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Innovations in the Formal Education of Future STEM Innovators. Bob Root-Bernstein Department of Physiology Michigan State University East Lansing, MI 48824 USA firstname.lastname@example.org 517-336-8444. Questioning Assumptions.
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Department of Physiology
Michigan State University
East Lansing, MI 48824 USA
1) Teaching ignorance (what we don’t know) Students want to know they can make a difference!
2) Replacing early STEM specialization with arts, crafts and communications training – math is insufficient! There’s hand knowledge, etc….
3) Looking beyond STEM talent for innovators
4) Rewriting textbooks to reflect human-oriented, problem-centered, process-focused approach
Compared with typical scientist, Nobel laureates are at least:
“The training of our physicists is literally too academic.” (Bragg WL. 1942. Physicists after the war. Nature 150, 75-79)
Michael Bishop, How to Win a Nobel Prize, 2003, p.140).
“ I have slowly come to realize that the analytic, quantitative approach I had been taught to regard as the only respectable one for a scientist is insufficient… the richest aspects of any large and complicated system arise from factors that cannot be measured easily if at all. For these, the artist’s approach, uncertain thought it inevitably is, seems to find and convey more meaning.”
Smith,C. S. A Search for Structure. Cambridge, MA: MIT Press, 1981, p. 9
Mae Jamison, astronaut,
physician, chemical engineering major, dancer, choreographer, and art collector
She says in her recent TED Lecture: “Science and the arts… are [not] different sides of the same coin, or even different parts of the same continuum, but rather they are different manifestations of the same thing.”
1) early specialization, later specialization
2) early breadth, later specialization
3) early breadth, later breadth
4) early specialization, later breadth
5) early specialization, later serial foci
6) early breadth, later serial foci
(Root-Bernstein and Root-Bernstein, Life Stages of Creativity, Encyclopedia of Creativity, forthcoming)
SO: Mastery, courage, and skill transfer need to built into the curriculum
Every outstanding problem will require new uses of old skills and knowledge