What Price Enrichment?

1941 ◽  
Vol 34 (6) ◽  
pp. 243-247
Author(s):  
J. O. Hassler
Keyword(s):  
Progressive Education ◽  
Enrichment Programs ◽  
Educational Domain ◽  
Educational Literature ◽  
National Preparedness

Many words have invaded our national educational domain in recent times like fifth columnists to entice us, disarm us, and in every way cripple us in our national preparedness campaign against ignorance and inefficiency. One of these is the word enrich, with its breed of derivatives like enriched, enrichment, etc. It is a sweet sounding word. When rolled under the tongue of an enthusiastic representative of “Progressive Education,” it has had marvelous effect. We have become attached to it and have welcomed it into our educational literature. Webster gives two definitions: (1) To increase the value of, and (2) to adorn or make more ornamental. We have had enriched curricula, enrichment programs, and what not. Some produce increased values. Some just adorn. It is my purpose to point out what I consider some “disenriched” and disastrous consequences of our short sighted friendliness with this seductive invader.

COMPUTER MODELING OF FINANCIAL CALCULATIONS

2019 ◽  
pp. 33-37
Author(s):  
O. S. Korneva
Keyword(s):  
Computer Modeling ◽  
Professional Education ◽  
Information Technologies ◽  
Financial Education ◽  
Economic Education ◽  
Economic Activities ◽  
School Teachers ◽  
University Teachers ◽  
Educational Literature ◽  
Higher Professional Education

Within the implementation of the national strategy for improving financial competency and financial education in Russia, aimed at the broad masses of the population, any experience in promoting financial competency among young people, accumulated in the system of training bachelors of Economics, will be useful. The purpose of the article is to present the methodological and practical aspects of teaching the basics of financial calculations of future economists and the formation of computer modeling skills in the field of financial and economic activity. The reason for writing the article was the problem of interdisciplinary integration in the system of financial and economic education. The analysis of educational literature and curricula of the system of secondary and higher professional education, as well as the study and generalization of pedagogical experience showed weak integration of mathematical and economic disciplines with information technologies. The article also presents the problems associated with the calculations in the financial and economic activities with the use of computer modeling. The elements of the presented methods of teaching the basics of financial computing in conjunction with the modeling of financial problems on the computer can be useful for both school teachers and university teachers of mathematics and computer science.

Future Education within Disruptive Technologies Developments

2020 ◽  
Vol 26 (2) ◽  
pp. 288-293
Author(s):  
Codrin-Leonard Herţanu
Keyword(s):  
Artificial Intelligence ◽  
New Paradigm ◽  
Contemporary World ◽  
Disruptive Technologies ◽  
Educational Domain ◽  
Blockchain Technology ◽  
How People Learn ◽  
Future Education ◽  
Present World ◽  
Technology Domain

AbstractOur contemporary world is on the verge of crucial changes of an unparalleled pace. The ‘technological changeover’ is the new paradigm caused by the unprecedented evolution of the disruptive technologies. The present world has the tendency to evolve at least exponential, therefore future educational environment is fairly different than its present layout. An entire array of nowadays studies widely recognizes that the progress of the disruptive technologies will pose a meaningful impact over the educational system evolution. Among the most spectacular technologies with disruptive features we should encounter Artificial Intelligence, Blockchain Technology, Cloud Computing, and the like. In an era of technological disruption the education is seen as the new currency. With the help of Artificial Intelligence, for instance, the education system could track how people learn from kindergarten to retirement. Besides, the technology domain will move the centre of gravity from the institutional area to that of the education’s beneficiaries, as we might expect that they will recruit and employ the needed teacher staff, not the institutions. Moreover, the education’s recipients will be the main creators of tomorrow’s professions and within their community the overarching events will happen and the main decisions will be taken in the educational domain.

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