InnovativeEngineering — basis for new economics
Инновационный инжиниринг — основа новой экономики
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OlegL. Figovsky, William M. Zadorsky
IsraeliAssociation of Inventors — IAI.
Вступление
Двадцатый век вошел в историю человечества не только как атомный век, но и как индустриальный век. В этом веке благодаря научно-техническому прогрессу население планеты увеличилось почти в четыре раза, но за счет этого было опустошение природных ресурсов и загрязнение окружающей среды. Тем не менее, на рубеже веков лидеры большинства стран мира Реализовано реализовать Концепцию устойчивого развития для каждой страны. Уже существует стандартное определение устойчивого развития: «Это процесс гармонизации производительных сил, обеспечивающий удовлетворение необходимых потребностей всех членов общества, при условии целостности окружающей природной среды». сохраняется и поэтапно, создавая возможности для баланса между его потенциалом и потребностями людей всех поколений «. Как известно, Концепция устойчивого развития включает в себя три аспекта: экологический, экономический и социальный. Недооценка любого из этих трех компонентов приводит к перекосу в этом равностороннем системном треугольнике и нарушению стратегии устойчивого развития. Действительно, оценка экономического фактора с недооценкой экологической и социальной приводит к нарушению устойчивости развития, поскольку невозможно обеспечить улучшение условий жизни следующего поколения, если улучшение в экономике не сопровождается сокращением численности населения. сделал акцент на человека и социальных проблем в обществе [1]. Точно так же уменьшение антропогенных нагрузок на человека не может быть самоцелью, и, следовательно, решение экологических проблем не может быть самоцелью, поскольку в пределе это приведет к возврату в первобытное общество, когда все было В соответствии с экологией справедливо сбалансированного одновременного комплекса решаются все три проблемы устойчивого развития. Системный анализ показывает сильное взаимодействие, прямую и обратную связь между тремя факторами устойчивого развития [2].
Introduction
The20th century entered the history of mankind not only asan atomic age, but also as an industrial age. In thiscentury, thanks to scientific and technologicalprogress, the population of the planet increased almostfourfold, but at the cost of this was the devastation ofnatural resources and pollution of the environment.Nevertheless, at the turn of the century, the leaders ofmost countries of the world decided to implement theConcept of Sustainable Development for each country.There is already a standard definition of sustainabledevelopment: «This is the process of harmonizing theproductive forces, ensuring the satisfaction of thenecessary needs of all members of society, provided thatthe integrity of the surrounding natural environment ispreserved and phased-in, creating opportunities for abalance between its potential and the demands of peopleof all generations.» As is known, the Concept ofSustainable Development includes three aspects:ecological, economic and social. Underestimation of anyof these three components leads to a skew in thisequilateral systemic triangle and a violation in thestrategy of sustainable development. Indeed, thereassessment of the economic factor with anunderestimation of the ecological and social leads to adisruption in the sustainability of development, sinceit is impossible to ensure an improvement in the livingconditions of the next generation if the improvement inthe economy is not accompanied by a reduction inman-made stresses on man and social problems in society[1]. Similarly, the decrease in man-made workloads perperson can not be an end in itself, and, therefore, thesolution of environmental problems can not be an end initself, since in the limit this would lead to a returnto a primitive society, when everything was in orderwith the ecology of a just balanced simultaneous complexsolution of all three problems of sustainabledevelopment. System analysis shows a strong interaction,direct and feedback between the three factors ofsustainable development [2].
Atthe same time, most countries in the world have becomeconvinced that the development of the country’s economyis the defining task in the triangle for sustainabledevelopment. Attempts to confine monetary mechanisms ofdevelopment in many countries were unsuccessful and themajority, first of all developed countries, came to theconclusion that it was necessary to transform theireconomy technologically. In addition, many countrieshave become convinced that one of the most effectiveways of developing the economy is the development of notan oligarchic, more often corrupt capital, but a mediumand small business with innovative content, called»technology business.» It is in a number of countriesthat it is already providing technologicaltransformation of the economy for the implementation ofcomplex tasks of sustainable development. At the sametime, to provide technological business, we needspecialists who know not only the traditional base ofengineering knowledge, but also quite specific methods,which one of the speakers called «innovativeengineering». It is he who provides the technologicalbusiness, above all, with the necessary specialists, aswell as the creation of the necessary equipment andinfrastructure. But the main task of innovative businessis the development of new efficient methods for carryingout technological processes that ensure a high level ofthe real economy that has undergone technologicaltransformation.
Thelevel of technological development is a key, criticalfactor that determines in the long term the level ofsocial and economic development of the country and itsindustrial, agrarian and agro-industrial regions.Attempts primarily monetary transformation of theeconomy, even with significant investments in theproduction sector, are not able to ensure high rates ofdevelopment and long-term competitiveness, if they arenot supported by high-quality technologicalmodernization. The experience of many countries showsthat it is not possible to realize the ideas ofsustainable development of the country, itstechnological re-equipment and accelerate the transitionto an innovative way of development of the real economy,until national staff capable of realizing these tasksappear.
«Personnelwho have mastered technology, decide everything!» (I.Stalin).
So,to solve the problems of sustainable development of thecountry and technological transformation of its economy,it is necessary for specialists not only who know thetheory and methods of practical implementation of theConcept of Sustainable Development, but also by themethods of Innovative Engineering.
Thereis no universal model for education for sustainabledevelopment (ESD). While there will be a completeagreement on the concept, there will be nuanceddifferences according to local contexts, priorities andapproaches. Each country has to define its ownpriorities and actions. The goals, emphases andprocesses must, therefore, be determined to meet thelocal environmental, social and economic conditions inculturally appropriate ways. Education for sustainabledevelopment is equally relevant and critical for bothdeveloped and developing countries. It is known thatEducation for Sustainable Development has four majordomains, reflecting diverse goals and audiences:promoting and improving basic education, reorientingexisting education at all levels to address sustainabledevelopment, developing public understanding andawareness of sustainability, and training. As key, themore important themes of ESD specialists usually providebiodiversity, fresh water management, environmentalconservation and protection, rural transformation,health promotion, sustainable production andconsumption, human rights, peace and internationalunderstanding, and the cross-cutting alleviation andgender equality. But as we believe it is necessary forengineering education in innovative engineering it isnot enough and it is necessary to use quite anotherapproach. The matter is that the concept of SD isintegrated with the Systematic Approach, has its owntheoretical foundation, foundation of all engineeringeducation, its philosophy, and in the same time. Then itwill be useful in the use of ESD.
Generally,as we consider, the technicians training in the field ofsustainable development is not necessary to begin with,but in schools, predominantly in junior classes. It isnecessary to begin with, to bring in, to bring from,bringing in, to, from, the generation of rational,economical consumption of energy, raw, any materialvalues, and making and consuming them to care of theenvironment, purity of class, auditorium, yard, street,city, country, to bring up feelings of decency,compulsion, respect for the colleague on study, work,business, to.
Approximately10 years ago we have started to realize essentially newconcept of the development of the experts. Essence of itis not to especially prepare for experts on sustainabledevelopment. In our opinion, it is essentiallyincorrect. The essence of our approach is not only inthat the future, but also in the theory of sustainabledevelopment.
Manysuccessfully developing countries solved the problems oftechnological re-equipment and accelerated thetransition to an innovative way of developing a realeconomy, relatively quickly and effectively if theireducation system, as a priority, chose to implement thetriad: creative thinking -> innovation engineering-> technology business and switched to trainingspecialists , who have a good knowledge of and skills inthese areas.
Toolsare, first of all, competent cadres, able to create aprogressive technique (the unity of technology andequipment) or to reconstruct existing ones, which undertheir management are the main tools for technologicaltransformation of the economy.
Technologicaltransformation of the economy requires personnel capableof meeting the demand for informal, non-traditional work- energetic, initiative, offensive with other thinking -critical, creative, constructive. How to prepare them?While the list of tools and methods used for this is notvery extensive. Further we will give only the names ofsome of our developments in the field of developmentaleducation, tested and confirmed their effectiveness. It:
• remote online, offline and modular education,
• reorganization of the structural and logical scheme ofteaching on the basis of system analysis and the conceptof sustainable development as its crown
• Author’s training programs,
• training not only in courses, but also in disciplines,uniting students into thematic groups, taking intoaccount the level of their preparation. More preparedstudents should be grouped into groups that study morecomplex disciplines or their sections.
• conceptual and problem lectures, based on the results ofthe author’s scientific works, on the works implementedin practice,
• brainstorming,
• the work of the student groups of the synectix,
• laboratory works and practical classes on the realsubject of medium and small business in the style ofcoaching,
• replacement of the production practice with the»study-work in half» system (the system of the VTUZPlant),
• reduction or cancellation of course projects,
• Realization of only real diploma projects on subjectsrelated to medium and small business preferably in astudent business incubator,
• Introduction of electronic professional scientific andtechnical libraries on disks or other media withdigitized educational, technical and scientificliterature,
• the creation and publication of production and technicalliterature adapted for the training of modernspecialists without an abundance of science-likemathematical calculations and little-known terminology,extremely rarely used in engineering practice, includedin the book, not for reasons of necessity, but for thepurpose of «learning it». Restore the publication ofbooks with production themes that do not contain anymathematical dependencies that are never needed in thefuture,
• strengthening the system of postgraduate education withregular training of graduates by holding seminars andlectures, courses, coaching, trainings, realizingtechnical re-equipment projects,
• development of the practice of performing contractresearch on the order of enterprises where graduates ofthe university are working with their directparticipation.
Inall the rapidly developing countries, there was an acuteneed for specialists capable of profound knowledge ofthe subject of engineering business (science-intensiveproducts and technologies), systematically analyzingdomestic and foreign markets, and comprehensivelyaddressing the issues of production management andorganizations of various forms of ownership. That is,specialists of a new type were required, possessing boththeoretical knowledge and practical skills of anengineer, economist and manager. In addition, theinternationalization of business puts these specialistsin front of additional tasks: fluency in foreignlanguages, the fundamentals of foreign economicactivity. The study of the problems of education andtraining of specialists for development programs isperhaps the most important task, especially during thecritical period of implementing the programs of globalreform of the country.
Ourexperience has shown that special attention should begiven to the creation and implementation in the highereducation system of the means and methods of trainingspecialists possessing creative thinking and possessinginnovative engineering and methods of technologicalbusiness so that they can conduct fundamental andapplied research in the field of natural sciencesproviding rational use of natural resources and theirprocessing, development of innovative technologies andequipment for obtaining new materials. After all,without solving scientific problems of optimization ofindividual industries it is impossible to ensuresustainable development of the whole country. One of themost promising areas for optimizing its economy is theuse of technology to innovate the latter.
Toensure innovative development of the country’s economy,it is necessary to give preference to the tactics of thetechnological business, which is able to divest thespheres of investment and innovation management, to usemodern methods of project management. The conclusionabout the existence of two interrelated, inseparablegoals — innovative — engineering and educational — islogical:
Innovationand engineering purpose, for example, for chemists,involves the purpose of identifying competing processesand providing effective ways for their synergeticharmonization to conduct a systematic analysis ofregime-technological and instrumental-constructivemethods for conducting chemical-technological processesof diffusion and chemical reactions in heterogeneoussystems. To achieve this goal, it is expected to usefundamentally new highly efficient solutions based onthe use of harmonization of competing processes ofmolecular and turbulent diffusion. In order to obtainthese solutions, the rapporteurs have already carriedout a significant amount of research, it is proposed tocontinue industrial testing and commercialization in anumber of practically important for the economies of theRepublics of Kazakhstan and China previously receivedand new innovative solutions that have already confirmedtheir relevance and high efficiency.
Theeducational goal, inseparably linked with the firstscientific goal is to assist in the organization andscientific and methodological support of the training ofnational cadres who have creative thinking and who owninnovative engineering and methods of technologicalbusiness capable of providing technological re-equipmentof the real economy and accelerating its transition toan innovative development path. One of the key trends inthe development of the world economy is that economicdevelopment in the world increasingly relies on theaccumulation not of physical but of intellectual capitaland an increase in its contribution to the growth of theknowledge economy. In this connection, the highestgrowth rates show the global turnover in the trade ofmedium and especially high-tech products. According tomany experts, their joint share in world commodityexports will exceed 65-70% by 2020. The key risk for theeconomies of many countries is the increase in the lagin recent years from the new technological stage ofdevelopment and the threat of the final displacement tothe periphery of the world economy with theirconsolidation as a supplier of raw materials andsemi-products.
Therapporteurs unsuccessfully tried in their countries tosolve this problem, which psychologists tried to solvebefore them (in particular, to study the patterns of thecreative thinking of the young man and the transitionfrom him to innovative engineering), on his ownterritory and his methods, studying in higher educationtransition from innovative engineering to technologicalbusiness and using active methods of creative learningon real objects of medium and small business, helpingstudents already at the university to start ownbusiness. The basis of the developed and usedmethodology is the use of the ideology of systemanalysis, the possibility of synergy as an instrument,means and method of ensuring harmony and thecorrespondence principle not only in the real economy,but also in politics, business, in general, in ourdiverse life.
Anew synergistic conception of creativity has beenproposed, developed and comprehensively used, which isnot based on accidental search for solutions by trialand error, not on plagiarism in Nature of its decisions(«Sinektics»), not on revealing and then destroying,overcoming, eliminating, eliminating contradictions(TRIZ approach), but on the concept of unification,interaction, creation and strengthening of the harmonyof technical systems. This approach allowed the speakersto create a fundamentally new technology of inventionand develop a new concept and effective technology ofcreative education. This method of developing creativeconsciousness and thinking is based on system analysis,revealing the limiting hierarchical levels in thesystem, determining the kinetic characteristics of thesubsystems at these levels, matching the parametersfound with the characteristics of the impact on thesystem, harmonizing the competing subsystems with eachother and with external parameters of the impact,(usually using the methodology of mathematical planningof extreme experiments), the transition tocommercialization based on media and methods ofinnovative engineering. The new methodology can beuseful not only for students, but also for scientists,specialists of engineering profile, entrepreneurs,youth, gravitating to technological innovativetechnological business.
Itshould be noted that until recently, another practicewas widespread: concentration of efforts in thetechnology business, and on technology transfer, whichwas recently recognized in most countries as inexpedientdue to the fact that the transfer of technology is notoriented towards the use of market forms of management,is fully based on the authorities, on its commandmethods and limited possibilities for financing.Fortunately, this system has almost supplanted thetechnology business. Among many tools and methods forimplementing the technology business, special attentionshould be paid to the use of industrial and industrial -agrarian symbioses, the formation and support ofmicroclusters of technology businesses focused oninnovative filling of medium and small businesses.
Clusterpolicy.
Theprerequisite for creating an innovative economy is theformation and support of clusters of technologybusiness, while clustering should be viewed not as anend in itself, but as one of the methods of projectmanagement. In a market economy, the role of power increating a technology business sector using clusteringmechanisms is limited and reduces to: formulating thetask and initiating the emergence of clusters, creatingincentives and mechanisms for clustering, promoting thecreation of infrastructure — a nutrient medium (networksof private entrepreneurs — business angels, technologybusinesses — incubators, service centers), legislativesupport of the technology business, incentives forreceiving positive results. The cluster approach can geta rapid development if theoretical developments andpositive practical experience in the field of technologycan be transferred to the field of economics andtechnology business.
Itis advisable to take into account that internationalexperience demonstrates four variants of cluster policydepending on the role of the state: catalytic clusterpolicy, supporting cluster policy, policy clusterpolicy, interventionist cluster policy. In theimplementation of clusterization, the authorities shouldnot reduce everything to their regular regulatoryfunctions, but rather contribute to the verifieddecisions of whom, with whom and why to integrate intoclusters, how, with whom and why then to cooperate withthe clusters formed, and, most importantly, what are themotives and mechanisms of these processes .
Implementinga progressive cluster approach to local and centralauthorities can help create service networks oftechnology business centers as structures that promotethe development of medium and small businesses and turnit into a technology business in order to accelerate thecountry’s exit from the global crisis and ensure itssustainable development. Their main task is tocontribute to the solution of the main strategic task incrisis conditions — the implementation of the principlesof sustainable development with the solution ofeconomic, social and environmental problems. The maintactical methods for implementing these strategic tasksare the initiation of the formation and maintenance ofmicroclusters of the technological business. It isexpedient to conduct this work on the basis ofscientific and educational centers and start workingwith the formation of an industry center for technologybusiness. The experience of creating such a centerbefore the deep economic crisis, in which the realeconomy is now, had one of the speakers who created sucha center, the electronic version (portal) of which isstill working. Prior to the stagnation, theTechnological Business Incubator, now operating in avirtual mode, was actively operating in this center,there was a cluster base with web pages and sites foreach project, a database of investors, a fair fortechnology business projects and other units. It isadvisable to put the principles of the system approachand project management (using such tools and methods asclustering, diversification, symbiosis), as well asmarket mechanisms of management with the formation of atechnology business based on medium and small businesswith innovative content, into the basis of innovationpolicy. It is necessary to promote the formation ofmicroclusters of technology business on a tender basis,provide legislative support for the establishment ofbusiness angel institutions and private investors.
The logical sequence of innovative engineering andtechnology business.
Thecontent of the course of innovative engineering, whichshould be introduced for the current students, can beconsidered on the example of the Training — coaching forfuture subjects of innovative engineering «Modern meansand methods of innovative management» offered by us withthe following program:
• Fundamentals of system analysis and methods foroptimizing systems.
• Cluster methods of management.
• Fundamentals of project management. Innovation andinvestment management.
• Synergetics of management.
• Algorithms for finding optimal solutions (Brainstorm,ARIZ, synectics, author’s algorithms).
• Express training — coaching (or round table, at thechoice of listeners) «The principle of democracy, meansand methods of its implementation.»
Theunpreparedness of the authorities to solve theseproblems is very hindering the transition to thetechnological development of the real economy. It wouldbe good to not allow power to this power at all untilthe subjects of power, before the others, are trained inthese questions of theory and practice, will not betested on this or similar program and will not provetheir professional preparedness for the performance oftheir power functions. And the higher school can beinvolved in the organization of trainings, seminars,coaching, consulting on this or similar programs.
Manyyears of fairly positive experience in the creation andreading of the author’s course of lectures on the»Engineering and Technology Business» by one of thespeakers allows us today to recommend the introductionof an engineering profile in engineering universities,this course is well combined with the implementation ofthe author’s method of developing creative abilitiesamong young people, Innovative engineering, of course,should also become one of the main courses in thepreparation of modern masters, at least technical Ofcourse, the course should not only justify the conceptand general tasks of innovative engineering, but, mostimportantly, students should study specific methods andmeans of using it as a way to technologicaltransformation of the economy by the implementation oforiginal ideas and breakthrough technologies. pp.) atthis course includes the following sections:
• The concept of sustainable development (CSD) is animperative of innovative engineering.
• System analysis — the beginning of the beginning.
• Innovation, innovation process and innovativeengineering.
• General information about synergy in creativity.
• Foundations of invention in the search for innovativesolutions in engineering.
• Methods of developing critical and creative thinking ininventing and technology business.
• Information technology in innovative engineering andbusiness.
• Industrial — agrarian symbiosis is the basis ofinnovative technological business in the economy.
• Improvement of technological processes at the molecularlevel and the level of supramolecular structures.
• Perfection of technology for gas-liquid systems.
• Innovative nanotechnology.
• Development of capillary technologies. Innovativesolutions for the processing of capillary-porousmaterials.
• Innovative management of energy conservation.
• Innovative management and innovative marketing.
Technologicalstudent business incubators are another effective way ofrealizing the synergistic unity of both of the abovementioned tasks. Such student business incubators haveproved themselves in many countries when developingtheir business. In the Ukrainian university this worksand now in the form of an on-line virtual technologicalbusiness incubator. For contacts with the externalbusiness environment, approbation of its achievements,the student investment business technology fair has alsoproved itself.
Constructivismis usually the result of education and experience.
Unfortunately,the appearance in many countries of the next «strategiesfor reforming higher education» does not change much.And it’s not the individual details and local changes inthe systems. The point is that the initial prerequisitesof the strategy adopted in many countries, which havemuch in common in approaches to the problem, needserious rethinking [3].
Unfortunately,in most strategies you will not find:
1.Clear formulation of requirements for a modernspecialist who could become an innovator, capable ofbecoming the main driving force of sometimesresuscitation, and in most cases of technologicaldevelopment of a real economy. Moreover, in most caseswe did not find even a mention of the means and methodsthat should be used for this.
2.Recognition of the fact that the whole world hasaccepted that higher education, like science, is not awasteful budget item, but a productive force thatactively participates in the country’s sustainabledevelopment.
3.There are also no constructive proposals forimplementing the concept of the unity of education,science, production and business in universities. And inmany leading countries of the world, universities havelong become the flagships for the development of boththeoretical and applied science, providing, with thehelp of their business units (business incubators,self-supporting university technological centers, etc.)the development of a real economy.
4.The ideology of integration, synergetic unification ofall these directions of activity of a modern universityin specific means and methods adopted in many countriesof the world (for example, in the form of a clusterapproach developed in our country at the time) has notbeen reflected.
5.There are also no concrete proposals on the developmentof science in universities, and the sciences do not havelong-term plans for fundamental research at the expenseof the long-suffering budget, but with the solution ofshort-term tasks of technological transformation of thecountry’s real economy.
Itis not laid down in the strategies for the highereducation of higher education than the Mauhlianism anddogmatism of the stages of development of consciousness,such as criticism, creativity, constructivism, withoutwhich it is impossible for the generations of thereformers of the country that have come to them to comeand come for the next few years. What is needed today,tomorrow and in the coming decades is creative engineersand specialists capable of critically analyzingeverything that relates to their field of activity andfinding effective, creative, constructive, competitivesolutions, the implementation of which will transformthe real economy of the country. And the preparation offaceless bachelors and masters will remain the lot ofthe higher school of the most developed countries, wherethe branch science that can solve the problems ofproduction development remains in the sphere ofproduction. Where there is practically no branchscience, the only hope is that higher education willreturn to the training of highly qualified engineerscapable of accomplishing the forthcoming miracle ofrapid revival and rapid development of the country’seconomy due to the development of innovative engineeringand the main way of its implementation — thetechnological business, first of all , medium and small..
Theproblem of higher education is also that traditionallythere is a huge set of specialties, for which bachelorsand masters in universities are preparing. For example,only chemistry specialties in the universities of thecountries of the former Soviet Union are not less than ahundred. They say that we train specialists withprofound professional training. It is difficult toobject, but it is not necessary. Narrow specialiststoday simply do not correspond to the market conditionsof enterprises regardless of their forms of ownership.We have to turn around — depending on the requirementsof the market, to change raw materials, products,technologies, equipment. For example, if in the pastthere was an orientation in one-nomenclature productionin the chemistry and the country, for example, bought inthe USA, Japan, Czechoslovakia and built amillion-ammonium production, the world has long taken anorientation to multi-nomenclature flexible lightlytransformed production, in accordance with therequirements of the market, to produce other productsfrom other raw materials.
Cana narrow specialist very quickly provide such atransformation? No, of course, he was not taught this.Creation of new production always, even if it was boughtabroad, took several years, and the market considers fordays, well, for months. And for this we need easilyreconfigurable flexible automated production systems,which today there is simply no one to create andexploit. If we talk about chemists, it is completelyunclear why this in the respective universities is sucha love for the training of specialists — technologistsand specialists — mechanics. Can a technologist be aprofessional if he does not know the equipment, wherehis technological process is realized. Conversely, can aspecialist be a professional if he is poorly versed inthe processes that occur in his equipment, if he can notdevelop a model of the apparatus and implement analgorithm for optimizing the process? The answer isclear. In general, is it possible to solve complexcomplex issues of optimization of technology (if weunderstand the synergistic unity of technology andequipment) discrete methods by specialists who do notunderstand each other and often speak differenttechnical languages? Believe me, this is impossible.Maybe that’s why many leading foreign universitiesrefused to split up specializations, and in chemistrythey often switched to the training of chemicalengineering specialists, and not separately forequipment or technology. Everything written has a directrelation to the issue of creativity of specialists,because without any universality, a broad outlook,mastery of system methods, modern informationtechnologies, optimization methods, decision theory, nocreativity can be said.
Asin the old days, today in the technical universitiesread a huge course of lectures on mathematics fromLobachevsky times, which will never find application inengineering practice, but do not teach the use of modernsoftware products for computer technology in practicalactivities. They teach physics, not unlike schoolcourses, but do not teach the use of the laws of physicsin modern technologies, and especially in the practiceof their optimization. It is not necessary to prove thata modern specialist needs serious basic theoreticaltraining, but at the same time, one can not substitutethe fundamental knowledge necessary for a modernspecialist with a set of disconnected scientificinformation that will never be claimed and will beimmediately forgotten after the exam. Apparently,serious reorientation of theoretical courses isnecessary, overcoming their isolation from practice.This can be done if, leaving theoretical lectures torest, pay special attention to the content of laboratoryworkshops, linking the theoretical conclusions todemonstrating the possibilities of using it in solvingpractical problems that are close to the profile of thefuture specialty of the student. You can continue totour the theoretical courses, but it is much moreinteresting to consider the problems of settingprofiling courses in modern high school.
Recallthat not so long ago in the former USSR was realized inour universities the concept of familiarizing the futurespecialist with production at the university bench. Theissuing departments paid much attention to theorganization and conduct of numerous practices and,especially, pre-diploma, laboratory practical work onreal equipment and technological schemes or on itsenlarged models.
Today,most of the enterprises that used to be practice baseswere stopped long ago, and those that work moved intoprivate ownership. The organization of the practice ofstudents do not want to be engaged in the latter — thereis time — money, and there is no money for paying forpractice at universities. That often turns practice intoits imitation. There are also no means for updating thelaboratories of graduating departments in universities.Teaching modern technologies and mastering modernequipment in installations of the middle of the lastcentury is impossible. In these conditions, thequalitative preparation of creative and non-creativespecialists too becomes very problematic. Some profilingchairs had to switch from practical practice andpractical work on real objects to simulation simulationson computers, which, of course, is far from being equal.Working in the scientific programs of NATO, one of theauthors visited relatives of his department at theuniversities of Denmark, Spain, Germany, Britain, Italy,USA, Norway. I saw fine modern laboratories, pilotproduction plants. I wanted to howl with jealousy …And now let’s think about whether it’s worthhypocritical to declare the «bolonization» of highereducation without having an elementary material base forthis. What kind of comparability of the quality ofeducation and the application to the diploma can besaid! And why should we «mobility of teachers andstudents» in this situation. I imagine a Westernprofessor who got into the modern chair of almost anyUkrainian university. Apparently, all the talk aboutcooperation, the exchange of students and teachers,participation in the next EU Framework Program, etc.will be very quickly curtailed. Perhaps, it is theimpossibility to organize in the realities the requiredpractical training of a specialist, due to the increasedattention of the profiling chairs to the inclusion inthe curricula and work programs of the implementation ofnumerous projects and all kinds of homework assignments.Their huge, far from always comprehensible and justifiedquantity, sometimes simply depresses. The monotonoustheme, the complete absence of solutions to creativetasks in the task makes it simply pointless to implementthem. Students, often in the use of informationtechnologies, are more «advanced» than their teachers(remember computer games, films, social networks, whichare so keen on modern youth), not without malice andpleasure, they find ready-made solutions to any problemsand any projects on the Internet before graduation. Andin recent years even drawings that are ready inelectronic form are being procured in the same place,and they can be printed out quickly and inexpensively.
Thosewhose parents are richer come even easier, orderingready-made projects and assignments from «specialists»who do everything dearly, but quickly. Who among us hasnot seen many suggestions of these questionable servicesto students, graduate students, applicants even doctoraldegrees on the Internet, on message boards, on tabletsthat are on the torsos of living dummies — the samestudents. Recently, such an announcement appeared evenin the lobby of one of our esteemed universities, withquotations for services. And they say that the mosteffective is such a service, when projects in servicefirms are performed by orders of students exactly thoseteachers who gave them the assignment. Especially it ispleasant to extramural students. That’s great, and youwill not blame anyone for corruption — market relationswork. Maybe that explains the abundance of projects andsimilar assignments in programs and curricula, that thisis a kind of corrupt transaction between service officesand individuals with universities.
Summingup, you can consider the advice of psychologists on thedevelopment of creativity from the angle ofentrepreneurship. We spoke about childhood andadolescence above. And, here, how to learn to think morecreatively in adulthood? Let’s listen again to thepsychologists. Many psychologists advise writing downall ideas that come to mind, both good and bad. If youput forward only good ideas, this can lead, on the onehand, to the «deterioration» of potentially fruitfulthoughts, and on the other — to a constant feeling ofdissatisfaction. When you are engaged in creative work,you should not practice critical thinking development(evaluation of the stated judgments and creation of aninformed conclusion). Give yourself more time to think.Some psychologists advise you to play the problem to besolved in person or draw a diagram of it in order tocreate a more vivid picture of it. They recommendtalking out loud with yourself and, playing the task inthe faces, go through all of its decisions. It is alwaysuseful to follow in the footsteps of famous creativepeople and show perseverance:
-Consciously make an effort to show originality and putforward new ideas.
«Donot worry about what people might think of you.»
-Try to think broadly, while not paying attention to theprohibitions imposed by cultural traditions.
-If you made a mistake at the first attempt, considerother options and try to find new ways.
-Be always open for discussion and check yourassumptions.
-Look for explanations for strange and incomprehensiblethings.
-Overcome the functional fixity and look for unusual waysof using ordinary things.
-Give up the usual methods of activity and try to lookfor new approaches.
-To give out as many ideas as possible, use the method ofbrainstorming.
-When evaluating ideas, try to be objective. Imagine thatthey belong not to you, but to another person.
-Do not have authorities and idols (any person, as ifclever and remarkable was not, can be mistaken, and»authorities» often also relax and begin to carry crap.)And fans continue to listen to the speeches of authorityas divine revelation)
-Do not be afraid to be «not like everyone else»(although the question is not right there, in the ideal,there should not even be a thought in the spirit of «doI look like others or not?» There was no sense in suchreasonings. measure yourself best with your ruler).
-We need some boldness of thinking and a lack ofstereotypes. In order not to have stereotypes and otherfilth that prevents creative thinking, you must first ofall think INDEPENDENTLY.
Allthis helps the main thing — to see things closer toreality (not «such as they are» — not the fact that itis generally available to a person). And, therefore, andfind new ideas, where others — constrained bystereotypes and «truths» will not notice them for amillion years.
Summarizingthe psychological aspects of creativity, we note:
1.One of the foundations of creative thinking is theability to see the world undistorted by other people’sopinions, stereotypes, attitudes, and sayings ofauthorities.
2.To see the world close to reality, one must be able totreat everything critically and have independentthinking.
3.Impressions and experience — fuel for creativity,independent thinking — cleaning plant, subconscious mind- engine.
4. System approach — theoretical base, project management- tactics of realization of creative projects
What’snext?
Therole of creativity is constantly growing in the modernrapidly changing economy, which is connected withseveral factors (dynamism of modern business,hypercompetition, increasing level of consumer demands,increasing the role of intellectual resources in theproduction system, increasing the cost of labor and itsquality in production and business, small business andthe transition from mass reproductive production tosmall-scale and individualized, etc.). Today, thoseorganizations that actively develop the creativepotential of their employees win on the market.
Inthis regard, it is proposed to master new methods ofcreative learning based on the use of system approaches.What is the essence of the methods of creative educationdeveloped and tested by the authors? First of all, theentire methodology is based on the knowledge andpractical use of the systems approach, system analysis.Students do not just study the structure of complexsystems, but also learn how to decompose vertically andhorizontally, build network structures. It is alsoimportant to teach the student to take into account therelationship, direct and reverse influence of varioushierarchical levels of the system (interectality) andthe resulting new qualitative and quantitative result(emergence). However, it is most important for thecreative teaching of a student to achieve not onlytheoretical, but also practical mastering of theproperties of complex systems. It is on these propertiesthat the search for creative solutions is based. Forexample, the most difficult for understanding andmastering by students of the principle of harmony orconsistency, formulated as the need to ensure that theparameters of the impact on the system correspond to thedefining characteristics of this system at a limitinglevel (most often, these are amplitude-frequencycharacteristics).
Let’sconsider the main provisions of the new method ofsearching for non-standard creative solutions in variousareas of human activity developed by us (the method canbe used not only to solve technical problems orscientific problems, but also to solve economic,political and even social problems).
Themethod is based on, as noted above, system analysis andits laws. The properties of hierarchy of systems, theirdecomposition, interconnection, as well as direct andfeedback of different levels of hierarchy are used, thehierarchical level of the system is defined, theprinciple of the correspondence of methods of influenceto the amplitude — frequency characteristics of thesystem at a limiting level is used. In addition, ourbases of regime-technological and hardware-constructivemethods of influence on the system’s limiting level willbe thoroughly discussed. And, finally, the unity ofinstrumental — constructive and regime — technologicalmethods of optimization, in particular, for chemical andtechnological systems. Particular attention will be paidto teaching methods of using our technology whensearching for creative solutions, the so-called synergyand dissynergy. Synergy or synergism (from the GreekSynergos — (syn) — together (ergos) — acting, action) isthe interaction of two or more factors, characterized bythe fact that their action significantly exceeds theeffect of each individual component in the form of asimple sum. In technology, close concepts are»emergence», «interactivity.» It is easier to understandthese concepts from simple arguments — illustrations:what can a person do with «one right» or «one left»? Andwhat can he do with both hands? For example, how manytimes will it be released from one floor to the other?In many cases, this is not just much more than doubly,it’s a radically new quality: for example, a violinistor a guitarist «one right» or «one left» can eitherclamp the chords without making a sound, or sound, butnot music. the musician creates music, even to justhammer a nail, you need two hands, and our sense organs- vision, hearing, speech, smell and touch? They workseparately, but only synergistically joining together,they give us the full picture And when he joined himselfwith the brain, his understanding.
Inconclusion, we only give an algorithm for searching forcreative solutions, the optimization algorithm has notyet been explained:
1.DECOMPOSITION of the system (for example, production) attypical hierarchy levels (for example, production -workshop — installation — apparatus — contact stage -molecular level) vertically and horizontally.
2.IDENTIFICATION of the reference level.
3.Identify the limiting level of the hierarchy.
4.Determination of the kinetic characteristics of theprocess at a limiting level.
5.Selection of creative tools and optimization methodsfrom the database of methods, taking into account thecombined approach, alignment, conformity principles, useof synergy, etc.
Accelerationof the innovation and technological transformation ofthe economy can provide not only the development andimplementation of modern technologies for creativedevelopment of students, their training in innovativeengineering and technological business at the universitybase, but also postgraduate education of entrepreneursand other small and medium-sized businesses throughtraining, coaching, thematic schools, Internet -schools, etc. Development of medium and small business,first of all, on the basis of its innovative filling andtransformation into those business can help to implementthe transition from a survival strategy to a sustainabledevelopment strategy of the country, technologicaltransformation of its economy through a comprehensivesolution of environmental, economic and social problemsby focusing on the development of medium and smallbusinesses, the use of high innovative potential andmarket-based management mechanisms based on the systemicanalysis, synergetics, project management and moderninformation technologies.
Abstracts
Itis proposed to be used in the non-traditional approachto engineering education, when the SustainableDevelopment is a concept based on the principles of thetheory of economics. The essence of our approach lies inthe formation of a system of continuous education.
Attemptsto confine monetary mechanisms of development in manycountries were unsuccessful and the majority, first ofall developed countries, came to the conclusion that itwas necessary to transform their economytechnologically. In addition, many countries have becomeconvinced that one of the most effective ways ofdeveloping the economy is the development of not anoligarchic, more often corrupt capital, but a medium andsmall business with innovative content, called»technology business.»
Manysuccessfully developing countries solved the problems oftechnological re-equipment and accelerated thetransition to an innovative way of developing a realeconomy, relatively quickly and effectively if theireducation system, as a priority, chose to implement thetriad: creative thinking -> innovation engineering-> technology business and switched to trainingspecialists , who have a good knowledge of and skills inthese areas. In all the rapidly developing countries,there was an acute need for specialists capable ofprofound knowledge of the subject of engineeringbusiness (science-intensive products and technologies),systematically analyzing domestic and foreign markets,and comprehensively addressing the issues of productionmanagement and organizations of various forms ofownership. That is, specialists of a new type wererequired, possessing both theoretical knowledge andpractical skills of an engineer, economist and manager.
Theconclusion is drawn about the existence of twointerrelated, inseparable goals — innovation -engineering and education. A new synergistic conceptionof creativity has been proposed, developed andcomprehensively used, which is not based on accidentalsearch for solutions by trial and error, not onplagiarism in Nature of its decisions («Sinektics»), noton revealing and then destroying, overcoming,eliminating, eliminating contradictions (TRIZ approach),but on the concept of unification, interaction, creationand strengthening of the harmony of technical systems.This approach allowed the speakers to create afundamentally new technology of invention and develop anew concept and effective technology of creativeeducation. This method of developing creativeconsciousness and thinking is based on system analysis,revealing the limiting hierarchical levels in thesystem, determining the kinetic characteristics of thesubsystems at these levels, matching the parametersfound with the characteristics of the impact on thesystem, harmonizing the competing subsystems with eachother and with external parameters of the impact,(usually using the methodology of mathematical planningof extreme experiments), the transition tocommercialization based on media and methods ofinnovative engineering. The new methodology can beuseful not only for students, but also for scientists,specialists of engineering profile, entrepreneurs,youth, gravitating to technological innovativetechnological business.
Theprerequisite for creating an innovative economy is theformation and support of clusters of technologybusiness, while clustering should be viewed not as anend in itself, but as one of the methods of projectmanagement. In a market economy, the role of power increating a technology business sector using clusteringmechanisms is limited and reduces to: formulating thetask and initiating the emergence of clusters, creatingincentives and mechanisms for clustering, promoting thecreation of infrastructure — a nutrient medium (networksof private entrepreneurs — business angels, technologybusinesses — incubators, service centers), legislativesupport of the technology business, incentives forreceiving positive results. The cluster approach can geta rapid development if theoretical developments andpositive practical experience in the field of technologycan be transferred to the field of economics andtechnology business.
Manyyears of fairly positive experience in the creation andreading of the author’s course of lectures on the»Engineering and Technology Business» by one of thespeakers allows us today to recommend the introductionof an engineering profile in engineering universities,this course is well combined with the implementation ofthe author’s method of developing creative abilitiesamong young people, Innovative engineering, of course,should also become one of the main courses in thepreparation of modern masters, at least technical aboutthe direction [4]
Itis not laid down in the strategies for the highereducation of higher education than the Mauhlianism anddogmatism of the stages of development of consciousness,such as criticism, creativity, constructivism, withoutwhich it is impossible for the generations of thereformers of the country that have come to them to comeand come for the next few years. What is needed today,tomorrow and in the coming decades is creative engineersand specialists capable of critically analyzingeverything that relates to their field of activity andfinding effective, creative, constructive, competitivesolutions, the implementation of which will transformthe real economy of the country.
Therole of creativity is constantly growing in the modernrapidly changing economy, which is connected withseveral factors (dynamism of modern business,hypercompetition, increasing level of consumer demands,increasing the role of intellectual resources in theproduction system, increasing the cost of labor and itsquality in production and business, small business andthe transition from mass reproductive production tosmall-scale and individualized, etc.). Today, thoseorganizations that actively develop the creativepotential of their employees win on the market.
Itis proposed to master the new methods of creativetraining, developed by the presenters, based on the useof system approaches.
Thedevelopment of medium and small business, first of all,on the basis of its innovative filling and turning intoa technological business, can help to implement thetransition from a survival strategy to a sustainabledevelopment strategy of the country, technologicaltransformation of its economy through a comprehensivesolution of environmental, economic and social problemsby focusing on development of medium and small business,the use of high innovative potential and market-basedmanagement mechanisms based on system analysis,synergetics, project management and modern informationtechnologies.
References:
1. Jonas Salk & Jonathan Salk: A New Reality: Human Evolution for aSustainable Future. CityPoint Press, 2018, 256 pages.
2. Dieter Imboden & StefanPfenniger: Introduction to Systems Analysis/ Springer,2017, 126 pages.
3. Pratik Gandhi: ReformingHigher Education System through ExperimentalLearning Processes. 2018 https://theknowledgereview.com/pratik-gandhi-reforming-higher-education-system-experimental-learning-processes/
4. Олег Фиговский и ВильямЗадорcкий: Ниспровергателитрадиций или как обучить инноватора Часть I и 2,2017
http://www.ivdon.ru/ru/magazine/archive/N3y2017/4380 и http://www.ivdon.ru/ru/magazine/archive/n4y2017/4382
Иллюстрация: webvisable.com
