Literature in technical education: reality, idea and obstacle
Water and oil analogy, literature discipline (humanity) and technical education (science and technology) appear difficult to be intertwined. The reality in technical education curriculum implementation, especially in high education centre, the appearance of literature elements in the study is almost...
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| தலைமை எழà¯à®¤à¯à®¤à®¾à®³à®°à¯à®•à®³à¯: | , |
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| வடிவமà¯: | Conference or Workshop Item |
| வெளியீடபà¯à®ªà®Ÿà¯à®Ÿà®¤à¯: |
2001
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| பகà¯à®¤à®¿à®•à®³à¯: | |
| நிகழà¯à®¨à®¿à®²à¯ˆ அணà¯à®•à®²à¯: | http://eprints.uthm.edu.my/3834/ http://eprints.uthm.edu.my/3834/1/Persidangan_UPM_2001.pdf |
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| தொகà¯à®ªà¯à®ªà¯: | Water and oil analogy, literature discipline (humanity) and technical education (science and technology) appear difficult to be intertwined. The reality in technical education curriculum implementation, especially in high education centre, the appearance of literature elements in the study is almost invisible. Ironically the major input and output of that curriculum is human. Furthermore, based on the National Philosophy of Education, it is always emphasized that we want to produce a well-balanced human of physical side, emotion, spiritual and intellectual. This scenario also contradict with scientific research which states that individual intellectual potential can be optimized with the use of both left brain and right brain. Based on the contradicting situation between curriculum implementation and the reality in technical education and irony mooted, it is concerned that the outcome of the course are ‘human robot.' Lies against that anxiety mandate, the writer generates various ideas to peel arts issue in technical education. Through the method of problem-solving economic base? How many? How? and for whom?, the writer state the reality in implementing the idea and obstacle whether in terms of the component or aspect of technical education. |
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