Wednesday, January 28, 2009

Parte 5, Le education

(Languages of this post: Interlingua, English)

(8) Le ideas de Bacon e Hobbes

Gradualmente le devotion al obras classic del romanos e del grecos deveniva plus debile durante que le progresso de plus in plus solide del scientias augmentava lor prestigio. Omnes comenciava a comprender lor valor, e ulle philosophia del education in iste nove etate debeva accommodar se al crescente cognoscimento del scientias de ille epocha.

Francis Bacon insisteva que le domination del mundo in le qual nos vive es impossibile sin un cognoscimento precise del objectos que nos circumfere e le processos que los transforma. Ille voleva que nos rejecta omne nostre prejudicios e observa le mundo attentemente, colligente datos ex le quales on poterea tirar conclusiones o hypotheses que on poterea verificar con nove collectiones de datos.

Durante que le societate augmenta su cognoscimentos scientific, diceva Bacon, illo debe communicar lo a su juvenes in scholas de maniera que illes pote continuar le construction del edificio scientific.

Thomas Hobbes, qui admirava le governamento anglese, argueva que le rege de un pais habeva le derecto de determinar le curriculo del scholas que educa su subjectos pro fortificar le potentia del stato e que ille debe surveliar lo continuemente. Le scopo principal del education, ille insisteva, es le formation del subjectos juvene del rege de maniera que illes pote servir le stato plus efficacemente, e su ideas es simile a illos de Platone.

(9) Le philosophia de education de Comenius

Un del philosophos de education multo predominante de iste periodo esseva John Amos Comenius, qui credeva que omnes poterea apprender omne le cognoscimentos de su epocha. Assi, ille credeva que un schola debe offerer un systema de education encyclopedic que introducerea a su studentes omne le cognoscimentos scientific del epocha in le qual illes vive.

Primo, su studentes apprenderea omne isto solmente de un maniera general; e durante que illes deveniva plus matur on poterea adder informationes plus detaliate al curriculo.

Iste education, ille insisteva, debe harmonisar se con le "methodo del natura". Su plano esseva exponer su studentes al mundo in le qual illes viveva e incoragiar les a observar e a tirar conclusiones de/ex lo que illes videva. Postea, ille credeva, lor observationes devenirea plus detaliate e lor conclusiones plus profunde.

Iste education universal esseva assatis difficile mesmo in le seculo dece sex. Illo esserea impossibile nunc. Le scientias ha apprendite tanto que mesmo su specialisationes classic (le astronomia, le chimia, le biologia, e plus tarde le geologia, le quales ha contribuite tanto a revelar le stupiditate del mythologia creationiste judeo-christian), se ha dividite in subspecialitates in un processo que continua etiam nunc.

Le quantitate de information immagasinate in le litteratura del scientias nunc es tan grande que il es impossibile complir con illo recercas comprehensive. Un exemplo famose se trova in un compania american que habeva le problema de disveloppar un systema de interruptores pro un computator specialisate.

Lor cercas bibliographic non revelava ullo, e le technologos del compania debeva disveloppar lor systema sin ulle adjuta exterior--un processo que costava milliones de dollars. Sex menses post disveloppar iste systema, illes discoperiva que le russos habeva resolvite lor problema multe annos antea. Ma nemo inter le recercatores del compania poteva leger le russo. (Naturalmente, il anque esserea pauco practic traducer omne iste informationes a in interlingua.)


(8) The ideas of Bacon and Hobbes

Gradually, devotion to the classical works of the Romans and Greeks became weaker as the increasingly solid progress of the sciences increased their prestige. Everyone started to understand their value, and any philosophy of education of this new age had to accommodate itself to the growing knowledge of the sciences of that era.

Francis Bacon insisted that dominating the world in which we live is impossible without precise knowledge of the objects that are around us and the processes that transform them. He wanted us to reject all our prejudices and observe the world carefully, collecting data from which it would be possible to draw conclusions or hypotheses that could be verified with new collections of data.

As society increases its scientific knowledge, Bacon said, it should communicate it to its youth in schools so that they can continue the construction of the scientific edifice.

Thomas Hobbes, who admired the English government, argued that the king of a country had the right to determine the curriculum of the schools that educate his subjects to strengthen the power of the state and that he should supervise it contiually. The principal purpose of education, he insisted, is the training of the young subjects of the king so that they can serve the state more efficiently, and his ideas are similar to Plato's.

(9) Comenius's Philosophy of Education

One of the philosophers of education very predominant in this period was John Amos Comenius, who believed that everybody could learn all the knowledge of his era. Thus, he believed that a school should offer a system of encyclopedic education that would introduce to its students all the knowledge of the era in which they live.

First his students would learn all this in a general way; and as they became more mature, more detailed information could be added to the curriculum.

This education, according to Comenius, should harmonize with the "method of nature." His plan was to expose his students to the world in which they lived, encourage them to observe and to draw conclusions from what they saw. Afterward, he believed, their observations would become more detailed and their conclusions more profound.

This universal education was rather difficult even in the sixteenth century. It would be impossible now. The sciences have learned so much that even its classical specializations (astronomy, chemistry, biology, and, later on, geology, which have contributed so much to reveal the stupidity of Judeo-Christian creation mythology), have split up into subspecialties in a process that is going on even now.

The amount of information stored in the literature of the sciences is now so great that it is impossible to accomplish comprehensive research with it. One famous example involves an American company that had the problem of developing a system of switches for a specialized computer.

Their bibliographic searches revealed nothing, and the technologists of the company had to develop their system without any outside help--a process that cost millions of dollars. Six months after developing this system, they discovered that the Russians had resolved the problem many years previously. But no one among the company's researchers could read Russian. (Naturally, it would hardly be practical to translate all this information into Interlingua.)

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