{"title":"论天文学和天体物理学在新兴教育模式中的地位和作用","authors":"L. A. Gheonjian","doi":"10.52526/25792776-22.69.2-187","DOIUrl":null,"url":null,"abstract":"Developing digital technologies as an evolutionary leap, we are clearly facing a crisis in traditional education system. We are close, or are already at the bifurcation point of techno-cultural evolution. Systems Theory (Bertalanffy (1968)) and the concept of Purposeful Systems (Ackoff & Emery (2009), Ackoff et al. (2006)) focuses on the design of a new model of education. The main difficulty of education is caused by contradictions between the fuzzy logic (Zadeh (1973)) of the humanities and the clear logic of natural sciences. Lingvistic variables of fuzzy logic, reflecting and classifying the multiplicity of objects and connections, allow fuzzy interpretation of reality. The concepts of number and measure achieve convergence in the identification of objects, in their study and in the creation of new objects of reality. Problems arise in the process of combining these two logics in education. Psychology, responsible for understanding of teaching-learning processes, encounters difficulties in solving these problems. Ethology, studying the social behavior of animals and humans, firmly argue that without solving the problems of education as a form of intelligence development, we become an endangered biological species if the environment we have created will be destroyed. We will return to the primitive, animal form of social behavior, since the form of social organization are transmitted genetically and lie deep in our subconscious (Dolnik (2009), Lorenz (1963, 1971)). The digitalization and standardization of education started replacing part, or all of the intelligence with the ability to use databases of” recipes” for recognizing situations and appropriate behavior. Repetitions of each such recipe creates a fixed set of unconscious behavior (Uznadze (1995)) turning people into state of cybernetic organism. This perspective causes some blurred models of the present and gloomy forecasts and plans of social reconstruction. There is the need to clearly describe the reality in which our biological species exists and to transfer this knowledge into the process of education in the form of intellectual development.\nAstronomy and astrophysics have created the most fully formulated model of the Universe, that becomes an essential part of culture and practice. The analysis of the intellectual activity of our civilization identifies astronomers and astrophysicists as a special group of purposeful and advanced carriers of intellect which the great potential for formation of a new model of education. The development of astronomy and astrophysics can be represented as a continuous process of transforming the concepts of fuzzy logic into constructing the model the Universe as observable, measurable and clearly described system. The specificity of the subject of study, the need to constantly develop complex specific technologies for remote research and the need to use the most advanced methods for describing, interpreting and understanding the results, created conditions for specific Cerebral Sorting (Saveliev (2016)) and formation of advanced intellectual, professional and social community.\nAll significant results in General Psychology have been achieved in cooperation with exact and natural sciences. It is reasonable to offer astronomers and astrophysicists ideas explaining their intellectual activity and consistent with the concepts and ideas of General Psychology. This knowledge may became the part of activity technology and motivation to form a system based on astronomy and astrophysics as a model of cognition and education. Such a model based on General Psychological Theory of Set (Nadirashvili (2007), Uznadze (1995)) is proposed for discussion and use.","PeriodicalId":412578,"journal":{"name":"Communications of the Byurakan Astrophysical Observatory","volume":"2 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"On the Place and Role of Astronomy and Astrophysics in the Emerging New Model of Education\",\"authors\":\"L. A. Gheonjian\",\"doi\":\"10.52526/25792776-22.69.2-187\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Developing digital technologies as an evolutionary leap, we are clearly facing a crisis in traditional education system. We are close, or are already at the bifurcation point of techno-cultural evolution. Systems Theory (Bertalanffy (1968)) and the concept of Purposeful Systems (Ackoff & Emery (2009), Ackoff et al. (2006)) focuses on the design of a new model of education. The main difficulty of education is caused by contradictions between the fuzzy logic (Zadeh (1973)) of the humanities and the clear logic of natural sciences. Lingvistic variables of fuzzy logic, reflecting and classifying the multiplicity of objects and connections, allow fuzzy interpretation of reality. The concepts of number and measure achieve convergence in the identification of objects, in their study and in the creation of new objects of reality. Problems arise in the process of combining these two logics in education. Psychology, responsible for understanding of teaching-learning processes, encounters difficulties in solving these problems. Ethology, studying the social behavior of animals and humans, firmly argue that without solving the problems of education as a form of intelligence development, we become an endangered biological species if the environment we have created will be destroyed. We will return to the primitive, animal form of social behavior, since the form of social organization are transmitted genetically and lie deep in our subconscious (Dolnik (2009), Lorenz (1963, 1971)). The digitalization and standardization of education started replacing part, or all of the intelligence with the ability to use databases of” recipes” for recognizing situations and appropriate behavior. Repetitions of each such recipe creates a fixed set of unconscious behavior (Uznadze (1995)) turning people into state of cybernetic organism. This perspective causes some blurred models of the present and gloomy forecasts and plans of social reconstruction. There is the need to clearly describe the reality in which our biological species exists and to transfer this knowledge into the process of education in the form of intellectual development.\\nAstronomy and astrophysics have created the most fully formulated model of the Universe, that becomes an essential part of culture and practice. The analysis of the intellectual activity of our civilization identifies astronomers and astrophysicists as a special group of purposeful and advanced carriers of intellect which the great potential for formation of a new model of education. The development of astronomy and astrophysics can be represented as a continuous process of transforming the concepts of fuzzy logic into constructing the model the Universe as observable, measurable and clearly described system. The specificity of the subject of study, the need to constantly develop complex specific technologies for remote research and the need to use the most advanced methods for describing, interpreting and understanding the results, created conditions for specific Cerebral Sorting (Saveliev (2016)) and formation of advanced intellectual, professional and social community.\\nAll significant results in General Psychology have been achieved in cooperation with exact and natural sciences. It is reasonable to offer astronomers and astrophysicists ideas explaining their intellectual activity and consistent with the concepts and ideas of General Psychology. This knowledge may became the part of activity technology and motivation to form a system based on astronomy and astrophysics as a model of cognition and education. Such a model based on General Psychological Theory of Set (Nadirashvili (2007), Uznadze (1995)) is proposed for discussion and use.\",\"PeriodicalId\":412578,\"journal\":{\"name\":\"Communications of the Byurakan Astrophysical Observatory\",\"volume\":\"2 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Communications of the Byurakan Astrophysical Observatory\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.52526/25792776-22.69.2-187\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Communications of the Byurakan Astrophysical Observatory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52526/25792776-22.69.2-187","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
数字技术的发展是一种进化的飞跃,我们显然正面临着传统教育体系的危机。我们很接近,或者已经处于技术文化进化的分歧点。系统理论(Bertalanffy(1968))和有目的系统的概念(Ackoff & Emery (2009), Ackoff et al.(2006))侧重于设计一种新的教育模式。教育的主要困难是人文学科的模糊逻辑(Zadeh(1973))与自然科学的清晰逻辑之间的矛盾。模糊逻辑的Lingvistic变量,反映和分类对象和联系的多样性,允许对现实的模糊解释。数和测度的概念在对象的识别、研究和创造新的现实对象中实现了收敛。这两种逻辑在教育中结合的过程中出现了问题。负责理解教与学过程的心理学在解决这些问题时遇到了困难。研究动物和人类社会行为的动物行为学坚定地认为,如果不解决作为智力发展形式的教育问题,如果我们创造的环境被破坏,我们就会成为濒临灭绝的生物物种。我们将回到原始的、动物形式的社会行为,因为社会组织的形式是遗传的,并且深藏在我们的潜意识中(Dolnik (2009), Lorenz(1963, 1971))。教育的数字化和标准化开始用使用“食谱”数据库识别情况和适当行为的能力取代部分或全部智能。每一个这样的配方的重复创造了一套固定的无意识行为(Uznadze(1995)),把人变成了控制论有机体的状态。这种观点造成了一些模糊的当前模式和悲观的社会重建预测和计划。有必要清楚地描述我们的生物物种存在的现实,并以智力发展的形式将这种知识转移到教育过程中。天文学和天体物理学创造了最完整的宇宙模型,成为文化和实践的重要组成部分。对我们文明的智力活动的分析表明,天文学家和天体物理学家是一个特殊的群体,他们是有目的的、先进的智力载体,具有形成一种新的教育模式的巨大潜力。天文学和天体物理学的发展可以被描述为一个将模糊逻辑概念转化为将宇宙构建为可观测、可测量和可清晰描述的系统的连续过程。研究主题的特殊性,需要不断开发复杂的特定技术进行远程研究,需要使用最先进的方法来描述、解释和理解结果,为特定的大脑分类(Saveliev(2016))和形成先进的智力、专业和社会社区创造了条件。普通心理学的所有重要成果都是在与精确科学和自然科学的合作下取得的。向天文学家和天体物理学家提供解释他们智力活动的想法是合理的,并且与普通心理学的概念和观点是一致的。这些知识可能成为活动、技术和动机的一部分,形成一个以天文学和天体物理学为基础的系统,作为认知和教育的模型。本文在Nadirashvili (2007), Uznadze(1995)的《一般心理集理论》(General Psychological Theory of Set)的基础上提出了这样一个模型,供讨论和使用。
On the Place and Role of Astronomy and Astrophysics in the Emerging New Model of Education
Developing digital technologies as an evolutionary leap, we are clearly facing a crisis in traditional education system. We are close, or are already at the bifurcation point of techno-cultural evolution. Systems Theory (Bertalanffy (1968)) and the concept of Purposeful Systems (Ackoff & Emery (2009), Ackoff et al. (2006)) focuses on the design of a new model of education. The main difficulty of education is caused by contradictions between the fuzzy logic (Zadeh (1973)) of the humanities and the clear logic of natural sciences. Lingvistic variables of fuzzy logic, reflecting and classifying the multiplicity of objects and connections, allow fuzzy interpretation of reality. The concepts of number and measure achieve convergence in the identification of objects, in their study and in the creation of new objects of reality. Problems arise in the process of combining these two logics in education. Psychology, responsible for understanding of teaching-learning processes, encounters difficulties in solving these problems. Ethology, studying the social behavior of animals and humans, firmly argue that without solving the problems of education as a form of intelligence development, we become an endangered biological species if the environment we have created will be destroyed. We will return to the primitive, animal form of social behavior, since the form of social organization are transmitted genetically and lie deep in our subconscious (Dolnik (2009), Lorenz (1963, 1971)). The digitalization and standardization of education started replacing part, or all of the intelligence with the ability to use databases of” recipes” for recognizing situations and appropriate behavior. Repetitions of each such recipe creates a fixed set of unconscious behavior (Uznadze (1995)) turning people into state of cybernetic organism. This perspective causes some blurred models of the present and gloomy forecasts and plans of social reconstruction. There is the need to clearly describe the reality in which our biological species exists and to transfer this knowledge into the process of education in the form of intellectual development.
Astronomy and astrophysics have created the most fully formulated model of the Universe, that becomes an essential part of culture and practice. The analysis of the intellectual activity of our civilization identifies astronomers and astrophysicists as a special group of purposeful and advanced carriers of intellect which the great potential for formation of a new model of education. The development of astronomy and astrophysics can be represented as a continuous process of transforming the concepts of fuzzy logic into constructing the model the Universe as observable, measurable and clearly described system. The specificity of the subject of study, the need to constantly develop complex specific technologies for remote research and the need to use the most advanced methods for describing, interpreting and understanding the results, created conditions for specific Cerebral Sorting (Saveliev (2016)) and formation of advanced intellectual, professional and social community.
All significant results in General Psychology have been achieved in cooperation with exact and natural sciences. It is reasonable to offer astronomers and astrophysicists ideas explaining their intellectual activity and consistent with the concepts and ideas of General Psychology. This knowledge may became the part of activity technology and motivation to form a system based on astronomy and astrophysics as a model of cognition and education. Such a model based on General Psychological Theory of Set (Nadirashvili (2007), Uznadze (1995)) is proposed for discussion and use.