2. A Committee of College and University Examiners. "Educational Objectives and Curriculum Development." _Taxonomy of Educational Objectives -- Handbook 1: The Cognitive Domain_. Benjamin S. Bloom, ed. New York: David McKay Company, Inc., 1956. 3. A Committee of College and University Examiners. "Educational Objectives and Curriculum Development." _Taxonomy of Educational Objectives -- Handbook 2: The Affective Domain_. Benjamin S. Bloom, ed. New York: David McKay Company, Inc., 1956. 4. "The Galileo Affair," Owen Gingerick, _American Scientific_, August, 1982, #247, p.132-138. 5. Aristotle. _Rhetoric and the Poetics_. F. Solmsen, ed. New York: The Modern Library, 1954 6. _Critical Thinking and Reasoning: a handbook for Teachers_. Albany: SUNY, 1976. 7. "Classifying Fallacies Logically", Ludwig F. Schlecht, _Teaching Philosophy_, March, 1991, 14:1, p.53-65 8. Maslow, A. H. _Motivation and Personality_. New York: Harper and Row, 1954. 9. _Critical Thinking and Reasoning: A Handbook for Teachers_. Albany: The University of the State of New York, 1976. 10. Maslow, A. H. Motivation and Personality. New York: Harper and Row, 1954. ============================= Developing a Solution. Developing solutions should take into account time, material and manpower. How much time is available to solve a problem? Are the materials available? Is the manpower available? Time. How much time is available? Often problems are best solved by using "Kentucky windage." Artillery gunners use the expression, "One over, one under, one dead center." This refers to making gross adjustments rather than walking a solution toward a problem one small step at a time. This technique has also been called "Eliminating the extremes": walking toward the center from either end, half way at a time. This technique reduces the time required to solve a problem in a binary fashion by halves, rather than in arithmetic progression one small step at a time. Often the first solutions tried don't work. We may learn more facts about problems as we try to solve them. Many times a problem requires re-defining and the entire nature of the solution changes from one trial to the next. In science, every experiment is valuable because what is disproven is as valuable as the final solution. A disproven solution reduces the possibilities by providing answers about what is not possible. We need to take into account problems that will arise. It is useful to double or triple the initial time estimate when beginning new projects. It is prudent to plan on finishing the job in one-third to one-half of the time we would like to finish the job. This is particularly true with artistic projects; artists often want to add one final touch, and one more touch ad infinitum (the "Michelangelo" dilemma).