(aka problem-based learning) is a constructivist approach that promotes student involvement and active learning. This instructional strategy uses real-world problems as the organizational focus of student learning. In problem-solving, students are self-directed learners while the teacher acts as facilitator.
According to some mythographers, this is one of the chief functions of myths: to pose important conflicts or dilemmas that are then resolved symbolically in the myth. Claude Levi-Strauss, for one, saw this as essential to his definition of myth as "a logical model capable of overcoming a contradiction." One might call this a heuristic function. As such it seems related also to affectance motivation.
Learners start a topic by solving a problem that incorporates the concepts of the module. Have participants work in teams to solve a scenario. Begin the presentation with the problem-solving exercise and then debrief the exercise by highlighting important points in the presentation.
This term is sometimes used to refer to analytical problem-solving workshops that seek to analyze and resolve conflicts by identifying and providing the underlying human needs. In other situations, it refers to an approach to mediation that focuses primarily on resolving the conflict (as opposed to transforming the relationships of the people involved).
Identifying multiple responses to an issue or dilemma and choosing a response which promotes and protects the human rights of all parties.