solving problems allows room for creativity as it brings in new belief while discarding the old. Socrates, the Greek philosopher made use of questions to arouse the creativity of the Greeks during his times and the results of his methods are there for all to see. For instance, in the learning institutions, it is a common practice to look at those students who fail to ask questions as failures.

This is because, as far as learning is concerned, asking questions is an indication that the subject has been duly understood (Cox & Dayan, 2005). One aspect of questions that stands out is the ability to test whether one can recall knowledge. Those people that are in a position to ask questions appropriately are considered to be higher thinkers than those that are unable to do so. This is primarily because of the fact that not only do questions arouse the creative minds of people, but also engage all the parts of their brains with the aim of seeking solutions to confronting issues.

The relationship between questions and thinking is demonstrated by the Socratic method of problem-solving. For instance, it is a common phenomenon in verbal conversations to find that the participants take a significant amount of time to ponder over what to say in response to the questions arising in the conversation (MEHRABIAN, 1967). This is a sure way of working out the brain as it engages the various thinking capabilities of the brain.

This differs greatly with the traditional methods of problem-solving used in the classroom scenario, that is, the issuing of direct answers to the questions asked. These traditional methods have a way of limiting the thinking of the brain since they do not allow for alternative approaches to the solving of problems. As it were, they can only be effective in the situation where the problems at hand are recurrent. Otherwise, these methods are rendered ineffective when used to solve new and emerging problems that require high levels of creativity and diverse mindsets.

The diversity of mindsets is effected by the fact that questions are answered with questions and not direct answers, which limit the scope of the thinker in terms of creativity (Hartman, 2008).

References

Argote, L. (2012). Organizational learning: Creating, retaining and transferring knowledge. Springer.

Cox, G., & Dayan, Z. (2005). Cox review of creativity in business: building on the UK's strengths. TSO.

Dotan, A., & Ravid, S. A. (1985). On the interaction of real and financial decisions of the firm under uncertainty. The Journal of Finance, 40(2), 501-517.

Hartman, E. M. (2008). Socratic Questions And Aristotelian Answers: A virtue-based approach to business ethics. Journal of Business Ethics, 78(3), 313-328.

Kifer, M., & Lozinskii, E. L. (1992). A logic for reasoning with inconsistency. Journal of Automated reasoning, 9(2), 179-215.

MEHRABIAN, A. (1967). Attitudes inferred from neutral verbal communications. Journal of consulting psychology, 31(4), 414.

Ray, M. L., & Myers, R. (1986). Creativity in business (pp. 106-07). New York: Doubleday.

Roukes, N. (1988). Design synectics: Stimulating creativity in design. Worcester, MA: Davis Publications.

Sawyer, R. K., John-Steiner, V., Moran, S., Sternberg, R. J., Feldman, D. H., Nakamura, J., & Csikszentmihalyi, M. (2003). Creativity and development. Oxford University Press.

Shallcross, D. J. (1973). Creativity: Everybody's business. The Personnel and Guidance Journal, 51(9), 623-628.

Vlastos, G. (1991). Socrates, ironist and moral philosopher (Vol. 50). Cornell University Press.

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