Ineffectual approaches to solving serious problems annually cause enormous economic waste and so the system of education needs to be significantly revamped into start training pupils/students into thinking outside of the box, namely to learn to innovatively think outside of current hegemonic paradigms of collectivizing thought.
Academia, the business world and the political world typically rely on highly ineffectual modes for resolving problems. The methods used are typically obsolete and often already methodologically discredited.
Thinking out of the box is still typically shunned and the problem is usually inside the box, namely within the current hegemonic mode of thinking, a.k.a paradigm. Therefore is paradigm, namely hegemonic modes of thinking often a prime cause why serious problems remain unresolved. Unresolved problems cause enormous amounts of economic waste due to simple fallacious fixations of the collectivizing mind.
The first step for advanced resolution of unresolved problems is however long since well known. This involves finding the correct articulation of the problem at hand. If the problem is incorrectly articulated, then it is unlikely to become directly resolved. The second step involves finding the information necessary for resolving the problem once it has been correctly articulated. This does not require a PhD or lifelong academic specialists who unfortunately typically have been systematically trained to almost only think inside the box. Rather, finding the information necessary for resolving the problem can typically be indirectly found by reading Wikipedia and by simple googling. The third step involves innovation which can be conceptual, social, discursive, visual, economic, technological and so on. The innovation part is typically better performed in group through scientific chavruta.
One particularly good example of such an unresolved problem is unemployment. The political left will typically claim that the underlying problem simply is lack of jobs or even incredulously class oppression by employers against the unemployed. The political right will typically claim that the government is too involved in the economy (including through taxation), that unemployed citizens are immoral and that the market would otherwise miraculously provide many more jobs. Both are quite mistaken as the problem lies with the system of education that systematically trains citizens to become obedient employees who will typically only think inside the box as opposed to become socially and discursively rebellious innovating entrepreneurs.
Unemployment is therefore a problem involving a surplus of wannabe employees and a deficit of actual entrepreneurs. The problem thus is too many persons desiring employment and too few persons daring to and cognitively empowered to become innovating entrepreneurs able to think outside the box of contemporary thinking. A team of persons with matching talents who start a new innovative business tends however to be more likely to succeed because they are typically prone to make fewer severe mistakes than the single entrepreneur who like everyone else of course does not know everything and therefore makes otherwise certainly avoidable mistakes that can typically be avoided by a team of person with matching talents.
Vast amounts of discourse and funds has therefore been wasted on resolving the problem of unemployment due to the underlying problem remaining incorrectly articulated in hegemonic discourse among virtually all those devoted to resolving this serious social problem. It is indeed remarkable how the academic world, the business world and the political world all have stuck to thinking inside the box and therefore prevented the resolution of the underlying problem whose resolution does not even require advanced mathematical skills.
Thus the system of education needs to change track from teaching pupils to mindlessly providing “the right answer” to rather providing rebellious and innovatively differently new answers. Wannabe employees are typically persons trained in the system of education to provide “the right answer” and indeed therefore virtually always think inside the box. Successfully innovative entrepreneurs refuse to provide “the right answer” and rather innovatively come up with a much better answer of their own. Answering questions is closely related to resolving problems as an answer is typically a resolution of a problem and the very articulation of the problem must therefore rather be questioned as the wrong question will typically provide a false resolution of the underlying problem at hand. Thus have economists using advanced economic calculations consistently failed to resolve the real problem underlying the issue of unemployment. “Providing the right answer” has therefore failed to resolve the real issue which is totalitarian education that produces mental slaves rather than innovative rebels.
The real problem underlying unemployment is illustrative of many other serious problems of the academic, business and political worlds that remain unresolved due to unhelpful paradigmatic thinking, indeed preventing innovative resolution of the real underlying problem at hand. Thinking inside the box rather than outside the box is typically the direct cause of a serious problem remaining unresolved and so the system of education must start seriously training students, including doctoral students to learn to think outside the box. Rather than providing “the right answer” should pupils/students be encouraged to provide a different answer than the one so far presumed to be “correct”.
Pupils/students thus need to be trained in civil courage, in thinking of paradigm as something at best questionable and indeed learning innovative solving of problems. Paradigms are typically simply stupid and expressive of intellectual inertia. Academic methods are often ineffectual due to the underlying problem being incorrectly perceived and incorrectly articulated as often (as in the case of unemployment) involving unhelpfully dogmatic ideological thinking. Paradigms are indeed dogmatism and dogmatism of a kind that is typically unhelpful with regard to resolving serious problems.
Innovative resolution of problems is therefore something that can be taught and learned and the process of resolving a problem is often as with successful entrepreneurship much better performed in a team of matching talents rather than by the single mind.
There is certainly a place for axiomatic dogmatism as there are axioms that are highly valid indeed, however paradigmatic thinking is typically far less less valid and typically becomes profoundly discredited by the next paradigm and so paradigms in the sense of unhelpful dogmatism in contemporary hegemonic thinking should therefore be avoided as it is unhelpful indeed to the typically necessarily innovative resolution of serious problems.
Persons providing different answers and framing the underlying problem differently must therefore henceforth become valued in academia. However, the contemporary academic system as it historically emerged is a type of cloistered organization with roots in the Catholic church with its well-known emphasis on the importance of dogmatic thinking, its relative intolerance for unorthodox perspectives and structural conservatism with respect to intellectual innovation.
The worlds of business and politics similarly need to start appreciate the importance of thinking beyond paradigmatic frames such as traditional “political ideologies”. The ability to think differently than others is therefore something highly valuable and organizations whether academic, economic or political need to start appreciate persons who think on their own as opposed to mindlessly abiding by paradigmatic dogmatism. These worlds should certainly begin advertising after persons able to think outside the box rather than mindlessly continuing producing even more people unable and unwilling to indeed think outside the paradigmatic box within which a given problem has remained so tragically encapsulated and dogmatically contained.
Paradigms are no force of nature or necessity of nature but are simply largely unhelpful social constructs with particular intellectual histories as molded in unhelpful intellectual dogmatism. The resolution of problems in the academic, business and political worlds can therefore be very significantly speeded up by means of appreciating innovative thinking outside of simply no longer needed dogmatic, redundant boxes of unthinking thinking.
Innovation, engineering, entrepreneurship and thinking outside the box therefore needs to become paramount in the system of education with its typically Soviet-style planned economy. The system of education offers pupils/students vast amounts of information that will mostly become redundant in the professional life of the pupil/student and the speed of the process whereby educational information becomes redundant tends to increase with time and exponentially so as economic history accelerates with the exponentially increasing speed of technological innovation. Education in rebellious innovation therefore is the solution to not only the problem of unemployment but generally unhelpful paradigmatic dogmatism that detrimentally prevents the innovative solving of problems.