> A specific set of technologies dictates the problem set and the approach. I recently heard about a college class, for instance, that challenged students to so

> A specific set of technologies dictates the problem set and the approach. I recently heard about a college class, for instance, that challenged students to solve a business problem using a Raspberry Pi and an Arduino. I won't deny that those are interesting and useful technologies, but once they wielded those hammers, without a single hour of research, every problem probably looked like a nail. Whilst I agree with your first paragraph, I think you've picked a particularly poor example to illustrate it with here. The problem the college course is solving is "find an engaging/useful way to teach students about embedded programming & automation". As such, "solving" a notional business problem through personal meetings and a written process whilst leaving all the hardware in its wrapping would/should result in a failing grade. This formulation is much more "If you're being rewarded on your ability to hammer things, it's largely immaterial whether or not they are nails.", or perhaps a little more favourably: "Someone who successfully solves problems with hammers will tend towards seeking nail-like problems."