Appendix-Page:

This page contains "more information" about sections in the HomePage and Models-Page.

 

iou – In the near future, March 4-11, I'll be adding more info to this page, along with some developing-and-revising that makes it easier to understand.  Until then, just learn what you can or (probably wiser) come back later when it's better.

 

iou – Below, the gray-font paragraphs are just me "thinking out loud", i.e. the ideas will need significant re-writing (with developing & editing) to make them useful in this web-page.

I like the terms "proactive Problem Solving" (or "active Problem Solving") but I don't like "passive Problem Solving" because the process of "wise filtering" is a Mental Action (during the Evaluating in a Mental Experiment, then Comparing in a Quality Check) that results in a Non-Action by not actualizing (in a Physical Experiment) This Option for Physical Action.

"proactive" and "protective" have similarities-of-sound (with alliterative beginnings & same endings) that I like, but an Action seems "preventive" only if the Action prevents another person (or company, institution,...) from doing negative actions (like polluting);  and this basically is proactive Problem Solving because you are doing positive Actions that help maintain quality (by preventing Actions-by-another that would make situation more-bad so the situation becomes less-bad when their Negative Actions are prevented by your Positive Actions).  By contrast, does it seem strange to call self-control (by avoiding a Negative Action) a "Preventive Action" or "Preventive Strategy" or "preventive Problem Solving", or is this accurate and justifiable, and would it communicate with a fellow educator? (and "filtering" seems strange if it's to prevent Actions by another agent, another person or institution);   Is "defensive" a more generally acceptable (and relevant) term, or does it have serious difficulties?

wise caution -- as in the art/skill of "not making things worse" or (in medical contexts) "first, do no harm";  or should we prioritize "first, do good" ?

When the Option is a Strategy (i.e. it's an Option-for-Action) the result of Evaluating this Option can be Strategic Action (when you decide to do the Action because your Evaluation leads you to conclude that it will be a beneficial Positive Action) or Strategic Non-Action (if Evaluation leads you to conclude that it would be a detrimental Negative Action).

Proactive Strategy or Defensive Strategy  --  Proactive Problem Solving or Defensive Problem Solving.

evaluating an Option-for-Action with Risk-vs-Reward Analysis, or with Cost-vs-Benefit Analysis.

 

 

This definition is just a premise I'm assuming because I think it's educationally useful.  {so it's trivially true? although pragmatically useful}  If you agree about the practical utility, you can accept it.

But each "so" is based on evidence-and-logic (?) and can be challenged.

 

 

 

 4 Ways to USE Experiments  (i.e. to USE Experiences)

Design Process shows the central role of Experiments (Mental & Physical)* in problem solving, when you Design Experiments so you can...

    1.  USE an Experiment (Mental or Physical) to make Information (Predictions or Observations)
         { you “run” the experiment-situation mentally (by imagining it) or physically (by actualizing it) };
    2.  USE this Experimental Information to do Evaluation of an Option (e.g. of an Action, or...);
    3.  USE this Experiment-Based Evaluation to guide Generation of another Option.
 

* Mental & Physical EXPERIMENTS produce Mental & Physical EXPERIENCES , as explained above.    { Information can be old and new, made by yourself & others }

 

Below, when a box (1 2 3 3) is activated – by touching it or moving your mouse over it – you can see four isolation diagrams that show only the problem-solving actions for Use #1 (make Information) and Use #2 (do Evaluation) and Uses #3 (guide Generation for Science-Design & General Design).     {or you can see a larger diagram, but without mouse-overs}

4 Ways to Use Experimental Information
 

In addition to 1 2 3, you can...

4.  USE the Experiment-Based Evaluation (from #2 above) to guide Generation of more Information (in #1).  This action is analogous to #3, except instead of Generating new Options (in #3) you are now (in #4) Generating new Information.   How?  You get new Information from new Experiments.  First you ask “what additional Information (Predictions or Obervations) would be useful for Evaluation?” and then, in a question to stimulate ideas for Experimental Design, “what Experiments will produce this Information?” (in 1) that you can Use in 2 & 3.