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BOOKS AND ARTICLES
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Books and articles / And then came the inventor The book you just read provides only individual elements of the theory and methodology for solving inventive problems. But these are its most important elements. Using them correctly will help you take at least the very first steps in a new field of activity for you - in invention. If you see that this kind of work interests you, and you have a desire to move on to studying the entire methodology, try taking the next step. At this stage, you can use the following books: 1. G. Altshuller and A. Selyutsky “Wings for Icarus” (Petrozavodsk, “Karelia”, 1980). 2. G. Ivanov "...And start inventing!" (Irkutsk, East Siberian Book Publishing House, 1987). 3. B. L. Zlotin and A. V. Zusman “A Month under the Stars of Fantasy” (Chisinau, “Lumina”, 1988). The material of these books is quite accessible to schoolchildren. Having replenished your knowledge, you can take the next step, this time using G. Altshuller’s books “Creativity as an Exact Science” (Moscow, “Soviet Radio”, 1979) and “Find an Idea” (Novosibirsk, “Science”) as your main guide. , 1986). These books are addressed to specialists working in the field of technology (engineers and scientists). However, as practice has shown, they can also be used by high school students who have received initial training in this area. All these books talk about a method conventionally called ARIZ (algorithm for solving inventive problems) and the underlying theory of solving inventive problems (TRIZ). The author of ARIZ and TRIZ is Genrikh Saulovich Altshuller. G. Altov is his literary pseudonym, with which he usually signs his science fiction works. Under the same pseudonym, he has been running a column in the newspaper “Pionerskaya Pravda” for many years: “Inventing? It’s so difficult! It’s so simple!”, which was first called “And then an inventor appeared.” Since the material in this section served as the basis for the preparation of this book, one of its titles was used. I had to keep the pseudonym of G.S. Altshuller, although the book, as you can see for yourself, is not about fantastic, but about very real things - about preparation for solving modern technical problems at the inventive level. The study of theory and methods for solving technical problems has already been included in the program of the institute for advanced training of managers and specialists of many line ministries. In the new course "Fundamentals of Technical Creativity", introduced in technical universities of Ukraine, they are given one of the central places. Similar classes are conducted in many public schools and institutes. What caused all this? Why was there a need to develop special methods for solving technical problems at the inventive level? Why couldn't we limit ourselves to using the old methods, with the help of which so many useful inventions were made? The main reason is the changing nature of the tasks themselves. After all, science and technology are constantly changing. As they change, completely new problems appear, including “complex” ones, in which the tasks being solved turn out to be in a certain dependence on each other and form a system. Increasing the degree of interconnection and interdependence of the tasks included in a large system radically changes the requirements for the process of finding their solutions. Delay in solving individual, isolated problems, although undesirable, is still acceptable. It’s a different matter when the problem being solved is included as an integral part of a certain system. In this case, a delay in solving even one problem can disrupt the operation of the entire system. Moreover, every year these violations become more and more acute. (To make it clear what we are talking about in this case, remember the environmental problems that humanity has encountered due to an overly one-sided approach to the development of production.) In such conditions, it is no longer possible to wait for chance, intuition, or inspiration to help the inventor solve the problem assigned to him. A systematic search is required to ensure timely receipt of the optimal solution. But this is not enough. The solution found must correspond not only to the system in which the given problem is posed, but also to the basic laws of technology development. Otherwise it will become outdated very quickly. New tasks require new methods that correspond to their specificity. Otherwise, work efficiency decreases sharply: the number of performers increases, material costs increase, planned deadlines are missed, and product quality decreases. In other words, the problem of transferring production to an intensive path of development and the problem of developing methods for finding solutions to technical problems turned out to be closely interrelated. This also explains the need to train specialists in new methods. But such training should begin not when a person has already become a specialist and is already required to have a certain level of solving the tasks assigned to him, but in advance. The preparation of an inventor, just like the preparation of an athlete, musician, artist, is a long process. Therefore, it is necessary to start it as early as possible. Unfortunately, the study of the theory and methodology of technical creativity has not yet been introduced in high school, although it could significantly help in mastering many academic disciplines and in preparing for future professional activities. However, you can do something in this direction yourself, using the books that have already been discussed. There would only be the desire and ability to work. When conducting such classes, it will be necessary to comply with certain conditions. One of the main conditions is a systematic study of the material presented in the book. A book on the method cannot simply be read. You need to work with it, constantly returning to what you read. Will not be able to ensure the solution of the task and memorization of individual provisions. You will certainly acquire some useful knowledge even with such an organization of work. However, it will not be able to provide the necessary level of mastery of the technique if reading the book is not accompanied by completing the tasks given in it. It is very important to take into account the specifics of these tasks. The educational tasks that you became acquainted with while reading G. Altov’s book “And Then the Inventor Appeared” were prepared on the basis of real technical solutions that were officially recognized as inventions. When conducting classes on the methodology of technical creativity, the invention used usually acts as a kind of “control answer” with which all the solutions obtained are compared. However, technical problems have one very important feature - multiple solutions. This means that each of them may have several different solutions, and it is not always possible to determine which one is the most successful. Much depends on the conditions under which this solution will be used. Each of you will agree that a boat is a useful thing, but only if there is water on which you can sail on it. The same can be said about any other type of transport. The need to take into account the operating conditions of the manufactured product became especially clear when a person went into space. Even an ordinary hammer had to be modified. When choosing a solution, you have to take into account not only physical conditions. Taking into account economic factors is no less important. Therefore, very often preference is given to a proposal whose implementation allows for maximum use of existing equipment. Because of this “specificity” of technical problems, you are essentially deprived of the usual opportunity to focus on a ready-made answer, which, as a rule, is located at the end of the problem book. The same problem may have several “correct” answers, and the “control” answer will not necessarily be the best among them. Therefore, when starting to solve technical problems, do not forget that even when using a specific algorithm for finding a solution, the results of your work may turn out to be quite varied. However, at the first stage of studying the technique, it is better to focus on the control answer, since otherwise you will be faced with the problem of evaluating solution options, which you will hardly be able to cope with. A correct assessment of the resulting solution, as a rule, is only possible for fairly large specialists who have a good understanding of the system into which it should be included as an integral part. It is no coincidence that researchers often passed by major discoveries without understanding what exactly they had obtained, and inventors applied for some special case of using their invention. This happened, in particular, with the inventor of reinforced concrete, who received a patent for cement barrels with iron reinforcement, which he needed to grow palm trees. It is even more difficult to evaluate a new idea taking into account the possible prospects of the system being developed. At the same time, it is especially difficult to see in a timely manner the possible consequences of using the solution found. That is why, at the first stage of studying the methodology of technical creativity, it is necessary to use as a control answer a solution that is officially recognized as an invention and has undergone a special examination. It can serve as a kind of standard with which it is convenient to compare the resulting solution. It is quite possible that at first such a comparison will not be in your favor. But don't let this bother you. In the future, you will have more interesting ideas. At the first stage of learning, it is much more important to understand the reasons that prevented you from reaching the control answer or at least getting as close to it as possible. It is very important to analyze the mistakes that you made when using the technique. In the process of solving educational problems, you may have a desire to quickly find the answer, relying on a guess and using some similar solution. Try to find the strength to overcome this temptation. Guess, often called “intuition,” is certainly useful. However, it can fail at the most inopportune moment. Therefore, it is more advisable from the very beginning to focus on conducting a systematic, targeted search based on those elements of the methodology with which you have become familiar. This condition must be observed even if the task seems quite simple to you. Simplicity can be deceptive. In addition, when you encounter a more difficult problem, it will be too late to start learning the technique. Therefore, do not rush to get a ready answer. After all, we are talking about mastering a new method of work for you, about managing the search for a solution, about the ability to transfer the solution of technical problems (and not only technical ones) to the inventive level, and not about a simple manifestation of ingenuity. There are many other books to demonstrate and practice it. When preparing educational tasks intended for students, those that do not require any special knowledge to understand were selected from an extensive fund of copyright certificates and patents. Therefore, they can be solved while remaining within the framework of the school physics curriculum. All kinds of special terminology, which often complicates not only understanding the content of the task, but also the very process of finding a solution, was eliminated from the text of the tasks. Some other methods of simplifying the conditions of the problems were also used. In some cases, they even included small hints. All this is done so that the solver’s main attention is focused not on the problem itself, but on those techniques that ensure obtaining the most interesting solution, and on those patterns that allow the use of the same technique to solve problems that do not have the first the look has nothing in common with each other. This is what distinguishes G. Altov’s book from ordinary collections of entertaining problems in mathematics, logic, physics, technology, etc. Therefore, despite the fact that so much space is devoted to problems in the book, it is hardly advisable to assign them the role of the “main character” and be limited to their decision. Educational tasks are, first of all, a means of helping to reveal the very essence of the methodology that ensures the transfer of solving technical problems to the inventive level. However, in order for the creative process not to lose flexibility, which is one of its most important characteristics, it is necessary not only to know exactly how to approach solving a particular problem, but also to understand why one should act in this particular way. And for this it is necessary to get acquainted with the patterns in accordance with which the development of technical systems occurs. In other words, the study of a technique must always be based on the theory underlying it. Thus, we can say that in the book “And Then the Inventor Appeared” there are three “main characters” - TRIZ, ARIZ and educational tasks, which are in a certain relationship with each other. Therefore, it is so important from the very beginning to provide the conditions necessary for their interaction: solving problems should be based on theory, which, in turn, should be used for a more conscious mastery of the methodology for finding a solution. If you understand this, it will become clear to you that in order to deepen and consolidate the knowledge acquired, it is not at all necessary to look for new learning tasks. You can also use in a new way those problems that you have already solved, the answer to which you already know. Don't forget about the ability of technical problems to retain their novelty. The bicycle has been invented for many years. However, this does not prevent the emergence of more and more modifications of it. But in this case we are talking mainly about changing its design. If you move on to using new physical phenomena, the field of your activity in the field of invention will be essentially limitless. Candidate of Psychological Sciences N. P. Linkova
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