Bounded Rationality for “Just In Time” Education

Oprean, Constantin; Fabian, Ralf; Brumar, Cristina I.; Barbat, Boldur E.

doi:10.1016/j.sbspro.2011.10.191

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…In this regard there are three stances, linked to the nature and the intensity of interaction, corresponding relatively to those described by D. Dennett (in "The Intentional Stance" in 1987 but revivified recently in the new light of cognitive science [14]). Thus, when shifting towards KS, the mechanistic stance will fade away gradually, the functional stance will be controlled by bounded rationality [2] [32], while the intentional one will be inevitable. Indeed, paradigm shifts are urgent because of a matchless speed of change [15] [29] [4].…”

Section: Teaching and Dennett Stancesmentioning

confidence: 99%

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E-Maieutics in Post-industrial Engineering Education

Oprean¹,

Kifor²,

Barbat³

et al. 2010

SIC

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Abstract:The paper continues research about adapting engineering education to lifelong learning in a service-based society. Since the solution proposed was based on "e-maieutics", the paper aims at illustrating this new concept by using doctoral studies in Computers and Information Technology as testbench. This target is approached through four sub-objectives: a) Investigating heutagogy and meta-learning as main implementation tools. b) Exploring the role of agent-orientation in lifelong learning within the post-industrial era from three perspectives: non-engineering specialties, engineering education, and IT). c) Illustrating the first attempt to test e-maieutics in a real-world situation. d) Suggesting (by serendipity) the need of easing paradigm shifts by instilling into syllabi elements of transdisciplinary knowledge. After reassessing conclusions of recent research the paper proposes a flexible holistic approach based on heutagogy and meta-learning (for learners) and on simulating e-maieuts through doctoral advisors (for teachers). On this groundwork, some heutagogic guidelines are outlined considering the threefold role of agents, the paradigmatic shifts made urgent by the unprecedented speed of change (due to Moore's law) as well as some metascience basics and elements of transdisciplinary knowledge, necessary to explore and exploit the transdisciplinary niches entailed by modern post-industrial engineering education. Conclusion: approach and provisional results are promising.

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Section: Teaching and Dennett Stancesmentioning

confidence: 99%

“…However, there are more urgent issues to be re-examined and updated. (The topic was approached in [5] [17] for mathematics, in [8] for logic and is dealt with in detail in [32] starting from the actual needs of Computer Science and from the very principles of bounded rationality. )…”

Section: Metascience Basicsmentioning

confidence: 99%

E-Maieutics in Post-industrial Engineering Education

Oprean¹,

Kifor²,

Barbat³

et al. 2010

SIC

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Memetic Engineering for Permanent Education in Line with Sustainable Growth

Brumar

Fabian

Manolescu

et al. 2012

INT J COMPUT COMMUN

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Abstract:Given the recent point of view of the European Commission regarding the implementation of a new strategy for sustainable growth and jobs, this paper emphasises the opportunity and urgency of supporting the EU 2020 strategy, providing an appropriate educational tool for the knowledge society. The main objectives are: a. adapting memetic engineering expressed in terms of General System Theory to the teaching component of permanent education based on bounded rationality and "Just in Time" as key tools for fighting cognitive chaoplexity in the post-industrial era; b. facilitating the use of memetic engineering based on its double-faceted nature: as both positive and negative feedback; c. extending the applicability of memetic engineering to ecology as source of memes; d. exemplifying the above in primitive metamodels applying memetic engineering in ecology and highlighting the relevant design-space dimensions. Among the conclusions: a. to be sustainable in the long run permanent education must be modelled in line with learner bounded rationality, since bounded rationality is a psychological lasting feature; b. sustainable development depends on affordable permanent education; c. as a result, e-teaching should be systematically revisited through intense transdisciplinary research.

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Bounded Rationality for “Just In Time” Education

Cited by 2 publications

References 3 publications

E-Maieutics in Post-industrial Engineering Education

E-Maieutics in Post-industrial Engineering Education

Memetic Engineering for Permanent Education in Line with Sustainable Growth

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