CURRICULUM STRUCTURE - Fapesp · 2 the cultural framework three basic principles for the curriculum...
Transcript of CURRICULUM STRUCTURE - Fapesp · 2 the cultural framework three basic principles for the curriculum...
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CURRICULUM STRUCTURETIME TO STUDYTIME TO THINK
Luiz Bevilacqua
January 2014
Symposium on Excellence in Higher Education
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THE CULTURAL FRAMEWORK
THREE BASIC PRINCIPLES FOR THE CURRICULUM STRUCTURE
THE ULTIMATE AIM OF THE CURRICULUM: EDUCATION
THE THREE FOCUS OF THE PRESENTATION
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More than the era of knowledge the present times may be best characterized by the speed of the scientific and technological advancement.
Past and future converge into present producing what we may translate as a shock wave. We are living in the era of cultural shock.
THE ERA OF CULTURAL SHOCK
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SURFING IS THE PROPER WAY TO MOVE ALONG A SHOCK WAVE
SURFING IS NOT A NEW SWIMMING STYLE BUT REQUIRES NEW SKILLS.
A BOARD IS NECESSARY 4
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MATH PHYSICS CHEMSTRY
BIOLOGY
ECOLOGYMECHAN
ENGIN
ELETR.
ENGIN.
ANTHROP.
BARRIERS ARE BROKENBARRIERS ARE BROKEN
THE UPRISE OF A NEW SCIENCE AND NEW TECHNOLOGY
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“ …. But the spread, both in width and depth, of the multifarious branches
of knowledge during the last hundred odd years has confronted us with a
queer dilemma. We feel clearly that we are only now beginning to acquire
reliable material for welding together the sum-total of what is known into a
whole; but, on the other hand, it has become next to impossible for a single
mind fully to command more than a small specialized portion of it. I can
see no other escape from this dilemma (lest our true aim be lost for ever)
than that some of us should venture to embark on a synthesis of facts and
theories, albeit with second-hand and incomplete knowledge of some of
them, and at the risk of making fools of themselves. So much for my
apologize”
E. ShrödingerThe first statement about the interdisciplinary option of the modern times.
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There is no unique solution for the best curriculum. Excellence in Higher Education requires freedom to explore new avenues
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THE CHALLENGES OF THE NEW ERA
Excellence in Higher Education requires to exercise the ability to hear, to be open-minded towards new ideas and accept that good proposal may come from unexpected sectors of society
Particularly in very large countries, both in space and population, centralization may cause more harm than benefits
Excellence in Higher Education requires nowadays more than ever exchanging experiences, not searching for a uniform, universal educational system
In any case the traditional university organization is hopeless
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THE THREE FOCUS
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THE NEW UNIVERSITYLearn rather than Teach
Students learn primarily because they study not because they go to class
Students learn primarily because they think not because they hear
To study requires TIME!!!
There is no sense to impose around 30 hour of class per week
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Nome Créditos C.H.G.
Teórica/Prática
Resistencia dos Materiais I 4.0 45 15
Geomecânica - A. 2.0 15 30
Sistemas Prediais I 2.0 30 0
Mat de Construção I - A. 2.0 30 0
Lab Mat de Construção I - A. 1.0 0 15
Eletricidade I 4.0 45 30
Economia A 4.0 45 15
Topografia 4.0 45 30
23 255 135
With 1 hour of individual study for each hour in class this gives about 8 hours of intellectual work 6 days a week!!! (Advisable 12-15 credits per term ) A proof that the basic assumption is that students learn mainly because they here not because they think
THE NEW UNIVERSITYLearn rather than Teach
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THE NEW UNIVERSITYLearn rather than Teach
The University must be a place intended primary to learn rather than teach
Students should be stimulated to make their own choices, to take risks, and to contribute to the academic project. Admission must be to the University not to a specific field.
Students should learn to think autonomously, to build up their self confidence and to think independently
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THE NEW UNIVERSITYDo not pour new wine in old bottles
Interdisciplinary research has come to stay. It is already a successful approach to tackle complex problems
Courses, particularly undergraduate courses follow the classical organization
This is a contraction and confuses the students
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THE NEW UNIVERSITYDo not pour new wine in old bottles
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1950Calculus I, II, III, IVPhysics I, II, III, IVChemistry I, IIBiology I, II, III, IV
2013Calculus I, II, III, IVPhysics I, II, III, IVChemistry I, IIBiology I, II, III, IV
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THE NEW UNIVERSITYDo not pour new wine in old bottles
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Reorganize the contents of knowledge according to more adequate guide-lines Structure of matter Energy Transformation processes Communication and Information
Different forms of knowledge: rational. emotional, transcendental History of Civilization Driving forces of the cultural evolution Life on earth: from elementary building blocks to complex organisms
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HELMHOLTZ INSTITUT
RESEARCH FIELDS ENERGY
THE EARTH AND THE UNIVERSE
HEALTH
AERO-ASTRO AND TRANSPORTATION
KEY TECHNOLOGIES
STRUCTURE OF MATTER
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THE NEW UNIVERSITYDo not pour new wine in old bottles
Selected courses, presenting more questions than consolidated knowledge:
Evolution of life on earth, Cosmology, Different forms of knowledge, The Amazon forest: a complex thermodynamic process, God: belief and myth, Religion in the modern world, Sports and politics, The universe: dark matter and dark energy
Research is not an advanced phase of the university education, it must be embedded in the course program
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THE NEW UNIVERSITYFirst discover then publish
Advancement of knowledge rather than the improvement of the authors’ CV should be the focus of publication
The contribution of a scientist is not measured by volume but by the scientific value of the contents
The pressure for quantity instead of quality brings delay in the advancement of science and technology
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THE NEW UNIVERSITYFirst discover then publish
A necessary although not sufficient condition to make sure that you have a valuable contribution to the advancement of science is to have your paper peremptory refused for publication, at least once, in the most prestigious scientific journals.
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THE CULTURAL FRAMEWORK1. The presence of the cultural shock. There is no unique solution2. The entanglement of different knowledge fields. Interdisciplinarity
THE THREE FOCUS
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The main commitment of the University toward society is to recover the appreciation for scientific learning, to show the beauty inherent in the mysteries of nature and hidden in a mathematical object. It was founded on the assumption that knowledge is not only a means to response to market demands but above all to the enlightenment of the human spirit.
EDUCATING FOR THE FUTURE
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The project of a university for the XXI century should be sustained by the freedom to explore new paths that will lead the University closer to its original and universal purpose: to discover, to invent and to think critically. The education system should encourage students to make their own choices, to take risks, to accept challenges and to think creatively.
EDUCATING FOR THEFUTURE
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EDUCATION
Fostering creativity – More individual work and less classes – Think.
Building self-confidence – To dare and to reduce aversion to risk.
Learning to take decisions and to take initiaves – Less complaints and more solutions.
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THE CULTURAL FRAMEWORK1. The presence of the cultural shock. There is no unique solution2. The entanglement of different knowledge fields. Interdisciplinarity
THE THREE FOCUS
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FINAL CONSIDERATION As matter of fact as you can see, after all, the
curriculum has no uniform, unique, or almost unique arrangement.
It is build up with several hands, competences, expectations, and dreams.
It is a dynamical process and as all dynamical process may be stable or unstable, may approach regular attractors (classical education) or strange attractors (non-classical education)
This is the new university controversy the challenge of the new education.
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BERNARD SHAW
“Reasonable people adapt themselves to the world. Unreasonable people attempt to adapt the world to themselves. All progress, therefore, depends on unreasonable people.”
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REFERENCES
A formação do engenheiro inovador: uma visão Internacional, Marcos Azevedo da Silveira – Rio de Janeiro, PUC-Rio, Sistema Maxwell, 2005.
Subsídios para a Reforma do Ensino Superior, Luiz Davidovich (ed), Academia Brasileira de Ciências, 2006.
O documento foi uma contribuição ao debate sobre o tema, desenvolvido por solicitação do Ministério da Educação (MEC). O grupo de trabalho da ABC, coordenado por Luiz Davidovich (UFRJ), contou com a participação dos seguintes Acadêmicos:
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THANKS FOR YOUR ATTENTION
Let us surf
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There is no unique solution for the best curriculum. Excellence in Higher Education requires freedom to explore new avenues
Excellence in Higher Education requires to exercise the ability to hear, to be open-minded towards new ideas and accept that good proposal may come from unexpected sectors of society
Particularly in very large countries, both in space and population, centralization may cause more harm than benefits
Excellence in Higher Education requires nowadays more than ever exchanging experiences, not searching for a uniform, universal educational system
In any case the traditional university organization is hopeless
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EDUCATION IN A DIVERSIFIED CULTURAL ENVIRONMENT
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THE CHALLENGES OF THE NEW ERA
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THE TRADITIONAL UNIVESITY ORGANIZATION IS HOPELESS
THERE IS NO MUCH TIME TO THINK AND TO TAKE DECISIONS
IT IS NECEESARY TO UNDERTAKE RISKS
IT IS NECESSARY TO CHALLENGE TRADICIONAL RULES AND FIGHT FOR NEW AND MORE FLEXIBLE STATUTES ADEQUATED TO THE PRESENT TIMES
IT IS NECESSARY TO FIND A SUITABLE BOARD
ANYWAY IT IS NECESSARY TO BE PREPARED TO FALL DOWN AND GET ON YOUR FEET AGAIN
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Professional mobility: New professions and jobs that do
not fit the traditional standards.New professional demands not yet regulated: New professions are popping up that do not fit the traditional regulations. Professional specialization: Some industries and service companies are becoming highly specialized and prefer to offer in-job professional training. Education with emphasis on less obsolescent matters: Basic science, history of human knowledge Encourage the students to think creatively: to invent, to discover and to criticize
EDUCATING FOR THE FUTURE
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EDUCATING FOR THE FUTURE
Professional education should also be of concern. But courses dealing with professional topics should be taught by highly qualified professionals not as full time professors but as collaborators.
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Classical organization that breaks up the so called hard sciences into physics, chemistry, biology, computer science and mathematics should be reviewed. The creation of courses following a new profile would help the interaction of people with different backgrounds and would enforce collaborative and interdisciplinary research.
EDUCATING FOR THE FUTURE
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THE CORNERSTONE OF THE KNOWLEDGE BOOM
Ability to make scientific observations and experiments Macrocosm (deep universe, new galaxies, high energy
cosmic rays, black holes, cosmology)
Microcosm (molecular biology, nano-science, MEMS)
Computational capability Applied mathematics
Modeling
Complex systems
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IBM
Researchers at IBM have used an atomic-force microscope to resolve the
chemical structure of pentacene.
PENTACENE
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ETA KARINA
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BARRIERS HAVE COLLAPSED
NEW SCIENCE
NEW TECHNOLOGY
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Fluxo Monomodal
Fluxo Bimodal com contra-fluxo
Fluxo Bimodal unidirecional
Ψ1
Ψ1
Ψ2
Ψ1
Ψ2
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rV
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VrS
S
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Bp
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pR
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pD
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p
Black and Scholes Bi-Modal Model
CAPITAL FLOW
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D
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INTERDISCIPLINARY APPLICATIONS
MACROECONOMICSEPIDEMIOLOGY-MALARIA
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A TRUE SHOCK WAVE
PAST SQUEEZE INTO THE FUTURE
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THE UFABC PROJECT
Abolition of the departmental organization New framework for the scientific
knowledge Challenging new topics offered in courses
under the supervision of the Undergraduate Studies Division
Competence prevailing over diploma More freedom to select courses and
professional options Students are admitted to the University not to
a specific course
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THE SCHOOLS
School of Natural Sciences and Humanities. Discovery.
School of Mathematics, Computation and Cognition. Logic.
School of Engineering and Applied Social Sciences. Invention.
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AFTER SIX YEARS
YES IT WAS
POSSIBLE and IT WORKS
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Ranked second best among 200 universities regarding the performance in education –Undergraduate and Graduate courses. First place undergraduate course. The only University in Brazil with mark above 4 (5 is the maximum)
Four courses were evaluated as best among all Brazilian Universities: Materials Engineering, Environmental Engineering, BSc in Chemistry and BSc in MathematicsAmong the three best courses in Brazilian Universities are: BSc in Biology, Production Engineering, “Licenciatura” in Physics
EDUCATION MEC-ENADE EVALUATION
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UFABC
RESEARCH PERFORMANCESIR World Report 2012
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THE NEW SCIENTIFIC FRAMEWORK
Structure of Matter
Energy
Transformation Processes
Mechanically and physically driven
Life sciences
Communication and Information
Representation and Simulation (Mathematics)
Humanities and Social Sciences
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