quinta-feira, 30 de setembro de 2010
TEC debate motion "Promoting maths and sciences education is the best way to stimulate future innovation" Pretty straightforward.
Innovation in the technical sense surely calls for technical minds only shaped through knowledge of maths and science.
If this is the type of innovation at issue then I believe agreeing with the motion follows suit.
Indeed should a a pool of past 100 real-world changer innovations and their creators be sampled and it would confirm the technical educational background of most if not all.
As might be reasonable to expect it takes a good deal more than creators to turn their innovations into marketable tangibles that do sell.The such is the work of bold and smart entrepreneurs willing to put up with start-up risks by seizing on a winning idea turned sales winner.
Strictly speaking about the accomplished technical innovation there is no denying the absolute relevance of maths and science education.
(2)
On reading CM's well thought out comment I feel compelled to soften my earlier one.In the broadest sense that which triggers innovation is a sharpened set of observational skills more likely to be innate.
The thought process for its part is doubtless stimulated by as broad an educational scope as an individual might absorb.On the whole it would appear that societies that priviledged maths and sciences in their national curricula over many decades did produce the greatest number of innovators/innovations.Lastly, common sense and practical judgment make a powerful contribution towards innovation too.
Innovation in other fields would in any case demand more than basic grasp of maths too.
If this is the type of innovation at issue then I believe agreeing with the motion follows suit.
Indeed should a a pool of past 100 real-world changer innovations and their creators be sampled and it would confirm the technical educational background of most if not all.
As might be reasonable to expect it takes a good deal more than creators to turn their innovations into marketable tangibles that do sell.The such is the work of bold and smart entrepreneurs willing to put up with start-up risks by seizing on a winning idea turned sales winner.
Strictly speaking about the accomplished technical innovation there is no denying the absolute relevance of maths and science education.
(2)
On reading CM's well thought out comment I feel compelled to soften my earlier one.In the broadest sense that which triggers innovation is a sharpened set of observational skills more likely to be innate.
The thought process for its part is doubtless stimulated by as broad an educational scope as an individual might absorb.On the whole it would appear that societies that priviledged maths and sciences in their national curricula over many decades did produce the greatest number of innovators/innovations.Lastly, common sense and practical judgment make a powerful contribution towards innovation too.
Innovation in other fields would in any case demand more than basic grasp of maths too.
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