The manager as a teacher selected aspects of stimulation of scientific thinking

    Дисциплина: Экономика
    Тип работы: Реферат
    Тема: The manager as a teacher selected aspects of stimulation of scientific thinking

    RUSSIAN ACADEMY OF GOVERNMENT

    SERVICE AT THE PRESIDENT OF RUSSIAN

    FEDERATION

    INSTITUTE OF INCREASE OF QUALIFICATION

    OF GOVERNMENT EMPLOYEES

    ATTESTATION WORK

    THE MANAGER AS A TEACHER:

    SELECTED ASPECTS

    OF STIMULATION OF SCIENTIFIC THINKING

    Author:

    Vladislav I. Kaganovskiy,

    student of the Group # 02.313

    of professional re-training

    in sphere

    HR management

    MOSCOW

    2006

    “Wars

    are won by school teacher”

    Otto von Bismark

    Selected aspects of stimulation

    of scientific thinking

    As is generally known, science and education are one of

    strategic resources of the state, one of fundamental forms of culture of civilization, as well as competitive advantage of every individual. Global discoveries

    of modern life occur both deep in and at the junction of various sciences, and at that, often and often the more unusual the combination of sciences is, the wider range of

    scientific prospects is promised by non-standard conspectus of their combination, for example, biology and electronics, philology and mathematics, etc. Discoveries in one area

    stimulate development in other spheres of science as well. Scientific development of a society

    is a programmable and predictable phenomenon, and this issue is specifically dealt by the futurology science. Modern techniques of pedagogy, psychology, medicine

    and other sciences do not only enable orientation and informational “pumping” of human brain, but also the formation of an individual’s character optimally suitable

    for the role of scientist. Unlike a computer, any human being has intuition - the element of thinking so far in no way replaceable (although some developments in this sphere are coming

    into being). Narrow specialization of scientists tapers the scope of their activity and is explained by an immense volume of information required for modern scientist. This problem is

    being solved (partially though) through a variety of actions – intellectualization of computers, “simplification” of information (its reduction to short, but data

    intensive/high-capacity formulas and formulations), application of psycho-technologies. Psycho-technologies (mnemonics, educational games, hypnopaedia, (auto-) hypnosis, propaganda and

    advertising methods and techniques, including technotronic and pharmacological /nootropic preparations/, etc.) make it possible to solve the following problem. A “black box” concept

    applied in computer science designates a system into which the chaotic information is entered, and in a little while a version, hypothesis or theory is produced. A human being

    represents (with some reservations though) such a system. Information processing occurs consciously and subconsciously based on certain rules (program). The more information processing

    rules we enter, the fewer number of degrees of freedom remains in the system. Hence, it is desirable to enter the very basic axioms. Differences in programs (even mere default - but

    without lack of key information) form differences in opinions and argumentation. The longer the period of program operation is (including based on internal biological clock), the

    greater the effect one can expect. The provability of success is directly proportional to the quantity of samples/tests, hence it is desirable to build in basic mechanisms of scientific

    thinking at the earliest age possible in a maximum wide audience and to stimulate their active work, and in certain time intervals make evaluation and update of “programs” of thinking.

    “Comprehension by an individual of new skills occurs only step-wise. Transition between two following mental conditions takes place: “I’ll never understand how this can be done and I’ll

    never be able to do it” and “it is so obvious that I can’t understand what needs to be explained here”. Except for early childhood, the leaps of this kind occurwhen

    mastering

    reading and mastering writing, mastering all standard extensions of set of numbers (fractional, negative, rational numbers, but not complex numbers), when

    mastering the concept of infinitesimal value

    and its consequences (the limits), differentiation

    when mastering integration, complex of specific abilities forming the phenomenon

    of information generating (in other words, in the course of transition from studying science or art to purposeful/conscious professional

    creative work). We hereby note that at any of these stages, for the reasons not quite clear to us, the leap may not occur. It means that certain ability has not

    turned into a stage of subconscious professional application and cannot be used randomly by an individual for the solution of problems he/she faces. At that, the required algorithm may

    be well known. In other words, an individual knows letters. He/she knows how to write them. He/she can form words from them. He/she can write a sentence. But! This work would require

    all his/her intellectual and mainly physical effort.

    For the reason that all resources of the brain are spent for the process of writing, errors are inevitable. It is obvious that despite formal literacy (the presence

    of knowledge of algorithm) an individual cannot be engaged in any activity for which the ability to write is one of the basic or at least essential skills. Similar state of an

    individual is widely known in modern pedagogy and is called functional illiteracy. Similarly, one can speak of functional inability to integrate (quite a frequent reason for the

    exclusion of the 1st and 2nd grade students from physical and mathematical departments). Curiously enough, at higher levels the leap does not occur so often, to the extent that it is

    even considered normal. The formula: “An excellent student, but failed to make proper choice of vocation. Well, he’s not a physicist by virtue of thinking – well, that’s the way” (the

    leap allowing to mechanically employ specific style of thinking / physical in this case / did not occur). As to automatic creativity, these concepts in general are considered

    disconnected, and individuals for whom the process of creation of new essentialities in science and culture is the ordinary professional work not demanding special strain of effort are

    named geniuses. However, a child sick with functional illiteracy would perceive his peer who has mastered writing to the extent of being able of doing it without looking into a

    writing-book, a genius, too! Thus, we arrive at the conclusion that creativity at the level of simple genius is

    basically accessible to everyone. Modern education translates to pupils’ knowledge (of which, according to research, 90 % is being well and almost immediately

    forgotten) and very limited number of skills which would in a step-wise manner move the individual to the following stage of intellectual or physical development. One should know right

    well that endless school classes and home work, exhausting sports trainings are no more than eternal “throwing of cube” in the hope that lucky number will come out – in the hope of a

    “click”. And ...

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