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‫ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﺒﺩﺍﻋﻲ‪:‬‬

‫ﻴﺭﺠﻊ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﻭﻀﻭﻉ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﺒﺩﺍﻋﻲ )‪ (Creative Problem Solving‬ﺇﻟﻰ ﻤﻨﺘﺼﻑ ﺍﻟﻘﺭﻥ‬
‫ﺍﻟﻤﺎﻀﻲ‪ ،‬ﻭﻴﻌﺩ ﺃﻭﺴﺒﻭﺭﻥ ‪ (Osborn, (1963‬ﻤﻥ ﺍﻷﻭﺍﺌل ﺍﻟﺫﻴﻥ ﻭﻀﻌﻭﺍ ﺃﺴﺱ ﻫﺫﻩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‪،‬ﺇﺫ ﺃﻨﺸﺄ‬
‫ﻤﺅﺴﺴﺔ "ﺍﻟﺘﺭﺒﻴﺔ ﺍﻹﺒﺩﺍﻋﻴﺔ" ﻋﺎﻡ ‪ ،1953‬ﻓﻲ ﺠﺎﻤﻌﺔ ﻭﻻﻴﺔ ﻨﻴﻭﻴﻭﺭﻙ ﻓﻲ ﺒﺎﻓﻠﻭ )‪ (Buffalo, 1953‬ﻟﻨﺸﺭ‬

‫ﺃﻓﻜﺎﺭﻩ‪ ،‬ﻭﺘﺸﺠﻴﻊ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺤﻭل ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺘﻲ ﺘﻌﻤل ﻋﻠﻰ ﺘﺩﺭﻴﺏ ﺍﻹﺒﺩﺍﻋﻴﺔ‪.‬‬
‫ﻭﻴﻘﻭﻡ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﺒﺩﺍﻋﻲ ﻋﻠﻰ ﺍﻟﺘﻭﺍﺯﻥ ﻭﺍﻟﺘﻜﺎﻤل ﺒﻴﻥ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻨﺎﻗﺩ‪ ،‬ﻓﺎﻟﺘﻔﻜﻴﺭ‬
‫ﺍﻹﺒﺩﺍﻋﻲ ﻴﻨﺼﺏ ﻋﻠﻰ ﺘﻭﻟﻴﺩ ﻋﻼﻗﺎﺕ ﺫﺍﺕ ﻤﻌﺎﻥ ﺠﺩﻴﺩﺓ ﻭﻤﻔﻴﺩﺓ‪ ،‬ﻭﻤﻥ ﺨﻼﻟﻪ ﻨﺩﺭﻙ ﺍﻟﻔﺠﻭﺍﺕ ﻭﺍﻟﺘﺤﺩﻴﺎﺕ‬
‫ﻭﺍﻟﻤﺼﺎﻋﺏ‪ ،‬ﻭﻨﻔﻜﺭ ﻓﻲ ﺍﺤﺘﻤﺎﻻﺕ ﻤﺘﻨﻭﻋﺔ ﻭﻏﻴﺭ ﻋﺎﺩﻴﺔ‪ ،‬ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻨﺎﻗﺩ ﻴﻨﺼﺏ ﻋﻠﻰ ﺘﺤﻠﻴل ﻫﺫﻩ ﺍﻟﺒﺩﺍﺌل‬
‫ﻭﺘﻘﻴﻴﻤﻬﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ‪ ،‬ﻭﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻨﺎﻗﺩ ﻨﺴﺘﻌﺭﺽ ﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﻨﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻻﺤﺘﻤﺎﻻﺕ ﻭﻨﺩﻋﻤﻬﺎ‪ ،‬ﻭﻨﻘﺎﺭﻥ‬
‫ﺒﻴﻥ ﺍﻟﺒﺩﺍﺌل ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻨﻨﺘﺞ ﺍﻟﺒﺩﺍﺌل ﻭﻨﺤﺴﻨﻬﺎ‪ ،‬ﻤﻥ ﺃﺠل ﺍﻟﺘﻭﺼل ﻟﺤﻜﻡ ﺼﺎﺌﺏ ﻭﻗﺭﺍﺭ ﺫﻱ ﻓﻌﺎﻟﻴﺔ‪ ،‬ﻓﺘﻭﻟﻴﺩ‬
‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﻻ ﻴﺴﺎﻋ ‪‬ﺩ ﻭﺤﺩﻩ ﻋﻠﻰ ﺤل ﺍﻟﻤﺸﻜﻠﺔ‪ .‬ﻭﻜﺫﻟﻙ ﻓﺈﻥ ﺘﺤﻠﻴل ﻋﺩﺩ ﻤﺤﺩﻭﺩ ﻤﻥ ﺍﻵﺭﺍﺀ ﻭﺘﻘﻴﻴﻤﻬﺎ‪ ،‬ﻻ‬
‫ﻴﺘﻴﺢ ﺃﻓﻀل ﺍﻟﻔﺭﺹ ﻓﻲ ﺍﻟﻭﺼﻭل ﻟﺤل ﻤﻨﺎﺴﺏ‪ ،‬ﻟﺫﻟﻙ ﻴﻜﻭﻥ ﺍﻟﺘﻜﺎﻤل ﺒﻴﻥ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ ﻭﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻨﺎﻗﺩ ﻫﻭ‬

‫ﺍﻷﻤﺜل‪.‬‬

‫ﻭ‪‬ﻴﻌ ‪‬ﺭﻑ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﺒﺩﺍﻋﻲ ﺒﺄﻨﻪ‪ :‬ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺍﻹﺒﺩﺍﻋﻲ‪ ،‬ﻭﺍﻟﺒﺩﺀ ﺒﺎﻟﺘﻔﻜﻴﺭ ﻭﺍﻟﺘﺄﻤل ﻓﻴﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ‪،‬‬
‫ﻭﺍﺴﺘﺸﺭﺍﻑ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﺘﻭﻗﻌﺎﺕ‪ ،‬ﻭﺍﺨﺘﻴﺎﺭ ﺃﻓﻀل ﺍﻟﺒﺩﺍﺌل ﻭﺘﻁﻭﻴﺭﻫﺎ ﺒﻭﻋﻲ ﺩﻗﻴﻕ‪.‬‬

‫ﻭﻗﺎﻡ ﺘﺭﻴﻔﻨﺠﺭ ﻭﺁﺨﺭﻭﻥ )‪ (Treffinger, et all, 2000‬ﺒﻌﻤﻠﻴﺔ ﻤﺭﺍﺠﻌﺔ ﻟﺨﻁﻭﺍﺕ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﺒﺩﺍﻋﻲ‪،‬‬
‫ﻭﺃﻜﺩﻭﺍ ﺃﻥ ﻋﻤﻠﻴﺔ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﺒﺩﺍﻋﻲ ﺘﺘﻀﻤﻥ ﺃﺭﺒﻌﺔ ﻤﻜﻭﻨﺎﺕ ﺭﺌﻴﺴﻴﺔ‪:‬‬
‫‪ .1‬ﻓﻬﻡ ﺍﻟﺘﺤﺩﻱ‪.‬‬
‫‪ .2‬ﺘﻁﻭﻴﺭ ﺍﻷﻓﻜﺎﺭ‪.‬‬
‫‪ .3‬ﺍﻟﺘﺤﻀﻴﺭ ﻟﻺﻨﺘﺎﺝ‪.‬‬
‫‪ .4‬ﺍﻟﺘﺨﻁﻴﻁ ﻷﺴﻠﻭﺏ ﺍﻟﻌﻤل‪.‬‬

‫ﻗﺎﻡ ﺘﺭﻴﻔﻨﺠﺭ )‪ (Treffinger, 1985‬ﺒﺘﻁﻭﻴﺭ ﻫﺫﺍ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺒﻬﺩﻑ ﺘﻌﺭﻴﻑ ﺍﻟﻤﺩﺭﺒﻴﻥ ﻭﺍﻟﺘﺭﺒﻭﻴﻴﻥ ﺒﺒﻌﺽ‬
‫ﺍﻟﻭﺴﺎﺌل ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻤﻔﻴﺩﺓ ﺍﻟﺘﻲ ﺘﺴ ‪‬ﻬل ﻋﻤﻠﻴﺔ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻹﺒﺩﺍﻋﻲ‪ .‬ﻟﺘﺼﺒﺢ ﻫﺫﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻜﺜﺭ ﻓﻌﺎﻟﻴﺔ‬

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