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Why Teaching M+I+T++ (Multi-, Inter-, and Trans-Disciplinary)?

Why Teaching M+I+T++ (Multi-, Inter-, and Trans-Disciplinary)?. V. Milutinovic, BSC, June 29, 2009. Human Knowledge Has Three Dimensions:. Vertical: Deep professional knowledge,             like programming, hw design, etc             (good for productivity)

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Why Teaching M+I+T++ (Multi-, Inter-, and Trans-Disciplinary)?

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  1. Why Teaching M+I+T++ (Multi-, Inter-, and Trans-Disciplinary)? V. Milutinovic, BSC, June 29, 2009

  2. Human Knowledge Has ThreeDimensions: • Vertical: Deep professional knowledge,            like programming, hw design, etc            (good for productivity) • Horizontal: Breath knowledge,            about other fields, cultures, languages, etc            (good for creativity in science) • Perpendicular knowledge, or look-ahead,            about getting positioned for a future challenge (good for business success)

  3. Today vs. Tomorrow • Bottom line is that now we teach mostly theVertical Knowledge • Next step is teaching the Horizontal and Perpendicular Knowledge • Why? • Modern science is not interested any more (that much) in disciplines; it is interested in services, which are always complex and M+I+T++

  4. The M+I+T++ Approach • Multi- : Teaches facts from several disciplines • Inter- : Teaches how to play in the terra incognita, in between several disciplines • Trans- : The most important,          Teaches how to port, from one field to the other,         issues like algorithm, procedures, methodologies, ... • Case study: Story about FFT, invented in seismic engineering, but gave great results in speech analysis!

  5. References • Valero, M., “Issues in Modern Education,” Discussion during the annual Yale Patt dinner, Barcelona, Catalyna, Spain, June 29, 2009. • Milutinovic, V., "Axioms of Education for e-World," IEEE Computer, May 2006. • Omerovic, S. et al., “Methodology for Written and Oral Presentation of Research Results,” Journal of Professional Issues in Engineering Education and Practice, ASCE, Vol. 135, Issue 4/4, October 2009.

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