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CSE Journal Articles Computer Science and Engineering, Department of

2018

THE RHETORIC OF SCIENCE EDUCATION AND TECHNOLOGY Iwasan D. Kejawa University of Nebraska-Lincoln, [email protected]

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Kejawa, Iwasan D., "THE RHETORIC OF SCIENCE EDUCATION AND TECHNOLOGY " (2018). CSE Journal Articles. 159. https://digitalcommons.unl.edu/csearticles/159

REHTORIC OF SCIENCE EDUCATION AND

TECHNOLOGY

Prof. Dr. Iwasan D. Kejawa

Department of Engineering and Technology,

Miami-Dade College,

Miami, Florida 33167-3418, US

ABSTRACT

Nearly thousands of scientific experiments are performed both on humans and

animals every year in the United States (Gregory, 1999). Does Science enormously

play a role in the well-beings of individual in the society? Research has found that

science education is through motivation and satisfying the needs of humans. The

scientific world is part of an elongated human development. This can be

substantiated with the use and evolution of TECHNOLGY and SCIENCE (Minton,

2004). Education of the entities that comprise the need to achieve the goal of

TECHNOLOGY and SCIENCE which are important issues of today. Research has

shown that scientific education is some conglomerate beliefs of individual minds.

Education in general is through motivation and satisfying the needs of humans.

The scientific world plays a role in human development. This can be substantiated

with the use of evolution of TECHNOLOGY. Education of the entities that comprise

the need to achieve the goal of TECHNOLOGY and SCIENCE are important issues

of studies in our world today.

INTRODUCTION

The TECHNOLOGY and SCIENTIFIC world play a role in development education. It

can be said that TECHNOLOGY and SCIENCE are based on strategic planning

(Nicodemus, 2012). It must be noted that through history that ideas and

inventions are obtained through exploration of scientific artifacts. Scientific

education is the foundation of the continuity sustainability and transformation.

The group of individual learners can be the soul of success of science and

technology education. We can achieve our needs through critical innovation of

the mind regardless of our role in society. Everyone is a learner since we do not

have control over what is to be learned. The circumstances surrounding

education, science and technology, and its mode of delivery may be due to

affordability and security. These in turns affect the volatility and the flexibility of

learning. To eliminate doubts and worry, science education needs to justify the

prosperity of societal factors (Gregory, 1999). The incumbents involve must have

the resources of attaining their goals and since we have various goals and needs,

society or organization must always embed or include scenarios and standard of

accomplishments with their expectations. The modalities of learning comprised all

entities of understanding processes of humans. The dexterity of the mind can be

explained through all means of communications. Both internal and external

modes of communications can be justified in the development of intelligence. The

scientific processes not only consist of spiritual processes, but all physical

environmental and technological scientific means (Moses, 2012). The learning

modes changes as one progresses through the channel of dwelling of living. The

society must realize that learning yield success only if it is applied substantially

through the minds of the individuals. Individuals learned most under the

assumptions that they possess already all the preliminary process of life within

the society. We, as humans tend to have assumptions that we can do everything.

Acquiring self-knowledge always demand self-reflection (Howes, 2000). There is

absolutely no way we can get to know ourselves if we don’t take some quiet time

to meditate. Contemplation is another one of the ways we tend to learn. We are

willing mostly to open to ideas, and will try untested approaches and accept risk

of learning. When people are at their personal best, their projects or activities

involve creative thinking and beyond-the-boundaries thinking because of the

atmospheric conditions accord to them during the process of learning. Even

though we have gone through a process at an early stage, we must realize that

nothing is done perfectly the very first time, not in schools, not in sports, not in

games and certainly not in communities (Kejawa, 2011). We must also understand

that as humans evolve through changes that humans tend to search for scientific

learning opportunities. Opportunities that will meet the current changes and the

foresee changes. Changes may involve physical, psychological, social and

scientific changes as opposed to environmental changes in our society and

schools. Education rests on the hands of the beholder. Education and science

TECHNOLOGY are intrigues in our mind as important aspects of life as we progress

through life (Salem, 2000). Education and science TECHNOLOGY are based on

needs and consequences derived from the pasts. We all make mistakes; we must

learn from our mistakes which is a form of making progress.

Essence of Education and Science Technology

Education and Science TECHNOLOGY are based on the homeotic of physical

resources available to us as human (Minton, 2014). Our adaptation is the

objectivity of our consciousness. It should be noted that contemptuous

circumstances can be resolved through scientific education. Educating the mind

IN ESSENCE is prolific; we should engage in the learning process. Education is a

process whereby we should all learn together regardless of who you are. As it is

often conveyed in parabolic ways, stability is required of any individual, if he or

she is to succeed in the society. And for individual to portray a positive identity

within the society, educational stability must play a vital ROLE IN acquiring

knowledge. As it is often said, Knowledge comes from learning and experience

while learning and experience are respectively derived from trying and doing.

Without stability and knowledge, it may be impossible to acquire success.

Individual may quest for knowledge, stability and success at early stage of their

educational career, but these entities may later be suppressed at a later stage of

their life. The possibility of attaining all the individual goals may rest solely on the

individual and society at large and scientific explorations. Learning process

depends on the motivational level of the individual which may encompass the

ingredients of success. The ingredient of success in the society may determine the

notions of knowledge and experience. The power of success is achievable through

knowledge of sciences. The initial educational attributes of individual suffice as

learning takes place. Knowledge based on experience at an initial stage may result

in learning activity of the present. Evolution of science Scientific methods have

contributed greatly to mankind. The evolution of science and technology is of

great importance to us all. One may have to observe what makes the world

around us worth living. Science and Technology had refined elements or

antiquities that were made available from creation. For instance, one can now

travel to faraway places without having to walk the distance, such as space and

the moon; the blind and cripple can now see and work. The blind can see with

corrective lenses and cripple can walk with artificial legs or arms. Science and

Technology have come a long way to the beneficial of livings things, especially

humans. The benefits derive from Science and Technology are not only attributed

to living things, they are also attributed to non-living things. Non-livings can be

represented by scientific and technology methods, for example by authenticated,

electronic objects (Fig.1).

Fig. 1

The representing of the way we think are also being improve by science

and technology – this is done by code representation (Fig.2) The physical,

psychological, social and economical ways of living had been made possible by the

study of science and technology. Computers for instance are believed to possess

intelligence that surpasses that of humans. They are met to perform all the

functions that are beyond human control. The exploration of science to achieve

the ultimate goal of humans is an important aspect of computer technology. The

beliefs instilled in the mind of society that computers cannot ultimately perform

all human functions are misleading. It is true that work of computers can surpass

that of human being because of innovations. The world of science provides a

security of physical, psychological and social beings of the populace. This had

played a role in the development of fourth and sixth generation of computers and

other scientific artifacts.

Fig. 2

Science and Technology have devised methods for assimilation of knowledge of

humans. And the functions carried out by super computers or more intelligent

systems are superb compare to that of humans if the designs and constructions

or architectures are proper. It can be said that the study of science and

technology had been based on strategic planning in development of computers.

In the early exploration of science, it has been noted through history that ideas

and inventions can be obtained through rigorous training of the mind. The usage

of computers for instance is the continuity of sustainability and transformation of

science. The education of humans can be the sole of beneficiary of the works of

Science and Technology. And inventions can be obtained thorough straining of

the mind. The usage of computers continues to increase in ability and

transformation.

Representations of Artificial Intelligent Systems

Fig. 3

In Science and technology intelligent can represent objects which are inform of

artificial intelligence. Intelligent systems in Science and Technology may be

enumerated as follows (Winston, 1984): 1) Representations of common sense

knowledge (Robots artifacts) a) Automobile manufacturing (such as in assembling

and driving). b) Operations Services (such as office or household chores) 2)

Language Understanding (Robots and Computers artifacts) a) Interpretation of

simple questions and commands. • Electronics (such as transistor radio and

televisions) • Manufacturing (such as in recording machines and voice

reorganization analyzer. b) Operations Services (such as hospitals, households,

schools and offices) 3) Image Understanding (Robots and Computers artifacts). a)

From Images to Objects Models (such as in schools, engineering, farming, mining,

hospital b) Computing Edge and Distance Recognition (such as in engineering). c)

Interpretations of Images and Surface Direction (such as farming, engineering,

hospitals and business. Fig. 2. Applications of science and technology Codes and

formulas are used by scientists and technologists to perform many technical and

scientific functions respectively. They are used for predictions and solving

problems of physical and unphysical problems and scenarios. In Science and

technology intelligent can represent artifacts are inform of artificial intelligence.

Intelligent systems in Science and Technology may be Representations of

common sense knowledge (Robots Automobile manufacturing (such as in

assembling and Operations Services) and (such as office or household Language

Understanding) (Robots and Computers simple questions and commands.

Electronics (such as transistor radio and televisions) Manufacturing (such as in

recording machines and Operations Services (such as hospitals, households,

(Robots and Computers from Images to Objects Models as in schools, hospital and

business and Distance Recognition as in Surface Direction as farming, engineering,

hospitals and business. Codes and formulas are used by scientists and

technologists to and scientific functions respectively. They are used for

predictions and solving problems of physical and unphysical problems and

scenarios. Codes and formulas are for instance used to derive the amount of

intake of oxygen in species in a period of time, are also for example used in

engineering for instance to calculate or find the capacity and the proposed bridge

by measurement. And in manufacturing of automobile to predict how fast and

automobile the amount of gas it will consume or use. performance can also be

represented and enhanced and formulas by simplifying and multiplying activities

by actions. Scientists and technologists are able to perform these functions with

formulas and codes regarding combinations of actions and objects (Moses, 2012).

Scientific and technology applications are of various means; and depend on the

connotation of the functions to be realized or achieved. Applications of science

justify the existence living things and non-living

Conclusion

The essence of educational training is preparedness of individual to stability and

success. It must be addressed to the problematic situations of individual

circumstances surrounding propagation of learning is not solely materialism, but

on the gratitude of knowledge (Knowles, 1980). The standard which knowledge

and materialism is attained is repertoire of educational establishments. In

rationalizing the commonwealth of training individual, the society should apply

transformation and sustainability in the evolution of education and science. The

extenuation of objectives depends on current and past activities. The educational

solitudes may re actualization of goals and thereby create self (Whiteside &

McKenna, 2002). The technicality of learning may be justified by the scope of

activities in the society. Education of the literate is different from that of

illiterates in the society. Literacy does not mean everything is known, there

lessons to be learn from everyday activities in the society. Illiteracy of the mind is

tolerable in certain aspect of learning (Issacs & Michael, 2009). The integration of

science and technology may depend on the themes that individual need to know

the anthology of survival in the world (Minton, 2014). Stability projects the

purpose of learning new ideas in our world. The determination of success rests on

stability and knowledge. Education of the cognitive approach of science learning

environment. It is believed that constant attention to the mind may gear up the

learning process (Smith, 2000). Educating the mind is a process whereby all

activities are concentrated on the p of achieving POSITIVE results. Everyone must

yield to proliferation of the audacity to learn new ideas to attain success in the

world science today. Computers are for instance used to derive the amount of

intake of oxygen in species in a period of time, for example in hospitals. They are

also for example used in engineering in building bridges, for instance to calculate

or find the capacity and the length of proposed bridge by measurement. And in

manufacturing of automobile to predict how fast and automobile can travel and

the amount of gas it will consume or use. Humans performance can also be

represented and enhanced by codes simplifying and multiplying activities by and

technologists are able to perform functions with formulas and codes regarding a

combinations of actions and objects (Moses, 2012). Scientific and technology

applications are of various means; and they of the functions to be realized or

achieved. Applications of science and technology may have to justify the

existence living things and non-living things. The essence of educational training is

preparedness of individual to stability and success. It must be addressed to the

problematic situations of individual in the society. The circumstances surrounding

propagation of learning is not solely materialism, but on the gratitude of

knowledge (Knowes, 1980). The standard which knowledge and materialism is

attained is repertoire of educational isomerizing the commonwealth of training

individual, the society should apply transformation and sustainability in the

evolution of education and science. The extenuation of objectives depends on

current and past activities. The educational solitudes may result in self -

actualization of goals and thereby create self-awareness Mckenna, 2002). The

technicality of learning may be justified by the scope of activities in the society.

Education of the literate is different from that of illiterates in he society. Literacy

does not mean everything is known, there lessons to be learn from everyday

activities in the society. Illiteracy of the mind is tolerable in certain aspect of

learning & Michael, 2009). The integration of science and may depend on the

themes that individual need to know the anthology of survival in the world

(Minton, 2014). Stability projects the purpose of learning new ideas in our world.

The determination of success rests on stability and Education of the mind is

congenial to the cognitive approach of science learning environment. It is

believed that constant attention to the mind may gear up the learning process

(Smith, 2000). Educating the mind is a process whereby all activities are

concentrated on the purpose of achieving POSITIVE results. Everyone must yield

to proliferation of the audacity to learn new ideas to attain success in the world

science today.

References

Various writings and publications were explored.

Howes, R. J. 2000. “Effective learning methodology.” Journal 11: 17-19.

Isaac S., and Michael, W. B. 2009. Handbook in research and evaluation. San

Diego, CA.

Knowles, M. 1980. Principle of Learners Education. San Francisco, CA: Jossey-

Bass/Pfeifer. Langdon, G.,

Whiteside, S., and McKenna, M. 2002. Intervention resource guide. San Francisco,

CA: JosseyBass/Pfeiffer.

Moses, A. G 2012. The technologies for ages. Journal of Science and Technology,

12: 50-53.

Minton S. O 2014 Evolution of Science and Technology. New York, NY:

NovaPublisher Co

Nicodemus, R. 2004. Technology intelligence on the rampage. Computer World

Magazine, 7: 23-29.

Salem, A. M. 2000. Potential usage of technology in education. Journal of

Computing in Higher Education, 9(3): 7-25.

Smith, A. B. 2000. Development and evaluation in learners’ education. Journal of

Science and Technology, 6: 30-35.

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