David,

There is a lot to reply to here, so this will be a short note.

1. From my point of view your description below conflates what I would call
convergent / divergent *problems* with convergent / divergent *thinking*.
Both convergent and divergent thinking may be deployed in relation to
convergent problems - but convergent problems may not require divergent
thinking. A well formed algebra problem for example could be solved by
applying algebra methods taught at school.
2. rather than looking at things in terms of convergent and divergent
problems, I'd typically look at things in terms of the Wallas stage model of
creative illumination, where a 'problem' is worked on using whatever methods
and this may lead to a 'solution'. However, many 'problems' hold out against
this sustained effort, and on the one hand an ever increasing range of
creative approaches are used and on the other the 'problem' begins to be
internalised into the subconscious and churns around in an 'incubation'
phase there. Eventually, something clicks on a subconscious level and an
illumination insight breaks through (often dramatically) into conscious
awareness.
3. in the above model, thereis typically a stage of 'problem finding' where
an initially vague and ill-defined investigation may be progressively
redefined as progressively more explicit and well defined 'problem
situations'.
4. this progression may involve redfining the context (underlying 'paradigm'
or mindset) in which the problem is understood (this is well defined in the
Wertheimer model).

With the above in mind, I'd view convergent *problems* as those that are
readily solved using relatively conventional tools and may have relatively
straightforward and well-defined 'right' answers, and divergent *problems*
as those that require more creative thinking and may afford a wide range of
'correct' answers.

This is my best answer for a few minutes before I dash off to work, anyway!
I may change my position later. ;)

Regards

Lauchlan Mackinnon

Hi Lauchlan,

I am very conversant with the literature, it has been an interest for
many years.  The two links you provide support my point.  These are
about creative thinking, not about the nature of the problem.  Given
that these are modes of thinking, I still cannot see how you map
these onto the nature of the problem.  Your characterisation of these
bipolar modes of thinking seems to match one style of thinking to a
particular style of problem.  This is hardly ever so. Guildford,
Hudson [and many since] recognised that both modes of thinking must
be employed in any non trivial problem solving exercise. If divergent
thinking is about the production of lots of ideas (that we respect
equally blah blah), what then is a divergent problem?  One that
produces many solutions? If so, I suspect a bit of convergency is
required to come to a single answer that a designer's client can
use!  This then contradicts your assertion that divergency of thought
is required to crack a 'divergent' problem.  You also seem to equate
convergency with ordinary thinking, and divergency with creative
original thought (a dangerous game!).  I suggest that, for example,
much work in science and technology has emerged from strongly
convergent thought, mixed perhaps with a bit of divergency and some
intuition at the right points.  Both are needed.  One could perhaps
say that certain occupational groups lead with one mode rather than
the other, and in this sense [art and] designers may be seen to be
more divergent than say engineering designers.  This is borne out in
personality type profiles.

In any case, I have often felt that a lot of what designers do (in an
art and design context rather than a technology context) is
characterised more by opportunity-seeking than by problem-solving.

David

________________________________________________________________________
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David Durling FDRS • Professor of Design • School of Arts &
Education, Middlesex University,
Cat Hill, Barnet, Hertfordshire, EN4 8HT, UK • tel: 020 8411 5108 (24
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