The precision at the heart of our discipline serves us poorly when we try to ease away from sterile, mechanical problems. Assigning too many well posed problems teaches trivial pattern recognition, not analysis or problem solving or any other skill our discipline demands.
Good problems contain too much or too little or contradictory information.
Good problems may not have unique solutions, and they do not define the desired solution. They often require that students reformulate a better posed problem from that which is first put to them. We should always ask the well posed question first to build confidence. We should not stop there, though. And they will develop critical judgment and problem solving skills if they are forced to formulate and answer a better question than the one they were asked.