Through the Sequential Mixed Methods Approach, 24 final year power engineering students underwent 12 learnshops on creativity and entrepreneurship with an attempt to foster creativity and entrepreneurial self-efficacy...Through the Sequential Mixed Methods Approach, 24 final year power engineering students underwent 12 learnshops on creativity and entrepreneurship with an attempt to foster creativity and entrepreneurial self-efficacy among them. Pre- and post-test on creativity using Torrance＇s Test of Creativity （TTCT） and Entrepreneurial Self-efficacy questionnaires were used to determine the level of both creativity and entrepreneurial self-efficacy The findings of the study show that a significant leap in how teaching and learning takes place is necessary if we are to properly prepare students for the 21st century knowledge economy and that active participation, confidence and ideas generation taking place under teamwork and informal settings are a way forward and to harness the two constructs.展开更多
In this essay the idea is put forward that rethinking doing is the task that human sciences will need to undertake in the twenty-first century because the dichotomy do/think is one of the most deceptive and dangerous ...In this essay the idea is put forward that rethinking doing is the task that human sciences will need to undertake in the twenty-first century because the dichotomy do/think is one of the most deceptive and dangerous that the Western furor dividendi has ever formulated. Likewise, this is the time to re-do thinking： Both activities, divided from each other, are today quantitatively efficient, but incapable of making sense of themselves, of their own proceeding and of the world where they operate. Similarly incapable are the people who perform them and suffer cruelly from this defeat. It would take a rehabilitated subject, restored to an active role as interpreter and creator of culture, to remedy these shortcomings, reintegrating the spheres in a tensile equilibrium rich in novelty and significance. To this end, in an interdisciplinary perspective, insights by Dumont, Simmel, and Damasio are discussed and connected to Sennett＇s crucial intuition of the need for a new craftsmanship. This becomes the model of a foundational cultural act, in which a complex vision of culture joins a subjectivity that is at the same time a dynamic balance between rational and emotional components and a process where body and soul are inextricably entwined.展开更多
This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ ins...This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.展开更多
文摘Through the Sequential Mixed Methods Approach, 24 final year power engineering students underwent 12 learnshops on creativity and entrepreneurship with an attempt to foster creativity and entrepreneurial self-efficacy among them. Pre- and post-test on creativity using Torrance＇s Test of Creativity （TTCT） and Entrepreneurial Self-efficacy questionnaires were used to determine the level of both creativity and entrepreneurial self-efficacy The findings of the study show that a significant leap in how teaching and learning takes place is necessary if we are to properly prepare students for the 21st century knowledge economy and that active participation, confidence and ideas generation taking place under teamwork and informal settings are a way forward and to harness the two constructs.
文摘In this essay the idea is put forward that rethinking doing is the task that human sciences will need to undertake in the twenty-first century because the dichotomy do/think is one of the most deceptive and dangerous that the Western furor dividendi has ever formulated. Likewise, this is the time to re-do thinking： Both activities, divided from each other, are today quantitatively efficient, but incapable of making sense of themselves, of their own proceeding and of the world where they operate. Similarly incapable are the people who perform them and suffer cruelly from this defeat. It would take a rehabilitated subject, restored to an active role as interpreter and creator of culture, to remedy these shortcomings, reintegrating the spheres in a tensile equilibrium rich in novelty and significance. To this end, in an interdisciplinary perspective, insights by Dumont, Simmel, and Damasio are discussed and connected to Sennett＇s crucial intuition of the need for a new craftsmanship. This becomes the model of a foundational cultural act, in which a complex vision of culture joins a subjectivity that is at the same time a dynamic balance between rational and emotional components and a process where body and soul are inextricably entwined.
文摘This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.
