Synectics...
a Brainstorming Tool
Instructional Objective
The learners will be able to use the synectics to jump start the
creative process and find "fresh" views to solving problems.
This brainstorming tool will enable the learners to avoid "white
fright," the fear of starting a creative piece, and will
provide a method for gaining new insights into otherwise mundane
or uncomfortable topics.
Background Information
Synectics (Gordon, 1961) is an approach to creative thinking that
depends on understanding together that which is apparently different.
Its main tool is analogy or metaphor. The approach, which is often
used by groups, can help students develop creative responses to
problem solving, to retain new information, to assist in generating
writing, and to explore social and disciplinary problems. It helps
users break existing minds sets and internalize abstract concepts.
Synectics can be used with all ages and works well with those
who withdraw from traditional methods (Couch, 1993). Teacher-facilitators
can use synectics in the classroom by leading students to:
- Describe the Topic: The facilitator selects a word
or topic then asks students to describe the topic, either in small
group discussions or by individually writing a paragraph; e.g.,
MUSIC.
- Create Direct Analogies: The facilitator selects another
word or topic then asks the students to generate a list that would
have the same characteristics as those words or phases listed
in Step 1 (a direct analogy is set up to make comparisons between
the two words, images, or concepts). How are MUSIC and BIAS alike?
Ask them to generate vivid mental images. Mental images are powerful
tools in the process.
- Describe Personal Analogies: Have students select one
of the direct analogies and create personal analogies. Students
"become" the object they choose and then describe what
it feels like to be that object. How would it feel to be music
that is biased?
- Identify Compressed Conflicts: Ask the students to
pair words from the list generated in Step 3 which seem to fight
each other. Always have the students explain why they chose the
words which conflict. Then have the students choose one by voting.
How are auditory symbolism and personal inclination different?
- Create a New Direct Analogy: With the compressed conflict
pair voted upon by the students, ask them to create a different
direct analogy by selecting something that is described by the
paired words. How are auditory symbolism and personal inclination
like a painting, poem, movie, political party, etc.?
- Reexamine the Original Topic: Return to the original
idea or problem so that the student may produce a product or description
that utilizes the ideas generated in the process. They may concentrate
on the final analogy or use analogies created in the other four
steps (Gunter, et al., 1990).
For the same thing just different try the following. For best
results go through each step, then put it away for a while, then
go through the next step. Don't look at any list until you get
to the last step, redefine.
- Use the dictionary to fully define the word(s).
Generate a list of words or topics that:
- are similar to the original word(s);
- describe what it would feel like to be the original
word(s);
- are opposite to the original words(s);
- Once again, are similar to the original word(s).
- Look at each list and find words that help you redefine
the direction of your quest.
References
Couch, Richard (1993). Synectics and Imagery: Developing Creative
Thinking Through Images. In: Art, Science & Visual Literacy:
Selected Readings from the Annual Conference of the International
Visual Literacy Association (24th, Pittsburgh, PA. September 30
- October 4, 1992). (ERIC Document Reproduction Service No. ED
363 330)
Gordon, W.J.J. (1961). Synectics. New York: Harper &
Row.
Gunter, M.A., Estes, T.H. & Schwab, J.H. (1990). Instruction:
A models approach. Boston: Allyn & Bacon