array(1) { [0]=> string(108) "
  • [[#cite_ref-0|↑]] This has nothing to do with parent-child relationships of UMOs
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    (The Goal)
    == The Goal ==
    == The Goal ==
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    Universe University (UU) aims to address the core demand to the modern education: development of independent and critical thinking, creativity and responsibility. The problem is that general technology of the contemporary schools go back to the 17th century. It is directed to informing and skills' training. For the more than 300 years school is believed to provide knowledge, while critical thinking is mostly up to a teacher, or better say, up to a good teacher. Do these goals relate to one another?
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    Universe University (UU) aims to address the core demand to the modern education: development of independent and critical thinking, creativity and responsibility. However, the general technology of the contemporary schools go back to the 17th century and is directed to informing and skills' training only. That is so for the more than 300 years, while critical thinking is mostly up to a teacher, or better say, up to a good teacher. The question is whether personal efforts of a teacher to provide for creativity development and general educational technology to inform can work in concert?
    First, knowledge and creativity as such are not one and the same. They can relate in one process and go away in another. Let's see how that works in the history and philosophy of the existing school:
    First, knowledge and creativity as such are not one and the same. They can relate in one process and go away in another. Let's see how that works in the history and philosophy of the existing school:
    <LI>The most general idea the contemporary western school is based on interprets knowledge as the absolute objective truth.</LI>
    <LI>The most general idea the contemporary western school is based on interprets knowledge as the absolute objective truth.</LI>
    <LI>This kind of knowledge, just by definition, requires only accurate transmission by a teacher (objectively put in position of passive transmitter) to a class (objectively put in position of passive receivers).</LI>
    <LI>This kind of knowledge, just by definition, requires only accurate transmission by a teacher (objectively put in position of passive transmitter) to a class (objectively put in position of passive receivers).</LI>
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    <LI>That infers an idea of lesson, a portion of knowledge determined by period of time to be presented.</LI>
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    <LI>That infers an idea of lesson, a portion of knowledge to be presented, which is determined by certain period of time.</LI>
    <LI>That infers and idea of class as group of students the lesson to be presented to simultaneously.</LI>
    <LI>That infers and idea of class as group of students the lesson to be presented to simultaneously.</LI>
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    <LI>The entire construction is a conveyor to drug a class through a course with predetermined speed. Since students are of different abilities the conveyor must to mark each by level of ones´ achievement at special moments. This is done by grading systems.</LI>
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    <LI>The entire construction is a conveyor to drug a class through a course with predetermined speed. Since students are of different abilities the conveyor must mark each by the level of ones´ achievement at special moments. This is done by grading systems.</LI>
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    <LI>Grades, in turn, shift subjective goal of a student from knowledge to a grade itself.</LI>
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    <LI>That, in turn, shifts subjective goal of a student from knowledge to a grade itself.</LI>
    <LI>Which, in turn, pushes their teacher to shift focus from knowledge as such to grading students.</LI>  
    <LI>Which, in turn, pushes their teacher to shift focus from knowledge as such to grading students.</LI>  
    </UL>  
    </UL>  
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    It is noteworthy that in above described mechanism all elements are logical, they fit the fundamental understanding of knowledge and, which is no less important, they fit one another! That construction is essentially the same for the great majority of mainstream schools worldwide. They may differ in details but not in essence.
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    It is noteworthy that in above described mechanism all elements are logical. They fit the fundamental understanding of knowledge and one another! The above described construction is essentially the same for the great majority of mainstream schools worldwide. They may differ in details but not in essence.
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    It is evident that objectively this construction and corresponding technology do not promote development of independent and critical thinking, creativity and responsibility. These could be, as we mentioned before, provided by a teacher.
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    It is evident that objectively this construction and corresponding technology do not promote development of independent and critical thinking, creativity and responsibility. These could be, as we mentioned before, provided by a teacher, individually.
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    However, those up-to-a-teacher features, despite being in major demand, cannot normally work against the entire system. They can only work despite the system, against it. Worldwide experience for centuries tells us the same story of innovation in education: Innovations either get swallowed by the school, digested and turned into yet other forms of informing and training, or they bounce against the wall, break up and get thrown out. No other outcome of educational reforms and innovations could be observed since 19th century in any part of the world.
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    However, those up-to-a-teacher features, despite being in major demand, cannot normally work against the entire system. They can only work despite the system, against it. Worldwide experience for centuries tells us the same story all over: Educational innovations either get swallowed by the school, digested and turned into yet other forms of informing and training, or they bounce against the wall, break up and get thrown out. No other outcome of educational reforms and innovations could be observed since 19th century in any part of the world.
    Hence, our understanding is that modern school has to be wholly reconstructed bottom up, so that the entire system would aim directly to bringing up independent and critical thinking, creativity and responsibility. Moreover, we believe that in such a school, knowledge will be acquired along and it will be acquired willingly, deeper and more intensively than within any current system.
    Hence, our understanding is that modern school has to be wholly reconstructed bottom up, so that the entire system would aim directly to bringing up independent and critical thinking, creativity and responsibility. Moreover, we believe that in such a school, knowledge will be acquired along and it will be acquired willingly, deeper and more intensively than within any current system.

    Revision as of 20:17, 27 August 2015