Ideas, Problematisation, and the Gap Between Possibilities and Real Impact

Before co-founding Tayture, I worked on an educational idea aimed at improving critical thinking in primary and secondary school students. The vision was to develop a tool that could assess students' critical thinking skills using models and tasks designed to challenge their reasoning. The results would reveal the students' proficiency levels and recommend tailored strategies to improve their critical thinking abilities.

The concept was clear, and the potential impact was immense. My team and I dived into building the technology and even participated in several hackathons. Some applauded our innovative approach, while others dismissed it as overly theoretical and impractical. Reflecting on these reactions, I now realize that both perspectives had merit, but focusing on their validity misses the crux of the lesson.

One particular hackathon experience was pivotal. After making it to the semifinals and losing, I approached a judge for feedback. He acknowledged the brilliance of our idea but suggested starting small—without technology. He advised us to experiment in the simplest way possible to test the idea before investing in tech-heavy solutions.

Did we listen? No. And this was not because his advice lacked value but because we were unconsciously seeking validation, not correction. Feedback, when sought through the lens of ego, is often ignored if it challenges our preconceived notions.

A Game-Changing Realization

The turning point came during a random discussion with a school leader. As we discussed critical thinking, she expressed interest in training her teachers in the subject. This led to a weekly engagement with her teaching staff over an entire term. We taught critical thinking concepts, collaborated on classroom applications, and learned valuable insights from the teachers themselves.

The program's success was evident not only in the school leader’s praise but in the measurable improvement in teaching and student assessment methods. I was even invited back for refresher courses—a testament to the program’s impact.

What this experience revealed was humbling: the judge was right. Technology wasn’t the starting point. Our problematisation was flawed. We had focused on assessing critical thinking without addressing a more foundational issue—most teachers lacked a deep understanding of critical thinking and were therefore ill-equipped to teach or assess it.

This misstep shaped our entire approach. Effective problem-solving requires not only identifying a gap but also contextualizing it accurately. For example, critical thinking in mathematics is assessed differently than in literacy. Without equipping teachers with the foundational knowledge and practical strategies for teaching critical thinking across various subjects, our tool would have been a solution in search of a problem.

The Lessons Learned

This journey taught me several critical insights:

1. The Importance of Problematisation: The way we define a problem profoundly influences how we approach its solution. A shallow or misaligned understanding of the problem leads to ineffective solutions, regardless of how innovative they appear. Pragmatic problematisation requires examining the context, understanding dependencies, and staying humble enough to learn from those experiencing the problem firsthand.
2. Technology Is Not Always the Answer: In the early stages of solving a problem, there’s often a temptation to leverage technology as a shortcut to scalability or appeal. However, not all solutions need technology at the outset. For us, technology became a distraction, a means to forcefully brand ourselves as a “tech company” instead of focusing on the core issue.
3. Listening Requires Humility: Feedback is invaluable, but it only works when we’re willing to confront uncomfortable truths. Our resistance to the judge’s advice stemmed from our attachment to a predetermined path. True listening involves being open to pivots, even when they challenge our ego or initial vision.
4. Contextual Variables Matter: Solutions cannot be one-size-fits-all. Teaching critical thinking across subjects requires nuanced approaches, yet we initially overlooked this variability. Understanding the granular aspects of a problem ensures that solutions are not only innovative but also applicable and effective.

Bridging the Gap Between Possibilities and Real Impact

The gap between identifying a possibility and achieving real impact lies in how well we understand the problem we aim to solve. Misaligned problematisation can lead to wasted effort and stagnation, as we experienced when we prioritized unnecessary elements over addressing core needs.

Designing effective solutions demands humility, adaptability, and a commitment to learning from those we seek to help. It’s not about imposing our ideas but co-creating pathways that lead to meaningful outcomes.

If you’re interested in implementing a critical thinking program in your school, feel free to reach out at [email protected].

Final Thoughts

This experience underscored the importance of staying flexible and grounded in reality. Insisting on elements that don’t align with the core strategy—like unnecessary technology—can stifle progress. The ability to think critically, not just about problems but about our approach to solving them, is what ultimately drives meaningful change. Think critically. Act wisely. Impact deeply.

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