A Quote by Jesse Schell

A game is a problem-solving activity, approached with a playful attitude — © Jesse Schell
A game is a problem-solving activity, approached with a playful attitude
It is well known that "problem avoidance" is an important part of problem solving. Instead of solving the problem you go upstream and alter the system so that the problem does not occur in the first place.
The most dangerous thing that can happen to us, I think, is to permit a feeling to develop that any client is a problem. I have always taken the attitude that no account is a 'problem account' but that all accounts have important problems attached to them - that you can waste more time and burn up more nervous energy by fighting a problem than by taking a positive attitude and solving it. It sure gives you a nice, warm glow when you do.
You are right in demanding that an artist should take an intelligent attitude to his work, but you confuse two things: solving a problem and stating a problem correctly.
When you are solving a difficult problem re-ask the problem so that your solution helps you learn faster. Find a faster way to fail, recover, and try again. If the problem you are trying to solve involves creating a magnum opus, you are solving the wrong problem.
The playful perspective is not meant to turn your life into a game or a jungle gym. It's rather that the activity is looking outside of yourself.
Chess can open up a kid's brain, and develop it in a playful creative way. They can learn playfully about creative, strategic, and logical thinking, and quick problem-solving.
I used to look at composing music as problem solving. But as I get older, it's not about problem solving anymore. There are no solutions, because there are no problems. You just turn the tap and it flows out.
When we come to [work] we bring an attitude. We can bring a moody attitude and have a depressing day. We can bring a grouchy attitude and irritate our coworkers and customers. Or we can bring a sunny, playful, cheerful attitude and have a great day.
Play for young children is not recreation activity, It is not leisure-time activity nor escape activity. Play is thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.
If we parents accept that problems are an essential part of life's challenges, rather than reacting to every problem as if something has gone wrong with the universe that's supposed to be perfect, we can demonstrate serenity and confidence in problem solving for our kids.By telling them that we know they have a problem and we know they can solve it, we can pass on a realistic attitude as well as empower our children with self-confidence and a sense of their own worth.
The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
The best way to promote and protect opportunity is through collaboration, consensus-building, and pragmatic problem-solving. Throughout nearly 30 years in public service, I have approached tough challenges by making room for as many people as possible around the table in search of common ground.
Solving a problem in a hundred years is, practically speaking, the same as not solving it at all.
I always believe that people can learn a broader skill set. You need good technology and solving a big problem. I always think that, at it's core, it's solving a problem; you're not building technology for the sake of technology.
I'm focused on solving the problem that would make it plausible for gov't to get back to solving real problems.
The first and foremost duty of the high school in teaching mathematics is to emphasize methodical work in problem solving...The teacher who wishes to serve equally all his students, future users and nonusers of mathematics, should teach problem solving so that it is about one-third mathematics and two-thirds common sense.
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