Abstract:

Nowadays, an engineer who is able to create and realize new ideas, is one of the main figures of innovative economy. There is no doubt that the system engineering education must realize competitive advantages in the formation of engineers in view of the developments under the brand TRIZ (Theory of Inventive Problem Solving). TRIZ is "a problem-solving, analysis and forecasting tool derived from the study of patterns of invention in the global patent literature". The system of engineering education which is called "Theory of Inventive Problem Solving" is bright techno-economic and socio-cultural phenomenon that requires to be studied and used in practice. Social order for possession of the technology solutions of non-standard (creative) problems should get reflection in the system of professional standards in engineering, which would have relied on international experience. For more than sixty years, this area of human knowledge has grown from "inventive methods" to GTSM-TRIZ (General Theory of Strong Thinking - Theory of Inventive Problem Solving). TRIZ-OTSM integrates and combines the advantages of a huge number of approaches and methods. This methodology is enriched with powerful integration with functional-cost analysis systems (FCA). Today it is not enough just to call for a study of TRIZ, it is time for its mass implementation into engineering education. In this paper we discuss the problem of training future engineers, how to teach them creativity. Discrepancy of professional and educational standards is analyzed. Role of TRIZ tools in overcoming these problems is under consideration in this paper as well. Besides, ideal creative strategy: the concept "Maximum upward movement" takes special place in this paper. Leitmotif of this concept is the idea that social and philosophical comprehension of specific scientific needs should outpace technical developments.

Keywords:

Engineering education, creativity, professional and educational standards, TRIZ.