Teaching of thinking - art of teaching

Any problem situation can be characterized by three main components: the data given in advance, the goal and the possible obstacles. Sometimes domain-specific knowledge (mechanical engineer, electrical engineer, etc.) and sub-domain-specific (mechanical components, technical drawing, and so on) must be applied to solve the problem; in other situations, however, there is no need for specialized knowledge. In this paper the author emphasizes the importance of conscious thought-development in general engineering education, supporting the analyses with concrete examples. The examination focuses on the skills involved in the process of problem solving. In particular, a distinction is made between general problem solving processes and those relating to various types of specific problems. The author interprets problem solving as a complex method in which creative and critical thinking play determinative roles. The author underlines the significance of heuristic and algorithmic approaches in thinking-development from the point of view of the concrete engineering problem.