The 6th TRIZ Symposium in Japan, 2010
Held by the Japan TRIZ Society, NPO
Special Interest Lecture

Education with TRIZ:
For New Perspectives
Sept. 9 - 11, 2010
Kanagawa Institute of Technology(Atsugi, Kanagawa, Japan)
Toru Nakagawa(Osaka Gakuin Univ., Japan)

Introduction
For the purpose of penetration of TRIZ, (themethodology for Creative Problem Solving):
We have been making efforts for penetrating
TRIZ mostly in the field of technologies andto the engineers as the main target.
However, it must be necessary and useful toenhance the penetration efforts in the filed of
education, both in the higher education and in
the middle and elementary educations.
Thus, Japan TRIZ Society has just started the"Education with TRIZ" Study Group(Group Leader: Nakagawa)
So I will Introduce you various examples of activities
by myself and others in Japan and overseas, for the
purpose of considering the problems and to think offuture directions.

Managers &other people

Engineers
Univ.
students
High school
pupilsElementary
schoolchildren

（Ａ）The First Target:
At Universities and Graduate Schools
TRIZ-based education and research

Capability insocial matters
Knowledge &Capability inSpecialty fields

Not only teaching TRIZ KB and techniques,
Large-scale
But also we need cultivating students' ability in problems
creative problem solving,
Creative Development
process
problemoverall process of technology and productsolvingdevelopment,
TRIZ
handling large-scale complex problems, etc.
Logical thinking,basic capability

It is also important to combine TRIZ with thespecialty education in each department.
Research of the TRIZ methodology
and its applications is also necessary.

Research of TRIZ
and its applications

（Ｂ） The Second Target:
To the Primary and Secondary Education
Introduce creative thinking with TRIZ.
It is necessary to adapt teaching contents and methods
according to pupils' interests and maturity.
Attracting their interest is especially important,by properly selecting the materials and topics.

Newknowledge

Various courses have been developed in Russia,
Materials
Belarus, etc. We can learn from them.
Interest
There are many and different people having
experiences in creativity education at schools.
We should better communicate with them andlearn from them.

Bases ofknowledge

TRIZ in Education(Japan, Spring 2010)

Kushiro NC Tech.

Japan TRIZ Society Members(Organization, Full time)(Individuals, part-time/visiting)
JTS Non-members(Organization, Full time)(Individuals, part-time/visiting)Miyagi TRIZ
Study Group
Niigata U.
Tsukuba U.
NaganoNC Tech.

(Chiba Gakugei HS)
Tokyo U.
Waseda U.

Yamaguchi U.

SANNO Inst. Manageme

Kitakyushu
City U.

(Shibaura Inst. Tech.)Tokyo Inst. Tech
Tokyo Metropolitan U.
(Shizuoka Inst.
Sci. & Tech.)
Kyoto U.
Osaka Gakuin U.

(Kanto Gakuin U.)
Kanagawa Inst. Tech.

A. Education with TRIZ
at Universities and Graduate Schools
It must be useful to teach TRIZ, especially inThinking methods for creative problem solving,
Knowledge bases extracted from huge body of science & technology,
and Effective usage of them,as a part of fundamental education at the universities.
Particularly useful for students in Science & Technologies area.
Can be useful for students in other areas, if properly adjusted.

However, the background knowledge of (undergraduate)
studens is much different from that of engineers.
--- We need to be careful about such differences.

Capabilities expected for engineers
Politics, Economy,
Society

Knowledge ofDevelopment
Sci. & Tech.
Process
Specialty (Sci. & Tech.
Business activities

Basics ofDecision making
Presenting Science & Technology
in society
English /Scientific thinking
Problem solving
Foreign Lang. Logical Thinking
Communication /Creativity
Human relationship
Personality
Language
Self

Capabilities expected for students
Politics, Economy,
Society

Specialty (Sci.& Tech.)
Basics of
Science &Technology
Scientific thinking

Presenting
English /Foreign Lang.
Logical Thinking
Communication /Creativity
Human relationshipLanguage
Self
Personality

Educating Undergraduate Students:
Students do not have experiences in technology and working in business.
They do not have (at least initially) motivation in the TRIZ related topics.

Thus we have to teach them step by step from the very basics.
Basic ways of creative thinking,
Basic concepts of systems, functions, causes & effects,
Basic processes of planning, designing, development, etc.,
Basic mechanisms related to individual technical problems, etc.
For handling a specific technical problem, preparation for theseunderstandings is required.
Hence,
Handling specific technical problems is not easy/appropriate.
Textbooks and Web articles written for engineers are
not suitable for students (at least at the initial stage).
==> It is practical/useful to train the students to solve
problems familiar in their lives.

Education at the Universities： Various Alternatives
Number of lectures:
Usually, 1 course is 90 min. x 15 (＝ 22. 5 hrs.) ,How many courses can we use? (Ex. half, one, two, etc.)==> This makes difference in the contents of the course.
Position in the curriculum:
Ex. Common basic class for different departments
Relationship with specialty classes,
Different background knowledge depending on the year of students.
Style of teaching:
Lecture, Practice in a large class, Seminar in a small class,
Individual practice (ex. Thesis work), Research project, etc.
==> We should select one or some in combination.
Selection in contents:
Necessary to select the essence of TRIZ.

Ex. A1: "Lecture to Teach TRIZ" in 1 to 3 courses
TETRIS Project of EU(G. Cascini, N. Khomenko, et al., ETRIA TFC 2008)(G. Cascini, Editor: TETRIS TRIZ Handbook, Nov. 2009)"Teaching TRIZ at School"(Project for establishing a TRIZ Course at High schools, Universities,
and Industries)('Body of Knowledge' of Classical TRIZ is compiled as a textbook.)

TETRIS TRIZ Handbook (Textbook, 280 pages) (distributed free)
1. Fundamentals of Classical TRIZ
2. Laws of Engineering System Evolution
3. Short Review of ARIZ Illustrated by the Analysis of a Real Problem
4. Su-field Analysis and Standard Solutions
5. Techniques to Resolve Contradictions / Resources / Effects*** It seems necessary to adapt more
to students' background knowledge and interests. ***Ex. A2: Lecture: "Methodologies of Creative Problem Solving"
Toru Nakagawa (Osaka Gakuin Univ.), Faculty of Informatics,
2nd year, 2nd term, Optional class, Common basics in the Dept.

(1) Easy Introduction, demonstrated with a few application examples(2) Three main approaches in science & technology:
Observations => hypotheses; Principles => applications; Problems => solutions(3) Finding the problem, and focusing on the core problem(4) What is ideation? Enlightenment and Brainstorming(5) 'Systems'-- Analyzing the Problems -(6) Searching for the root causes(7) Analyzing the system in the aspects of functions and attributes(8) Extra: How to prepare for and write reports (papers)(9) Analyzing the space and time characteristics;
and making an image of the ideal (Particles method (or SLP))-- Generating solutions -(10) Utilizing knowledge bases: Variety of TRIZ Knowledge Bases(11) How to break through the barrier?
'Physical Contradiction' and TRIZ 'Separation Principle'(12) System of solution generation methods: 'USIT Operators'-- Summing up the lecture -(13) Examples of creatively solving familiar problems(14) Creative problem solving method with USIT (i.e. Easy TRIZ)(15) Creative problem solving method with TRIZ-- Concluding the lecture --*** Focus on TRIZ/USIT, andcovers the whole area of creative problem solving. ***Ex. A3: "Creative Design Exercise Class"
Youtaro Hatamura, Masayuki Nakao, et al. (The Univ. of Tokyo)
Mechanical Engineering Dept. & Industrial Mechanical Engineering Dept.
A common basis for the departments, 3rd year students.
(Their own methodology, partly incorporating TRIZ)

Ex. A4: "Introduction to Invention & Ideation Supporting Systems"
Osamu Katai, Hiroshi Kawakami, Mitsuo Morihisa, et al. (TRIZ Sympo. 2007)
Kyoto Univ., Faculty of Engineering, Dept. of Physical Engineering
A seminar class of 3rd year students(Usage of TRIZ software tools and writing a patent specification.)

Ex. A5: "Product Development Process and TRIZ"
Yamaguchi Univ. (Shigeru Kasuya, TRIZ Sympo. 2006)
Exercise of conceptual design of mobile robots. Four 3-member teams.
Surveying needs (with QFD), and problem solving (with TRIZ).
Ex. A robot returning books to the shelves in a library.

*** Approaches suitable and productive for teachers
who have experiences at industries. ***An Exercise in Nakagawa's Lecture (Ex. A2.)

What should we do to improve lecture classes?
QA: Concerning to this (or other) lecture class,list up 3 problems you think we should improve.
QB. Figure out the 'mechanism' of 'giving a lecture'or 'attending at a lecture'.
QC. Make an image of 'Ideal lecture' andfigure it out.
QD. In order for you to study and understand better,what should we/you do?

QA. What are the problems of the lecture class ?

Problems posed by students(though not explicitly)z I don't understand what purpose and what use this lecture has.
z I don't understand what Teacher is really saying.
z The lecture is boresome, not interesting.
z The lecture is just given, without chances of asking questions
and saying my opinions.
z Various lectures handle widely different topics without much relationship;and hence I cannot follow them.

QB. Illustrate the 'Mechanism' of Lecturing:First, illustrate the skeletal structure among principal components.
TeacherShow

Talk
Students
Materials See

Functional Analysis
with USIT

Put the most important component for the purpose of a lecture at the top.
Rearrange other components in the way the upper component is functionally
supported by the lower components.
Show the functions between directly contacting components with arrows.
Teacher

Materials

Students

Students

MyselfOther students

Materials

Teacher

Materials

TeacherIllustrate the Functional Relationships of Lecturing.
Put the most important Students
component for the
purpose of a lecture
at the top

MyselfStudent Student

・・・

present
The upper component
is functionally
Information
supported by theof theTalk
contents
lower components.
of the lecture
Arrows show thefunctions between
directly contacting
components.

Printedtexts

Written

Slides on board Textbook

prepare and present
Teacher*** However, something WRONG in this slide ??? ***Students (Myself) are only receiving the presented contents.
They are just served, and are not doing anything actively.
No description of students activities of 'learning' and 'understanding'.
(This diagram of lecturing works even if the student is sleeping!)

In the previous diagram, the essential function was missing:

Students
MyselfLearn and Understand,for myself
Informationof thecontents of
the lecture

Talk

Student Student

・・・

present
Printedtexts

Written

Slides on board Textbook

prepare and present
TeacherIllustrate the mental activities of 'Learn and Understand' for myself.
Actual activities

Intellectual activities

Accumulationof learningand experiences
Attending
at alectureLearning
outsidelectures

Mental activities
Understanding as the bases

Look, listen,
read
Ask,
inquire,surveyThink, work
to understandNew
information

Relevant
understanding

New
Interest,
understanding motivation, passion,
mind, wish

Talk, apply,
practice
Applying andpractice activities
Presentation
activities

Write, summarize,
systematize
Prepare reports
and documents

New
perception

efforts

Updated understanding
as the bases

What should we do, for making lectures/classes better?
The students have to(and hence the teacher has to support them to)prepare for the bases of knowledge,
interest, motivation, and concentration,in order to make the best of 'look, listen, and read',and also to do intellectual activities of'thinking, applying, and examining'.

Ex. A6: Students used TRIZ in their project work.
Masao Ishihama (Kanagawa Inst. Tech.) (TRIZ Sympo 2006)
Formula SAE Project(Society of Automotive Engineers）（Held annually in Michigan State, USA.）

Improvement of the Air Intake Pipeof the combustion engine:
Use of CAE software
Experiences of machining
Use of TRIZ Contradiction Matrix

Ex. A7: Seminar Class (3rd yr.) and Thesis Class
Toru Nakagawa, Osaka Gakuin Univ., Faculty of Informatics"Thinking methods for creative problem solving"
Seminar Class (3rd year) (1 to 5 students for each year)-- Prerequisite of taking Nakagawa's lecture at the 2nd year.
But some students came without taking it.
z Study and making practices of published application examples

z Group practices to solve various problems familiar around us are useful.
-- Through these practices, problem solving methods TRIZ/USIT are explained.

Seminar Class for Thesis Work (4th yr., the same members)z Continue the group practices of solving familiar problems.

z Each student is requested to find a problem to solve in the thesis work, individually.
z Students present their work by turn and all the members join the discussion.
z Prepare the thesis [with 2 page Extended Abstract]; Presentation of Thesis (1 hour each).
"TRIZ Home Page for Students by Students" (Established Mar. 2006)*** Students have made several good case studies,even though the quality of theses vary much. ***Example: Tsubasa Shimoda, Thesis work (2006)

How to fix a string shorter than the needle at the end of sewing
Define the Problem:(a) Undesirable effect: The string is shorter than the needle andprohibit applying the standard way of making a knot.
(b) Task statement： Devise methods for fixing the string left shorter
than the needle.
(c) Sketch:(d) Plausible root causes:
The standard way of making a knot
is applicable only when the string left
is longer than the needle.
(e) Minimum set of relevant objects:
Cloths, string (already sewn), string (left), the needle

Problem Analysis (1): Understanding the present system(1) Functional analysis: What is the function of the Needle?
A base for making a loop of the string;A guide for passing the end of the string through the loop

(2) Attribute analysis: Properties taken for granted form the Constraints:
The string does not expand = Its length does not change.
The needle is hard = No change in shape and length.

When any of these constraints is lifted,
there appears a novel solution.
(3) Analysis of time characteristics: Processes of sewing:
Solutions at the final stage and solutions at any earlier stage.
(4) Analysis of space characteristics： A knot makes the string thick at the end.
Watch out about the topology in making a knot and in the 'hole and string' .

Several known solutions:

A well-known technique.
Difficult to make the loopof string in the space;need some practices

The hole of the needle has a slit,
thus the string can be passed andremoved without cutting the loop of
the string. (a commercial product)

Problem Analysis (2) : Understanding the Ideal system
Ideal arrangement of a sting in spacefor making a knot
It should be nice if we could holdthe string in this arrangementin the space.

Solution Generation:
Generate Ideas and Construct Solutions
A ridiculous idea
improve
Known technique

Image of
Ideal situation

A novel needle
specialized formaking a knot improve

improve

A novel tool
made of a straw

Case Studies of TRIZ/USIT for Solving Familiar Problems
Nakagawa's Seminar Class at Osaka Gakuin Univ.
• How to avoid the crashing of stapler needles <=> SLP method• How to fix a string shorter than the needle<=> USIT full process• How to Help Recall Passwords <=> Physical contradiction• How to Prevent Unauthorized Persons from Entering
the Auto-locking Door of Apartment Building<=> Solving psychological/social and technical problems altogether• How to Prevent Cords and Cables from Getting Entangled:<=> Systematic Classification of Various Solutions
These case studies are easy to understand for students, engineers,and even high school pupils.
*** Good case studies can not be established by students alone;teachers must write papers with full discussions. ***Ex. A8: Apply TRIZ in the M. C. and PhD Thesis Worksin Various Specialty Fields(Possibilities: Kanagawa Inst. Tech., The Univ. of Tokyo, etc.)
Mechanical engineering, IT, Chemistry, ・・・
In any field, on any topic,*** This must be the main target of 'Applying TRIZ in Academia'.
But actual results have not been reported yet in Japan.
Teacher of the research project should have mastered TRIZ/USIT,
and lead the student as 'a tutor with TRIZ'.
It is desirable for TRIZ/USIT specialists to cooperatewith teachers/students in various fields.

Research and Development of the TRIZ Methodology
At the Master and PhD Courses, to foster TRIZ specialists
Ex. A9: INSA Strasbourg (France)
Advanced Master in Innovative Design(Specialty in TRIZ and OTSM-TRIZ; The only MC Course in the Western World.
(Roland De Guio、Dennis Cavallucci、Nikolai Khomenko、et al.)Lectures: Total 413 hours
Innovation management, Innovation design, TRIZ team management,
TRIZ fundamental theory, TRIZ techniques and tools, ARIZ theory & practice,Classical TRIZ and OTSM, Problem Flow Network (PFN) Approach (x3),
Applications of PFN.
Projects of Industrial Practice: 4 months*** TRIZ has some research centers in the West, but not so strong yet. ***Inside TRIZ consulting firms (Ideation, GEN3, Systematic Innovation,
CREAX, etc,)
Inside industries (Samsung, Intel, etc. )Few European Universities (INSA Strasbourg, )Ex. A10: Seminar/Workshop without Showing TRIZ Explicitly
T. Nakagawa, Osaka Gakuin Univ., Seminar Class for 2nd yr students==> Poster Presentation: Kurumi Nakatani & T. Nakagawa (3rd Day)

'Studying the Evolution of Technologies in Familiar Items'
Example: A Large Variety of Writing Instruments- Show your own favorite Writing Instruments, and explain their good points !
- Visit stationary stores, home-centers, internet, etc. and survey various kindsof Writing Instruments !
- Explain the mechanism of writing/drawing with them !
- Classify the Writing Instruments with the mechanisms !
- Think of Various Usages of Writing Instruments, and classify the usage !
Where (on which), What, and How to write/draw ?
- Tabulate Writing Instruments as classified by the mechanisms and by the usage.
- Why do we have so many different kinds of Writing Instruments ?
- Search for different methods of writing/drawing without using ordinary Writing Instr.
- Think of methods to write/draw the same elements or same things repeatedly.

*** This approach can be doneeven with high school to elementary school children. ***B. Education for High School,
Middle School, Primary School Children
and Penetration in Society
It is a big task and question
how to teach creative thinking
to high school students and children.
In accordance to the growth of children,
we should teach them step by step in the aspects of
Sensibility, Interest,
Observation capability, Scientific thinking,
Basic understanding of science and technology,
Logical thinking,Ability of ideation,
Capability of problem solving, etc.

Capabilities expected for
Elementary School Children
School,Community
Knowledge
Arithmetic

Friends
ともだち

Basic science

Communication
Thinking ability
Language
FamilyObservation
観察する(Listen, Talk,
Intellectual
Read, Write,
Self,
Heart
自分・心
知的好奇心
curiosity
Think)

Capabilities expected for children
Neighborhood
Friends
FamilyLove, Heart

Characters
Language(Listen, Talk,
Think)

Numbers
Playing

Observation

Curiosity

Capabilities Expected forHigh School Students
Society

Technologies

Technological
Social studies
Mathematics Basic knowledge
Human Presentation
表現力
Social 人間関係
ScienceExperiences,
relation
体験・実験
Logicalthinking
relationship
EnglishExperiments
Arts Personality
Language
言語
Self
自己

Capabilities Expected for
Middle School Kids
Society Social studies

EnglishBasic
Human Presentation mathematicsBasic science
relationship
LogicalExperiences,
Language
Thinking
Experiments(Listen, Talk,
Self
Read, Think)

School,Friends

Ex. B1： Creativity Education for Children
Active in Russia, Belarus, etc. (Nikolai Khomenko is the leader)

CID Course for Children: 'Creative Imagination Development'
Written by Natalia Rubina (1997-1999), English translation. Irina Dolina,
Posted in "TRIZ Home Page in Japan" (2001 - 2002)
For 1st - 3rd yr. Elementary School; Once a week, 1 hour x 15 per semester
Whole set of 12 booklets: Workbooks for children and Guidebooks for teachers

1st Year: "Fairy Tales School"- What does this or that consists of? Where are they located?
- How feels this or that? How seems this or that?
- What can one do and why?
- What was in the past and what will be in the future?
- Fairy Tales from the word "why"- "Spoiled" Fairy Tales.
- "A Fairy Tale is not true, but there is a hint in it." (Proverbs)

2nd Year: "Fantasy City"- Adventures in Fantasy City: Morphological Box- Unususal Inhabitants of Fatasy City (Animation Method)- Magic shop
- Methods of Making Images- Methods of Solving Problems (Contradictions),
Both Cold and Hot (Physical Contradictions)- "... Sledge, Go Home By Yourself!" (Ideality)- "Use What Is at Hand, and Don't Look for Anything Else"

3rd Year: "Planet of Unsolved Mysteries"- Methods of Solving Contradictions- Scheme of Solving Problems- Modeling with Smart Little People- Practice Work on Solving Problems

Scheme of Solving Problems (CID Course for Children) (N. V. Rubina)
The present problem is:________________________________________________
If
Then (+) _________________________________________But (-)_________________________________________
Articulate the ideal solution:__________________________________________________________

Find the opposite properties:____________ should be __________, in order to ______________________ ,and should be __________ , in order to ______________________
Which resources are there for the solution of this problem?
__________________________________________________________

Solution:______________________________________________________________________________________________________________________________________________________________________________

Ex. B2: Creativity Education for Elementary School Children (Higher grade)
Harumi Ichikawa (Daughter of the late Prof. Kikuya Ichikawa)Workshop for Children on Creativity through ET (Equivalent Transformation)
The CAMP Group in Keihanna organized the workshops.
Half-day workshops for children are held continuously on various topics.
H. Ichikawa recently joined this group and started the ET Workshops.
The core concept in ET (by Kikuya Ichikawa) is:"To find a common essence in different things/phenomena".
Having prepared a large set of picture cards, invite the children to finda common nature/aspect among different things.
Children are requested to tell why he/she think the two pictures are common.
After such an exercise, the children enjoy working to make various things
freely by using the materials prepared.
H. Ichikawa says: "I did not have experiences of working for education,
I now conduct this workshop smoothly and naturally."
Anything can become a trigger of new activities.
It is nice to have mothers and teachers learned of TRIZ.

Ex. B3: Creativity Education for Middle School Kids
Katsuya Miyanishi (Father) - Taichiro and Kai Miyanishi (Sons) (Kanazawa)

A Summer Homework by Son and Father with TRIZ
"Why Water Striders can stand and slide on the Water?"Father guided Son to consider various ways
for Water Striders to stand and slide on thewater surface, and to built toy models.

This suggests the possibility of off-class/club activities
at schools or at private organizations.

Ex. B4: Creativity Education at High Schools
Kouji Harada, Kunio Takahashi (Chiba Gakugei High School) (2002)

Preparation for materials (by teacher) and Web posting (by students)
Materials to study ET and TRIZ Solution Methods
An example of problem:
How to save electric power?
Home Page
built by students

Solution:
Using a sensor light[Discussion] Possibilities of Creativity Education
for Elementary School Children to High School Students◆ If we obtain an occasion, we will certainly make it!
It is essential to make the children get interested in.
◆ Should not try to teach the methods and terms
Using real cases, we may choose to apply various ways of thinking,not limited to the TRIZ methods.
◆ Approach of mostly using observations, surveys, and discussions:- How to Prevent Cords and Cables from Getting Entangled- A large variety of Writing Instruments- A variety of nails, and their evolution- Variety of tools for picking up/cutting/removing weeds.

Studying the Evolution of Technology in familiar items==> Will gradually induce idea generation by ourselves-- Want to have something applicable to this sort of usage !
-- Have difficulty in doing such and such.
-- There can be a new method like this !

[Discussion] Necessity of Cooperating with Many
Other People
The TRIZ Community in Japan is very poor yet in the experiencesof education of high school students and children.
It is necessary to cooperate with various people and organizations
who are preceding in the education.
Japan Creativity Society,Researchers in the field of education (e.g. Japan Education Engineering Soc.)
Teachers at schools
Voluntary people working for education in communities,

Let's try various activities in cooperation with these people!
Once we have occasions, we can make use of them.
Once we contact with young students and children, we can makevarious trials.

Announcement 1:

Group Discussion "Education and TRIZ"
Today after dinner (2nd Day, 19:20 - 21:00) 12F Cafeteria
Coordinator: Toru Nakagawa + Nikolai Khomenko
Language:

Mostly in English (Interpreter support: Japanese → English)

Topics: Education and TRIZ at the Universities
Education and TRIZ for children to high school
Penetration of TRIZ to society/community
Understanding of TRIZ in its essence
Speakers: Masao Ishihama, Katsuya Miyanishi, Seiji Watanabe,
Mahmoud Karimi,

Announcement 2:

Japan TRIZ SocietyFirst Meeting of "Education with TRIZ" Study Group
Tomorrow morning (3rd Day, 9:00 - 9:40) 12F Cafeteria
Coordinator: Group Leader: Toru Nakagawa (Osaka Gakuin Univ.)
Language: Japanese only.
Topics:Reports by each member
Discussion on the future activities of the Study Group*** If you are interested in the activities,
please come and join us.
Study Group is open to you all.