Assignment: Wicked Problems

Putting Problems Within Reach

Some of the most challenging problems that our society faces are wicked problems. These are ill-defined problems, and people with different backgrounds view them differently. When people groups share different values, come from different backgrounds, and have different experiences, they sometimes have differing views on how to solve problems. As shapers of the future, we must be adept at framing problems to better understand how to address them. For this assignment, we will learn some skills for understanding problems so we might, along with generative AI, better understand how to frame wicked problems.

Here’s what we are trying to learn. If you can do these, the assignment will be complete.

• Identify Assumptions in Wicked Problems: Identify assumptions that underlie wicked problems.
• Apply Content: Apply relevant concepts from course content to form compelling statements.
• Consider Complexity: Analyze and visualize real and perceived factors at a systemic level.
• Attention to Detail: Demonstrate careful attention to detailed execution.

Form Groups Around Topics

In class, we will form groups within the following topics:

• Communication
• Energy
• Health
• Education
• Social Inequality
• Imagination
• Governance
• Economics

Once we form groups of 3-4 students, move to the next step.

Define a Wicked Problem (Group Work)

During class, groups will define a wicked problem within one of the above topics. Groups may define any problem they like within their topic. It’s okay if these wicked problems are general at first. We’ll revise them in class during the next step.

Wicked Problem Characteristics (Group Work)

Use Horst Rittel’s ten characteristics of wicked problems as a guide. I have placed these on our Miro Board (linked above). Work as a group and write at least one sentence per characteristic for how your wicked problem satisfies each one.

Futures Cone Solutions (Individual Work)

Create five different solutions for the Wicked Problem. Drag post-its in the Miro Board to the appropriate part of the Futures Cone and write one of the following types of solutions:

• Preferable
• Probable
• Plausible
• Possible
• Preposterous

Create at least one solution for each level. This activity will challenge you to invent solutions on various levels.

Causal Layered Analysis (Individual Work)

Each student will use Causal Layered Analysis (CLA) to investigate the problem independently. Make a copy of the CLA Starter on our Miro Board (linked above). Input images and text for each of the following layers:

• Litany (Surface Level)
• Social Causes (Systemic Causes)
• Worldview (Discursive Level)
• Myth/Metaphor (Deep Mythic)

Each layer goes deeper into a problem, providing a way to better understand its root causes and identify the core issue. I provided prompts for each layer in Miro. Add the following for each layer:

Litany

At least three images with a caption representing ideas or entities, and three sentences or bullet points.

Litany directly shows and describes the problem as commonly discussed without assumptions. Think of this level as how a problem is seen in the media.

Example: Consider the problem of increasing urban air pollution. At the litany level, we focus on the observable aspects, such as high levels of pollutants in the air, increasing cases of respiratory diseases, and visible smog.

Social Causes

At least three images with a caption representing ideas or entities, and three sentences or bullet points.

Systemic “Social” causes describe reasons underneath the surface level. These policies, processes, and interconnected systems perpetuate the problem. Think of governmental, economic, social, and logistical systems for this level.

Example: For urban air pollution, this could include examining the reliance on fossil fuels, inadequate public transportation, lack of stringent environmental regulations, and rapid industrialization without adequate environmental safeguards.

Worldview

At least three images with a caption representing ideas or entities, and three sentences or bullet points.

Now, we get to values and deeply held beliefs. How do people view the problem based on their experiences and backgrounds? These shape how people perceive the problem and sustain it. Worldviews can become deeply ingrained and can be hard to change. They’re the big-picture narratives that influence policies and actions (including the entities in the Social Causes layer).

Example: In the case of air pollution, a relevant worldview might be the societal emphasis on economic growth over environmental sustainability or a belief in the inevitability of industrial progress at any cost.

Myth/Metaphor

At least one image with a caption representing the idea or entity, and one sentence or bullet point.

We’re now at the layer of the subconscious—or unexamined beliefs that underpin worldviews and perpetuate problems. They shape our understanding of the world and our place in it. Myths and Metaphors can be difficult to define and describe because they feel like “they have always been there” inside us. This level has the most opportunity for changing minds and behavior.

Example: A myth might be the “conquest of nature,” implying humanity’s right to exploit natural resources as it sees fit, without considering the environmental consequences. This myth influences how societies approach nature and resource use.

Where to Aim

Shoot for completing this work at or beyond the level indicated below.

Review Copy: This document contains all relevant content to assert its claims so that initiated readers can understand its intent. The content is thorough enough for a reviewer to assess its claims’ validity and what revisions to make next.

Details about execution levels are in the Course Reference module.

1. Split into groups in a topic area (in class).
2. Work as a group to select a wicked problem (in class).
3. Work together as a group to describe the 10 characteristics of your selected wicked problem (in class).
4. Individually use causal layered analysis to describe the four layers of your wicked problem.
5. Turn work in as indicated on this page.
6. Miro Board Work: Post a message in the text area that your work was turned in. Thanks! 👌
7. Check feedback in Canvas and other documents (if we used Miro, Google Docs, Figma, etc.).
8. Make revisions if needed.
9. Resubmit the Canvas assignment and include a message that your revision is ready.

Wicked Problems Article at IxDF

Causal Layered Analysis at Shaping Tomorrow

Deep Cuts

Buchanan, R. (1992). Wicked Problems in Design Thinking. Design Issues, 8(2), 5–21.

Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/bf01405730

Inayatullah, S. (1998). Causal layered analysis: Poststructuralism as method. Futures, 30(8), 815–829. https://doi.org/10.1016/S0016-3287(98)00086-X

So what’s the problem that is meaningful to you. This is your chance to tackle a pressing issue!

Design Workbench

Psst. Post a message down here when you turn in or make a revision so I can give feedback. Thanks! ⤦