Synectics
Graphic Organizers


"Creativity -- nothing more than following a systematic process,
allowing random connections to take place, and
using your intuition to develop unique solutions.

Oh, by the way,
it's much easier and much more fun
when you work with others throughout the process."
- Doug


Background Information: Synectics (Gordon, 1961) provides an approach to creative thinking that depends on looking at, what appears on the surface as, unrelated phenomenon and drawing relevant connections. Its main tools, analogies or metaphors. The approach, often used in groupwork, can help students develop creative responses to problem solving, to retain new information, to assist in generating writing, and to explore social and disciplinary problems. It helps users break existing minds sets and internalize abstract concepts. Synectics works well with all ages as well as those who withdraw from traditional methods (Couch, 1993).

Top | Process: Teacher-facilitators use synectics in the classroom by leading students through a process which results in a three dimensional view of the "problem" in order to create solutions. Although this process appears a bit cumbersome, the resultant scope and depth of your options will justify the time spent.

Remember, tools, when used for the right types of jobs hold great value; synectics does not work for every job.

  • Define the word(s): Use a dictionary or other standard source to define each word, concept, or theme. I prefer an unabridged dictionary for more detailed definitions.

    See Try it, it works for a word list and suggestions on "being part of it" or on tolerance. This process works with a multitude of content areas.

    To ensure a fresh view generate each of the following lists separately, put the current list away, and start the next list after a break of at least five to ten minutes. If time permits longer breaks yield more beneficial results.

    When using synectics to define a person, appropriate for self evaluation, focus your questions on the areas of physical attributes, skills, interests, personality traits, attitudes, and emotional states.

  • Create direct analogies: What words have the same or similar meaning? (use a Thesaurus or book of synonyms)

  • Describe personal analogies: What would it feel like to have the characteristics or traits of…? (describe emotions and physical attributes)

  • Identify compressed conflicts: What words have the opposite meaning or characteristics? (use a book of antonyms)

  • Create a new direct analogy: What words have the same or similar meaning?

    Yes, this repeats the prompt from the second step. The difference, after going through the first three lists you will have gone deeper into the subject and this list will reflect that depth.

  • Synthesis: Look at all four lists and find key words or phrases, expand on those to generate more. Finally, focus on a theme that may incorporate several elements based on the final list.

Try it, it works | Top

I have used this process many times and I'm always amazed at the connections.

I've created word lists for two different topics, "being part of it" and tolerance. I use the appropriate list of words to elicit multimedia pieces. I allow students to work independently or in a group with no more than three, unless you feel the people can work together...? In a group of three, I have the expectation of "multi"media, e.g. music, visual art, writing, theatre, etc. But, then again, maybe you have a swing band, dance or circus troupe, or a large choir. Limits are good, but don't let them stifle your imagination.

Feel free to give this a try, but be warned, students will whine and complain at the beginning. Keep encouraging them to use the process. It works. With younger students try going through the process with only one word, concept, or theme, and of course you may want to create your own word list.

Put each word on a small piece of paper and then let the students randomly select one to three words. I put the whole list into a three column Word document, leaving about a half inch in between, then cut them out and put them in a baggy. Have fun.

"My fellow Americans, ask not what your country can do for you, ask what you can do for your country." - J F Kennedy

"Be part of it" word list | Top

abstract

accepted

accurate

adhere

alienated

align

ally

allotment

alone

application

apply

Assimilate

band

bi-partisan

bond

break

build

caravan

cell

cohort

committed

committee

community

compartmentalize

compatriate

congeal

connected

conspicuous

construct

create

crowd

decompose

deconstruct

denied

destroy

disintegrate

dismantle

disrupt

division

duet

elusive

empathy

empower

empty

encourage

enemy

energy

ensemble

exclude

exemplify

exploit

family

farmyard

flock

flotilla

fractured

fragment

friend

frustrated

full

fun

gaggle

gang

group

heal

heard

heap

heterogeneous

hire

homogeneous

I

ignore

illustrate

immersed

include

individual

inquisitive

inspired

integrate

integrity

interrupt

invigorate

isolate

lemming

lonely

mend

mob

movement

nest

nonproductive

nothing

null

ostentatious

ostracized

part

partial

Partisan

play

portion

posse

pride

productive

pull

push

random

rejuvenate

remove

removed

repress

resist

revisit

revitalize

sabotage

segment

segregate

separate

share

solo

spectacle

splinter

spontaneous

squad

subjugate

support

swarm

synthesis

synthesize

tangential

team

tear

them

together

trio

uncommitted

united

us

void

wagon train

we

whole

you



Tolerance word list | Top

adultery

advertising

affirmative

action

anarchy

anti-Semitism

appropriateness

bias

bigotry

blasphemy

books

cable television

CD-ROM

chaos

chauvinism

computer hackers

computer viruses

conformity

content-neutral

crime

democracy civilization

discrimination

disruption

domination

e-mail

education

espionage

exploitation

exploration

expression

fidelity

films

flaming (e-mail)

freedom

gender equity

genocide

glass ceiling

Greenpeace

homophobia

homosexuality

imagination

indecent

inflammatory

institutional racism

interference

Internet

intimidation

intolerance

invasion

justice

libelous

liberty

magazines

mail fraud

mixed relationships

monogamy

morality

movies

murder

NatRifleAssoc (NRA)

naturalism

nonpartisanship

nudity

objectionable

obscenity

offensive

partisanship

peace

personal diaries

politically correct

pornography

prejudice

privacy

prohibited

propaganda

prostitution

protection

prudence

racism

radio

reasonable

religion

religious right

repression

responsible standards

restraint

restriction

righteousness

sabotage

security

sex

sexual harassment

slander

society

Spanish inquisition

submission

suppression

television

theft

threat

tolerance

unclean

Victorianism

video

violation

violence



For more information | Top

Simon Wiesenthal Center Multimedia Learning Center Online - http://motlc.wiesenthal.com/ - Provides a comprehensive resource on the Holocaust and WWII, virtual exhibits, a teacher's resource center, special collections from the Institute of Documentation in Israel, and more.

Southern Poverty Law Center (SPLC) - Teaching Tolerance - http://www.splcenter.org/teachingtolerance/tt-index.html - A national education project dedicated to helping teachers foster equity, respect, and understanding in the classroom and beyond.

Trigger Questions - http://members.ozemail.com.au/%7Ecaveman/Creative/Techniques/syn_quest.htm - Take creative action by using the Trigger Questions to transform your ideas and information into something new. These questions are tools for transformational thinking and may lead you to some great discoveries.


Other graphic organizers available throughout this site.

Bridging Snapshots

CerebralChart

Sketch

Compare/Contrast Matrix

Network Tree

Spider Map

Continuum Scale

PMI

Synectics

Cycle

Problem/Solution Outline

T-Chart

Fishbone Map

Questions

Venn Diagram

Human Interaction Outline

Ranking

Web

KWLH

Series of Events Chain


Site Map - A list of all the pages with annotations, yes, all of the pages on this site.

Teachers - Make sure you check out the Assignments section which provides exercises, projects, support resources, and rubrics.


Quotes - New links and lots of new quotes about life, art, and philosophy.

Historical and Cultural Context - provides an overview of art movements and the context in which they developed. We have not covered every movement or period, rather selected snippets to help provide students with an opportunity to explore the elements that have influenced other artists in their quest for expressing personal voice. As with all of our work, this site remains a work in progress.



Wow, validation.

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E-Mail Doug at mrdoug@aznet.net or Melissa at mmckinstry@sdja.com


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References:

Kipperman, D., & Linder, D. (1995). CerebralFlatulence. In EdTec 670 Cardboard Cognition. Available: http://edweb.sdsu.edu/courses/edtec670/Cardboard/card/c/CerebralFlat.html

Couch, Richard (1993). Synectics and Imagery: Developing Creative Thinking Through Images. In: Art, Science & Visual Literacy: Selected Readings from the Annual Conference of the International Visual Literacy Association (24th, Pittsburgh, PA. September 30 - October 4, 1992). (ERIC Document Reproduction Service No. ED 363 330)

Gordon, W.J.J. (1961). Synectics. New York: Harper & Row.