ТРИЗ И ИНСТИТУТЫ: ШКОЛА АЛЬТШУЛЛЕРА

Теория решения изобретательских задач (ТРИЗ) авторства Г.С. Альтшуллера была широко известна в инженерной среде в 1980–1990-х гг. С 1960 и вплоть до 1990 г. вокруг нее формировались профессиональные сообщества, открывались школы, проводились семинары. Статья содержит результаты историографического и концептуального анализа развития ТРИЗ в 1950–2000‑е гг. Акцент сделан на взаимоотношении сообществ ТРИЗ и существующих институтов. Поставлен вопрос о том, почему ТРИЗ так и не институционализировалась ни в советский, ни в постсоветский периоды. Рассматриваются также способы организации сообщества ТРИЗ и ее собственные институциональные формы. Исследование проведено на корпусе разнообразных источников 1950–2020-х гг., среди которых как публикации Альтшуллера и его учеников по ТРИЗ, видеоматериалы, журнальные заметки и проч., так и сторонние источники, отражающие научно-техническую политику СССР: книги, брошюры, результаты конференций и проч.
The theory of inventive problem solving (TRIZ) by G.S. Altshuller was widely known in the Soviet engineering community in the 1980s–1990s. From 1960 until 1990, TRIZ specialists conducted seminars all around the country, there was a spread of professional communities and schools for learning TRIZ. The report contains the results of a historiographical and conceptual analysis of the development of TRIZ in the 1950s–2000s. The focus is on the relationship between TRIZ communities and existing institutions. In the report we put the question why TRIZ was never institutionalized, neither in the Soviet nor in the post-Soviet periods. The organization of the TRIZ community and its own institutional forms are also considered. The study was carried out on a corpus of various sources of the 1950s–2020s, including both publications by Altshuller and his students on TRIZ, video materials, journal notes, etc., and third-party sources reflecting the scientific and technological policy of the USSR: books, brochures, conference papers, etc. Our research demonstrated that the theoretical core of TRIZ was formed as a response on basic problems formulated by science and technology policy of USSR. This background as well as specific socio-economic conditions of USSR influenced the understanding of TRIZ. When these conditions disappeared, TRIZ had to get rid of the most important part of its philosophical core. As a result, it became one of the less popular instruments of creativity on the Western market, and could not be institutionalized in Western academy.