PHIL210 CRITICAL THINKING ASSIGNMENT 2 - PROBLEM SOLVING

Topic – Problem Solving
Felicia McCaw
Professor Muhammad Mustafa Sohna, Ph.D.





Problem Solving
Strayer University
Felicia McCaw
Professor Muhammad Mustafa Sohna, Ph.D.
PHIL 210
Online Summer 2017
September 2, 2017

Problem Solving
2

In scenario two the requirement of teaching students the ability to work independently, efficiently and be attentive to details by including all requested information is the goal. The problem that is prevalent is that my child is working on the project but has missing aspects and still the need is there to stress how important it is to be attentive and be precise in including all required details.

A factor that affects the project and process of using contemplative thought and analysis is to look at the project as needed to be expanded. Next, breaking it down to determine how each segment can be processed and done by starting with the easiest part of the project and then compiling it systematically because it has a beginning pattern with alternatives to work backwards by completing the project from the rear.

In relation to the problem with assembling the project is the correlating issue of how to assist a child in developing responsibility for his or her own expansion by allowing the exploring of ways to assist and grow from the base to an upper level of thinking process. Further learning how to change routes and approach the problem and work on the most difficult part and then the most simple or vice versa. The task of teaching how to expand would be the next step in preparation to assist in the creating and compiling of the project as the project is assembled. Therefore, the learning theory is enacted by evolving from the step of discovery of the problem and the ability to break it down and process it further to ensure the project is completed with all possibilities explored.

Some of the hindrances that might cause a lack of fluidity is the inability of the child to grasp the full concept of what needs to be done. As such the problem and lack of understanding has to be approached and minutely clarified to help resolve. Another hindrance that might affect

Problem Solving
3

the project is the inability to obtain correct and valid information to assist the child to allow expansion. Also, in connection memories of being assisted with all projects is a carryover and factor that has to be addressed and realized that a chance is enabled to start an avenue of
independence by teaching individual thought and planning to complete a project without assistance.

In relation to the child’s inability to grasp the intention of the project the next step would be to ascertain how much the child knows and is able to do individually. After finding the lack, the next step would be to proceed step by step to ensure understanding and build exploratory knowledge to assist in building and completing the project. If the information is found to be too complicated the ultimate step would be to work as an assistant with the child to help compile the project and fulfill the state of completion.

If the project needs information that is not obtainable the next step would be is to decide if a substitution can be done. If a substitution can be done the contents of it would have to be analyzed and determined if it is conclusive and relational to the project then it can be used. Further, if the student can absorb it and use it and if it can also be definable as appropriate then the process of assimilating and merging would be the next step. Another concern would be to consider if there are barriers that inhabit the ability to proceed with the project and if so what would be the problem.

As with any project the consideration of whether there are biases in relation to the associated problem becomes a prominent thought. As such the exploration of how affective the bias is in connection with the project would determine whether an inherent problem exists or is just associated with this one. One way to weigh how extensively a bias that may be connected

Problem Solving
4

would be to look at the project and comparatively weigh the pros and cons in doing the project in differing ways and determine if the pros are more beneficial or if the cons are.
With the pros and cons considered the next step would be to implement the ideas to change the overall presentation if either is more suited to upgrading the project. Further it is also a possibility that by using the pros and cons the child’s confidence and ability can be encouraged so that a level of independence can be obtained. Rescaling and evaluating the entire process can lead to a new viewing and possible alteration to the problem and a renewal of looking at the issue to ensure that it is changed and altered.

Since the purpose is to use the queries to define the options to be utilized as solutions to a problem or a variation to reroute and change a direction in thought and procedure to follow. The studying of an outside source can lead to changing the queries and lead the options in a different way and conclusively expand and evolve the approach towards the problem and help solve it quicker and more efficiently. Therefore, the best option for solving the problem would be to use the best of the expanded options when used in a comparison against each other. Consequently, it allows a clear vision in choosing the best of the options that have been gathered together to use and solve the problem.

As with all problems the thought is always uppermost to expand the problem and look at it in perspective and clarity to define it, highlight it, dissect it, and look at it segment by segment, generate options by reversing the problem and considering each option individually. After this is done, the process of elimination and retainership becomes easier and the choice is determined quicker. Therefore, the option would be to incorporate the child’s efforts and gather the missing information that the child probably does not understand and merge your ideas to upgrade

Problem Solving
5

the project and oversee and examine any problems and teach the child in order to upgrade the entire process.

With the decision made the next step is the implementation and reflection on the steps used to compile the project and whether or not it is a possibility and if the solution is measurable and complete. This combination of using these options is the most effective because it allows the compilation of the project and gives a new way to introduce options and a theory how to process and change the approach by contemplating queries on the options that can be used to culminately obtain the objective of getting the project done. Further with upgrades, teaching the child and expanding him with the learning theory and changing and developing a plan to make it all possible.