SYNECTICS

Synectics is a Greek word meaning “the fitting together of seemingly diverse elements”. Synectics operates on the principle that, by using the mind's remarkable capacity to connect apparently irrelevant elements of thought, we can spark surprising new ideas that may later be developed into feasible solutions to problems. Synectics is an approach to creative thinking that depends on understanding together that which is apparently different might be similar. Its main tool is analogy or metaphor, which is often used by groups, and can help users develop creative responses to problem solving, retain new information, assist in generating writing, and explore social and disciplinary problems. It helps users to break existing minds sets and internalize abstract concepts. Synectics can be used with all ages and works well with those who withdraw from traditional methods (Couch, 1993). Teacher-facilitators can use synectics in the classroom by leading students to:

• Describe the Topic: The facilitator selects a word or topic then asks students to describe the topic, either in small group discussions or by individually writing a paragraph; e.g., MUSIC.
  
• Create Direct Analogies: The facilitator selects another word or topic then asks the students to generate a list that would have the same characteristics as those words or phases listed in Step 1 (a direct analogy is set up to make comparisons between the two words, images, or concepts). How are MUSIC and BIAS alike? Ask them to generate vivid mental images. Mental images are powerful tools in the process.
  
• Describe Personal Analogies: Have students select one of the direct analogies and create personal analogies. Students "become" the object they choose and then describe what it feels like to be that object. How would it feel to be music that is biased?
  
• Identify Compressed Conflicts: Ask the students to pair words from the list generated in Step 3 which seem to fight each other. Always have the students explain why they chose the words which conflict. Then have the students choose one by voting. How are auditory symbolism and personal inclination different?
  
• Create a New Direct Analogy: With the compressed conflict pair voted upon by the students, ask them to create a different direct analogy by selecting something that is described by the paired words. How are auditory symbolism and personal inclination like a painting, poem, movie, political party, etc.?
  
• Reexamine the Original Topic: Return to the original idea or problem so that the student may produce a product or description that utilizes the ideas generated in the process. They may concentrate on the final analogy or use analogies created in the other four steps (Gunter, et al., 1990)
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For the same thing just different try the following. For best results go through each step, then put it away for a while, then go through the next step. Don't look at any list until you get to the last step, redefine.

• Use the dictionary to fully define the word(s)
  

Generate a list of words or topics that:

• are similar to the original word(s);
• describe what it would feel like to be the original word(s);
• are opposite to the original words(s);
• Once again, are similar to the original word(s).
• Look at each list and find words that help you redefine the direction of your quest.

1. Fantasy
   Like children, think of fantastic, way-out and perhaps ideal solutions to a problem: these can lead to creative yet workable ideas, e.g. What would be a really unusual way of moving a sleeping cow out of the adventure playground?
   
2. Direct analogy
   Like children think of parallel problem situations in real life, faced by people or nature. For example, the problem of moving the sleeping cow might be compared to how cranes carry heavy loads.
   
3. Personal analogy
   This requires the users to place themselves in the role of the problem itself; to be the sleeping cow or "the problem". For example: 'Imagine you are the sleeping cow in the adventure playground. You want to move to another place where it's quieter, without losing any sleep. What would you do?'