Future Resilience — #1 Complex Problem Solving
The Foundation for Young Australians, OECD, Prinsley & Baranyai, Saxena and Epstein all state that complex problem solving is a vital skill for our students to cultivate.
Complexity has many different interpretations. Glouberman and Zimmerman (2002) have a helpful interpretation:
In simple problems (AKA cause = effect), a formula can be followed and repeated with relatively little expertise and be expected to produce standard results. However, in complex problems, this is insufficient; higher order expertise is required and an understanding of a variety of different fields need to be drawn upon in order to produce a successful result.
According to Hogarth, Lejarraga, and Soyer (2015) simple problems exist in “kind learning environments” and complex problems exist in “wicked learning environments”.
More often than not, our world is increasingly complex and wicked which is why young people must be proficient at complex problem solving.
Starting by helping students differentiate between simple, complicated and complex problems will help them understand what skillsets and toolsets they may need to employ in tackling the challenge ahead. It’s not a matter of one-or-the-other; students need to practice in a mix of all of these systems.
Dealing with complexity may require different Systems Thinking tools such as; Interconnectedness, Circular Design, Emergence, Synthesis, Relationships and Wholes. Nimble use of these tools can also help tackle complex problems. Check out this visual from Leyla Acaroglu that highlights the disparity of tools needed for simple problems compared with complex problems:
Other practices that teachers might consider using are as follows:
- Prototyping Cultures — opportunities for students to have multiple attempts to have a successful outcome based on feedback and feedforward loops.
- Feedback & Feedforward loops — cycles in which students can improve and add value to their thinking and outworking (rather than one summative grade).
Summing it all up with this quote from the OECD 2030 position paper:
In a world characterised by inequities, the imperative to reconcile diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept at handling tensions, dilemmas and trade-offs, for example, balancing equity and freedom, autonomy and community, innovation and continuity, and efficiency and the democratic process.
If you missed last weeks’ blog about Future Resilience, it’s a good intro of what’s to come. Check it out here.
