Modern Learning

 MODERN LEARNING

In this paper I proposed  to approach knowledge in its completeness.

This means treating the phenomenon of horizontal and vertical knowledge and its evolution in time during the life of a man. 

This is not like a simple theory, but a suitable educational program.
The program must provide each person going through school the idea that education is continuous and has a fundamental role in the existence and prosperity of the individual.

Domestic premises must be created in which everyone understands the link between existence and continuous learning. 

This way of looking at things must be part of the "school education" to everybody. We propose in this paper to find another relationship between the subject and knowledge of reality.

We must first define the role of knowledge. 

All we really are and where we earn a living. Such features should  take into account reality. 

It changes every time, and the change does not coincide with the change of human or human communities.

 In this case  "knowledge" comes. It should "fit" the man in existence in reality and at the same time  produce its adequacy constantly changes taking place in reality. 

Compliance with this requirement becomes more adapted subject to continuous changes of reality.

                        OBJECT OF KNOWLEDGE

We refer here to what surrounds us, the reality and the knowing subject, as its thinker and creator of history. 

Therefore, a balanced knowledge must consist of two parts, namely:
a part must deal with natural phenomena (mathematics, physics, chemistry, geography, etc.).

The second part to treat human social phenomena related to direct human knowledge (truth, mechanisms of thought, ethics) and interactions between people. They are known by the social sciences (history, sociology, psychology, anthropology and others.)

Thus man can correctly report the physical and social reality to himself and to the community in which he lives.

 Education offers something from each, so that the subject is aware of its role as an individual and member of the community and needs to be properly prepared to practice the profession.

     Historical knowledge

The history of human society can be seen as a history of "knowledge". Throughout his historical existence Man had was interested in acquiring the knowledge of each historical epoch. Knowledge caused the events that took place in different historical epochs.

Those companies which understood better the truths had advantage with a view to dominating nature and communities that had a lower level of knowledge. 

This has always maintained recorded history. Today the problem has become more serious especially in societies with low levels of knowledge which are subject to all sorts of dangers, including the possibility of being assimilated. 

School training is fundamental to knowledge. It can empower a human community, able to obtain higher performance. 

Throughout the history the process of knowledge was distributed gradually,  a phenomenon which takes place up to this day. 

The efficiency of the educational system is determined by many factors: cultural tradition, religion, language and script used, the geographical area occupied by the community, climate, interactions with other communities and others.

We take care of the things which continue evolving. Our action may produce further benefits. There are modern philosophical methods of  knowledge discovered in the twentieth century and the "scientific theory". They must be put into practice.

 The following model is better, the results are higher. It is important to understand the role of training in school.

 Thus we get outstanding results from the previous situation. Work is determined by two factors:
1. Those who introduce changes must rigorously understand the phenomenon in its entirety.
2. Changing the education system according to the requirements set out in paragraph 1.

Changes should be introduced gradually so that the education system can assimilate them. 

Then set targets to be achieved realistically and physically during implementation. We must take into account the capacity of the educational system to be modified over time. Methods differ from one cultural space to another.

 Starting from these premises we can set concrete goals for our case.
 The basic idea is the requirement of "permanent adequacy" of human reality that is always changing. In this case you should see the tests that produce it.

The only being capable of knowledge and self-awareness is  Man.
  Measurements producing two types of knowledge have been listed above and take effect in the order stated. 

Barely understand other people's self-knowledge produced by the subject. The way this occurs is acquiring truth.

  The process of education aims to cultivate the human need to follow to get the "truth" and verification methods. We should  consider and explain the emerging bottlenecks in getting the "truth". "Truth" is obtained in the "rational dialogue" practiced in a "limitless ideal communicative community" consisting of at least two persons. We must define what is "rational dialogue." Education must include elements of direct practice.

Action knowledge modeling takes into account the peculiarities of that community and how training runs on the old model.
In addition it should be noted that the new performance depends on newly introduced program and the methodology used. We consider two types of correction that can be applied to the process studied: the mode, content and place. 

Corrections related to "seat" refer to the features  according to which cultural areas are different from one place to another, correcting content refers to choosing a new content for textbooks to be used, while the "way" refers to the method used when the situation changed.

In support of the idea of ​​M. Heidegger we bring a quote from the book "Milestones on the road thinking" article "Phenomenology and Theology" page 419 Romanian edition 1989, where the author gives an explanation of the method: "But we are not allowed to go to something essential: to the extent that it is designed correctly, explaining fundamental concepts never achieved not so isolated concepts are explained and defined itself to be manipulated  like gambling chips. 

Any explanation of the fundamental concepts must all strive to capture in their originality and never lose sight of the order correlation being paramount and consistent by sending all the fundamental concepts ".

 It is the only rational way to do things better and we want to develop this further.


         NEW METHODS OF EDUCATION

 This refers to finding methods based on discoveries made in the last century in science theory and buzz suggested by German philosopher Martin Heidegger in his vast work. 

What should be added in the ongoing process of educational opportunities for under current requirements? To find the answer to the first question we must observe the most important features of reality.

I think, after systematic study of philosophy for over twenty years, the most important are: correlation and dialectical reason. 

In reality they are more numerous, but for reasons related to the real possibilities of students during their studies, the costs of the education, social needs, I thought the two components are sufficient to perform well at school level. 

The two components of reality developed in the students' knowledge system will produce a much better adaptation to social needs.

 I got these parts of reality in thought to a great age and learning very consistent effort, but thinking things have caused a much simpler way that can be applied to school age. 

This gives good results with less effort, provided it is applied to school age. In education there is extensive experience in different cultural spaces.

We must make a statement related to dialectical reason. We will consider the statements of French philosopher Roger Garaudy in the book "Karl Marx" released  in Bucharest in 1967 by "Political Publishing House" "In reality, thinking  was forced to reveal the dialectic and to use it only to integrate the rational aspects of nature that are refractory to other logics. 

Dialectic is an effort to streamline complex aspects of reality: movement, contradiction, totality. 

Thus, by its very origin, dialectics, far from thinking thwarted is in essence a window to new aspects of reality ". The author explains in this book the role of dialectics in reality. 

In addition, I add, the problems facing the world currently is due to a lack of dialectical reason both the elite and the common man. 

Consequently textbooks have formed an appropriate level to allow formation of dialectical thinking to a greater number of students. Textbooks must reflect the appropriate level  of the four problems mentioned: correlation, movement, contradiction, and the whole. 

Their importance is high, because a dialectic reality cannot be captured only by dialectical thinking. However, in many cases the results of these efforts are modest compared to the effort consumed.

 The point of this material consists precisely in enhancing the efficiency of education, with a minimum of additional expense, but achieving superior results at the end. There is a big problem in any school system: textbooks. 

To operate the new knowledge they need to be changed. 

This means high costs and it is not easy. I took into account this element. So we thought of a change that takes this account, in that it requires the introduction of new textbooks only able to solve the problem above. 

Basically textbooks in mathematics, reading, language and literature, physics, chemistry, biology and others are written in the spirit of the four characteristics mentioned above. 

Remember the principle enunciated "The Erlangen School", "Reason can be taught and can be learned". It requires a manual connection to handle phenomena. With its help we can solve one of the four previously mentioned problems, namely the correlation. 

It is important for students to learn the idea that in all things and phenomena lies a unique logic, first order logic form. 

Manuals should be reviewed in accordance with the requirements set out above that correlation, movement, and the whole dialectic contradiction.

I mention that this manual does not require additional planning time, it will be used when and where necessary to study objects that are normally in the curriculum. I'm going on the premise that each cultural area has its own learning experience and it should be preserved, ensuring continuity process. 

Numerous changes produce large perturbations being harmful to learning. The proposed program is still a minor modification program. 

This is due to the introduction of a manual for learning the two requirements: correlation and dialectical thinking. When handling the whole  complete foundation should also be learned. Complete foundation considers students' understanding of how anything should be done, regardless of its nature. It is important for the student to make an accurate picture of it. 

Once  skills are gained , they will accompany it for a lifetime. The most important part of this manual covers but the presentation and explanation of dialectical thinking. 

This is established with two goals:

1. The possibility of making a dialectical analysis of a phenomenon;
2. The ability to acquire dialectical thinking to the possibility of surprise dialectic reality;
These are the essential components of an authentic thinking, with which you can actually understand the ongoing transformation of the world and ours.

We believe that the remedy to the current crisis is reform. Changing school education of this material in order to learn a dialectical thinking is a solution to the crisis. 

Periods of crisis are best suited for changing old solutions with new ones suitable for the present. The success of this approach produces much progress in society. 

Also it has a beneficial effect on future capital. It is necessary to gradually write textbooks in line with the requirements set out in this article. 

Starting with the primer and then with the other textbooks, we must capture as much correlation and characteristics of explicit and implicit dialectical logic as possible. It is, and I emphasize once again that the essence of epistemological effort must include the idea of ​​education reform. Thus we go beyond the current educational system.

                    ARGUMENTS

The above proposals belong to an individual "researcher" of the education process. I graduated in Romania in 1980 the Faculty of Electrotechnics , Electronic and Telecommunications specialty. 

Along with practicing the profession, I had  philosophical preoccupations for over 20 years, so in 2010 I began the Faculty of Philosophy. I have not been part of the education system, so I was not "contaminated" by the methods and patterns of education, so we have devel

oped an original method for developing free thinking in school.
To this end I quoted a saying of a Romanian philosopher Constantin Noica, who had the privilege to hear many times the great German thinker M. Heidegger.

In a "philosophical journal" appeared in 1990 published by "Humanitas" on page 79 he wrote: "I attended a seminar Heidegger. Strange enough, he cannot get rid of his professorship’s tics. H wants correct answers: the student shouldn’t think, which means approximate, the student must know. The professor’s essence is to prevent thought to be searched, to be exact. Can’t it be without it? "

This philosopher perfectly captures the   drawback of modern education in the above mentioned thinking. I was not "caught" in the net and through philosophy I imagined a special way to correct errors that persist in education and transmitted from one generation to another. Where did the idea of ​​correlation come from?

Before answering this question we need to define the relationship. Correlation means all the interactions that occur between the elements of reality, because there is such a connection demonstrated in philosophy and physics. This property allows us to be able to develop overall judgments about the phenomena it produces authentic thinking. 

The idea of correlation came to me as a result of visits to Armenia in 2005 -2009. There I discovered the Armenian alphabet and having an interesting aspect I did a thorough study of its related handwriting characters, small and large. I discovered there highly educated and civilized people with a highly developed sense of duty and extremely suitable for the current requirements.

This should be taken into account especially that Armenia has few natural and industrial resources, which, in a certain other area would produce  social catastrophe.

In fact the whole civilized world knows and appreciates the value of the people and the Armenian culture. So I found some links between these characters that are very similar to the phenomenon of correlation of philosophical knowledge, physics and mathematics. This material is presented as an annex to this material.

The second drawback regarding  education is the fact that the curriculum doesn’t have a target which should lead to a dialectical thinking. We understand this idea better if we follow the thought of the philosopher GWF Hegel in his "Science of Logic" appeared in 1966 in the Academy on page 427. 

He said:
"One thing does not move, just as it is here in this moment and the next moment beyond, but because it's one and the same moment here and not here, because he's not at the same time and this here. You must accept the old dialecticians’ contradictions found in the movement, but here is not that the movement does not exist, but on the contrary, that movement is very practical, contradiction exists. "

To cause efficiency in education means primarily to exit the inertia mentioned by the Romanian philosopher Noica in his thinking about the lesson of M Heidegger. 

Second is teaching a method by which to explain phenomena taking place in reality, so that they become comprehensible to students and, in addition, learn the seemingly contradictory thinking  described in the above quotation of the philosopher German Hegel. These are actually my views concerning the problems to be solved  within modern education system thus causing poor quality. 

By supplementing  the education system with this method of knowledge, education outcomes are superior in terms of exercising a single material and human effort. My approach does nothing more than provide knowledge process structure content similar to reality. This thing  allows easy access to understanding and changing reality. Once this way of thinking is acquired, the subject may address any matter of good manner.

There is a French philosopher Roger Garaudy who makes a statement in his book "Karl Marx" published in 1964 on page 108 of them: "To say that there is a dialectic of nature is to say that the structure and movement of reality are such that only one thinking makes dialectic phenomena become intelligible and can be handled ". 

The method I suggest  does not add new knowledge to the student, only to learn a dialectic of thinking of things and phenomena. It is the core of a school training quality, beneficial in any economic system, as in human society. 

The method used by me must not  disturb the existing educational system, but only to use in order to achieve the proposed objective. I'm going on the assumption that any system of education is well placed and should not be disturbed by external factors of high intensity. I am considering a small change introduced gradually, producing gradual changes in the article above. If such action occurs, there is a possibility to obtain very good results. Students will learn to think and this will have good effects for life. 

The suggestion is aimed for middle school and high school, but can be adapted to higher education. Solving this problem is similar, if we consider it to be formal with a scientific problem: given a set of data is initially required to achieve specific end results using a certain method of working. I consider my duty in this case is to find the easiest way to get the desired results. Things which are given to the mass of pupils which are to be educated are not able to receive dialectic shaped phenomena.

 The requirement of the educational system is that a as many  students as possible  should acquire dialectical thinking. In this statement I am only interested in the question dialectical thinking, but the purpose of the process of education is much broader. 

The remaining problems  depend on how each part of the educational process is considered, and it does not of concern  this material. 

Regarding the ideas mentioned above I think I got enough arguments that can solve virtually any challenge accepted in any cultural space. 

The goal is to teach students approach philosophy, at least for two reasons:
1. philosophical knowledge is vast and difficult to understand,
2. this knowledge is not used much in the social area, with a small number of researchers in this field. 

The only way to be efficient in education is to use parts of the philosophical knowledge in learning dialectical thinking. It should be emphasized here that the German economic success is due largely to the fact that one side of dialectical thinking education includes learning in school as much as possible. 

We mention here a statement of Descartes Renesse  in his book "Rules for the guidance of mind, First rule page 7": "Human wisdom always remains the same no matter how different things would be investigated, and does not borrow from them more diversity than it borrows the sunlight from the things it illuminates .

 In case you are interested in this program can call the email address mihaicostiuc @yahoo.com or mihaicostiuc83@gmail.com.