Transcript PPT presentation

Remarks on Teaching
History of Computing
Radomir S. Stanković, Claudio Moraga
Dept. of Computer Science, Faculty of Electronics, Niš, Serbia
Dept. of Computer Science, Dortmund University, Dortmund, Germany
Why to Teach History of Computing
Ever increased complexity of systems
requires raising level of abstraction in
teaching
Teaching
Facts and methods
The way of thinking in particular scientific areas
From History
What was the way of thinking about particular probems
in certain scientific areas in the past
Which solutons were imposed or dictated by the technology
Inacceptable for the lack of technology
Fruitful or unsuccessful approaches
Right directions and way of thinking
Wasting of time and efforts
Examples from Serbian
History of Educations
Nomination of Professors
Matter of State importance
Quality of Teaching
International standards and methods
First University Professors in Serbia
Velika Škola, 1808
J. Cvijić
M. Petrović
Elektrotehnička
škola, 1846
First Full Professors at University of Belgrade, 1905
Appointed by the King
Sima Lozanić
Jovan M. Žujović
Dragoljub M. Pavlović
Ljubomir Jovanović
Jovan Cvijić
Mihailo Petrović
Milić Radovanović
Andra Stevanović
February 27, 1905
What is the present practice?
The Laws for University
1992
1997
§
Checking in 2001
Recognizing of inadequate regulations?
2002
No real checking of teaching skills for University Professors.
International Committee for
Teaching Mathematics
43 permanent members representinatives of 25 states
from Euope America and Australia
Germany
Austria
Belgium
Denmark
Spein
USA
French
Members of the Committee
Grecee
Netherland
Hungary
England
Italy
Norwey
Portugal
Romania
Russia
Serbia
Sweden
Switzerland
Bulgaria
Australia
Brasil
Colony Cap
Mexico
Japan
Serbian Representatives
Serbia have had an official representative
Mihailo Petrović – Alas
Nikola Saltikov
Đuro Kurepa
Recommendations
In primary and highschool teaching, force as most as possible
intuition and experiments with as less as possible of formalistic
elements;
in professional schools, give to the mathematics, as a basic
auxiliary element, a practical, utilitatry character, and
in high education, where the mathematics is studied for itself,
regardless its role in other areas of knowledge,
teaching should be developed in a purely logical direction.
Main Intentions
Is it necessary to mention, besides the common gains that will
result from this common approaching of mathematical teaching
in different countries, also undoubtful use of reciprocity and
mutual relationships that will exists between schools in
different countries, which will be particularly noticeable in
the cases of transition of students from a school in a country
into a school of the same kind in a different country?
Where we are now?
Rigid and conservative way of teaching
No proper analysis and control of teaching process
Slow reform
Charles Darwin
I have called this principle, by which each slight variation,
if useful, is preserved, by the term Natural Selection.
The Origin of Species
IEEE/ACM Recommendations
The 1991 curriculum for Computer Science by
the IEEE Computer Society and
the Association for Computing Machinery
included explicit education modules related to
History in four specific areas
Artificial Intelligence
Operating Systems
Programming Languages, and
Social, Ethnical and Professional Issues
George Santayana
Different areas?
IEEE Annals of the History of Computing, Vol. 18, No. 2, 1996, 54-62.
First Conference
History of Computing
the Los Alamos National Laboratory, 1977
Keynote speaker – Richard Hamming
We Would Know What They Thought When They Did It
History of computing should pursue
the contextual development of ideas,
rather than merely listing names,
dates, places, and “firsts”.
R. Hamming
IEEE Annals of the History
of Computing, Vol. 18,
No. 2, 1996, 54-62.
Suggestions
Teaching of topics from history within regular courses
Specialized courses for History of Computing
within a major on Philosophy of Science