48th Engineers Day 2015

Editor's Notes

• #2: Science – Knowledge of physical and natural worlds Engineering-Application in order to design, build and maintain technologies Technology- Knowledge of systems, procfesses and artifacts that results from engineering
• #3: Science – Knowledge of physical and natural worlds Engineering-Application in order to design, build and maintain technologies Technology- Knowledge of systems, procfesses and artifacts that results from engineering
• #10: Vishwesarai and Brunel Challenges are same – Form has changed
• #16: In stagnant societies, the past crept forward into the present and repeated itself in the future. In such a society, the most sensible way to prepare a child was to arm him with the skills of the past—for these were precisely the same skills he would need in the future. "With the ancient is wisdom," the Bible admonished. Thus father handed down to son all sorts of practical techniques along with a clearly defined, highly traditional set of values. Knowledge was transmitted not by specialists concentrated in schools, but through the family, religious institutions, and apprenticeships. Learner and teacher were dispersed throughout the entire community. The key to the system, however, was its absolute devotion to yesterday. The curriculum of the past was the past. The mechanical age smashed all this, for industrialism required a new kind of man. It demanded skills that neither family nor church could, by themselves, provide. It forced an upheaval in the value system. Above all, it required that man develop a new sense of time. Mass education was the ingenious machine constructed by industrialism to produce the kind of adults it needed. The problem was inordinately complex. How to pre-adapt children for a new world—a world of repetitive indoor toil, smoke, noise, machines, crowded living conditions, collective discipline, a world in which time was to be regulated not by the cycle of sun and moon, but by the factory whistle and the clock. The solution was an educational system that, in its very structure, simulated this new world. This system did not emerge instantly. Even today it retains throw-back elements from pre-industrial society. Yet the whole idea of assembling masses of students (raw material) to be processed by teachers (workers) in a centrally located school (factory) was a stroke of industrial genius. The whole administrative hierarchy of education, as it grew up, followed the model of industrial bureaucracy. The very organization of knowledge into permanent disciplines was grounded on industrial assumptions. Children marched from place to place and sat in assigned stations. Bells rang to announce changes of time.
• #17: Paradigm Shift From Industrial to knowledge era Our education is from production factories called schools Requirements are different
• #18: Students learn by incorporating understanding of the subject into their existing knowledge base, and so must take an active role rather than being passively taught. The professor's job is therefore to facilitate learning rather than lecture. This article discusses several active-learning techniques that instructors can use to help students construct knowledge, such as think-pair-share, guided reciprocal peer questioning, jigsaw, and co-op co-op.