The defining characteristic of the Divergent discovery style is that each learner produces-discovers divergent (multiple) responses to a single question, situation or problem within a specific cognitive operation.

In the Divergent Discovery style, the role of the teacher is to make decisions about the subject matter topic and the specific question(s) and logistics to be delivered to the learner. The role of the learner is to discover multiple designs/solutions/ responses to a specific question.

When the Divergent Discovery style is achieved, the following subject matter objectives are reached:

• To discover and produce multiple responses or solutions to a question or problem
• To experience divergent production in specific cognitive operations
• To expand content boundaries - to discover that alternative possibilities can exist in any content
• To view some aspects within content as developing and evolving, rather than static
• To develop the ability to verify solutions and organize them for specific purposes
• Others

When the Divergent Discovery style is achieved, the following behavioral objectives are reached:

• To engage in divergent discovery-the production of multiple responses that can satisfy a stimulus
• To activate divergent thinking in the cognitive operations designated by the stimulus
• To become sufficiently emotionally, cognitively, and socially secure to move beyond memory to risk producing alternative ideas
• To accept that an individual can approach problems or issues in different ways
• To tolerate others' ideas
• To feel the emotional and cognitive energy that the production of ideas can generate
• When appropriate, to engage in the Reduction Process (the Possible-Feasible-Desirable process to examine solutions)
• Others