“I am part of the problem, and the problem is part of me”, is a fundamental sentence that brings about an in-depth insight of how a person can be either reactive or proactive when it comes to intricate and problematical situations or even complex scholarly subjects or areas that require a thorough practice and study.

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Problems, unlike puzzles and dilemmas, grant us the opportunity towards broader prospects and more profound knowledge of any occurrence or circumstance. Being merely able to ‘problematize’ any situation that we are in, consider this specific situation a problem, setting ourselves within the very core of that problem, being that problem, and perceiving the world from the lens of that problem, give us the likelihood of acting upon this particular problem and researching it, learning from our mistakes and experiences, and thus reach out for newer or wider understandings and standpoints (Leithwood, 1999). It is only when we commit ourselves entirely to resolving a difficult situation, and dealing with it as a problem, we are able to grow, observe further horizons, and make other later emerging issues seem plain and simple. It is indispensable for a scholarly practitioner or researcher to problematize a given problem, for he or she would be able to research the problem closely and methodically, hence creating a clear vision of all inferences and others’ perspectives towards the situation. Problematization enables a person to look at a problem from different angles and dimensions, while applying previous knowledge and techniques into solving and comprehending the state (Alison, 1971). “I am part of the problem, and the problem is part of me” is a key component of any scholarly practitioner or researcher. When a scholar researcher comes to examine and look into any type of situation, as being a problem, he or she permitting and facilitating the assimilation of new ideas, thoughts, suggestions, and scopes. It is extremely imperative that a researcher attempts to approach a situation via a problem, and furthermore understanding and applying distinct actions that could actually help in altering and re-evaluating any state of affairs (Jeff, 2006).

The issues identified in the rich picture are problems, since planning investment does not have one and only one solution. It can be seen from different viewpoints, and consequently yields different products. The rich picture is suggested to facilitate and examine a messy problem in order to assess the perspectives of different actors. So the solution is not technical; moreover, it is always complex to accurately project or forecast about the future. Soft Systems Methodology is founded on varied assumptions which can transform with time. Therefore the issues in the rich picture cannot be dilemmas or puzzles, since we have a wide process that needs the examination of numerous variables and factors, in addition to future prospects and an assortment of solutions perceived differently. Copious solutions could be deduced or forecasted, and failure is possible at the end. Problematization can be applied, and broader inferences can be drawn within the research (Revans, 1980).

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