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首页> 外文会议>International Technology,Education and Development Conference >(282)EDGE-UCATING: A CHALLENGE TO EDUCATORS, RESEARCHERS,AND SOCIAL DEVELOPERS TO DEMOCRATIZE INTELLECTUALBREAKTHROUGHS
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(282)EDGE-UCATING: A CHALLENGE TO EDUCATORS, RESEARCHERS,AND SOCIAL DEVELOPERS TO DEMOCRATIZE INTELLECTUALBREAKTHROUGHS

机译：（282）边缘ucating：对教育工作者，研究人员和社会开发商的挑战，以民主化的知识分布

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Can we provide ordinary citizens with the expert knowledge and opportunities to work atthe frontiers of what is known? Research and practice is showing how ordinary citizens ina variety of societies can be educated to work at the edges of expert knowledge, whereknown rules do not necessarily hold. The current demands of information and mediaaccess on citizens of all societies, along with the globalization of expert knowledge,suggest that nearly everyone can be successfully involved with intellectual frontiers – ifthey are efficiently educated to do so. I suggest calling this process of bringing neophytesto work at the edges of the known, “edGe-ucating.”We have many experiences of what can be done to edGe-ucate neophytes of all ages.David Cavallo, an MIT engineer, has been guiding Thai villagers, among otherpopulations, to break through expert understandings to address specific local problemsthat require “sophisticated mathematics, biology, engineering, physics, and computerscience.”One implication from recent research and experience in bringing neophytes to thefrontiers, and beyond, is that this requires a new kind of involvement from specialists andtheir respective institutions. New approaches to curriculum are required, and newrelationships between knowledge experts and ordinary citizens need to be drawn fordemocratizing intellectual breakthroughs.The intent of this paper is, first, to report where my research is headed in arguing why it ispossible to have ordinary citizens reach nearly all borders of human intellectual work, andsubsequently assist in breaking through those borders. My second purpose is to showhow this can be done in an efficient manner, through a new approach to curricular design,which I call, “edGe-ucating.” My third purpose is to show how the democratization ofintellectual breakthroughs can transform all societies, but especially societies that havebeen poorly served through current educational models. My fourth purpose is tochallenge educators, experts, researchers, and technologists (along with their universitiesand outside agencies) to engage with the professional adventures within this enterprise ofdemocratizing intellectual breakthroughs through edGe-ucating.
机译：我们可以提供普通的公民是否具有专家的知识和机会，以在所知道的内容中工作？研究和实践显示普通公民如何在专业知识的边缘教育各种社会，从而知道规则不一定持有。目前所有社会公民的信息和MediaAccess的需求以及专家知识的全球化建议，几乎每个人都可以成功地参与知识分子边界 - 如果有效地接受教育。我建议召开这个过程在已知的“边缘ucating”的边缘中带来的新ophytesto工作。我们有很多经验，可以对所有ages.david Cavallo的边缘ucate neophytes做出了许多经验.David Cavallo，这是一个麻省理工学院工程师的指导在其他村民们的村民们通过专家的理解中，以解决特定的本地问题，需要“复杂的数学，生物学，工程，物理和计算机。”近期研究和经验的一种含义，使Neophytes带来贿赂，而且是这种情况需要从专家和他的各自制度的新参与。需要新的课程方法，知识专家和普通公民之间的新条款需要普及识别智力突破。本文的意图是首先报告我的研究争论，为什么它近乎有普通公民达到近似所有人类智力工作的所有边界，都会有助于突破这些边界。我的第二个目的是展示这可以以有效的方式完成，通过新的课程设计方法，我称之为“边缘ucating”。我的第三宗目的是展示思考突破的民主化如何改变所有社会，而是特别是通过当前教育模型提供差的社会。我的第四个目的是拓扑教育者，专家，研究人员和技术人员（以及他们的大学和外部代理商），以通过边缘UCATION在这家企业中与专业冒险进行专业冒险。

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