Academic journal article European Journal of Interdisciplinary Studies

Interdisciplinary Relationships in the "Politehnica" University of Bucharest

Academic journal article European Journal of Interdisciplinary Studies

Interdisciplinary Relationships in the "Politehnica" University of Bucharest

Article excerpt

1. Introduction

Interdisciplinarity, as the result of modern society's demands, is continuously evolving by knowledge addition in different researching domains turning into a co-operation between scientific matters. Interdisciplinary relationships can be realized by approaching the same point of view in different matters adapted to pedagogical principles and helping the subject (the student) to gather an overall image of reality by developing an integrated way of thinking. Nowadays it means a way to organize the matter contents, to review curricula and to ensure method transfer from science to science. This transfer can be made on different degrees. It also offers an overall image of processes and phenomena studied in different matters allowing for context interpretation and knowledge application in concrete cases.

A modern, evolving educational system must be based, most of all, on interdisciplinary teaching methods. Only this can assure knowledge correlation from different disciplines in order to form and develop the students' ability to apply their knowledge in practice. It also helps the student to organize and fix gathered information.

In present times, interdisciplinarity represents one of the most important and complete theoretical and practical problems in science development for a new pedagogical view. In fact, it is a matter of complete change in the educational process for teachers and researchers.

By the end of the 18th century, technical schools are founded in some European cities: Vienna, Berlin, Charlottenburg etc. During the 19th century, the higher technical education system gets upgraded to the level of Polytechnic Schools or Superior Technical Schools. Engineering education in this stage is specialized without giving up fundamental education however.

During the second industrial revolution, fundamental changes are made in engineers' training. Thus there appears the problem of a diverse engineering educational system with a definite difference between projecting engineers (project managers and technology specialists) and production engineers (the ones involved in factory production).

This second industrial revolution changes social conditions, the way of life, transport development, automobile development, electrification in all the cities, towns and villages...) and commercial policies.

The third industrial revolution (also called the post-industrial revolution) starts with microprocessor development (from 1971), genetic engineering (from 1973), electro-physical technologies replacing the mechanical-chemical ones (from 1972), researching in thermonuclear fusion and a fast telecommunications evolution. All these changes lead to activity globalization and curricula reformation in superior educational institutes and especially the technical ones.

Thus, the engineering educational system must take care of the following demands:

1. Science and technology development leads to an exponential growth of discoveries and inventions demanding vast scientific knowledge for engineers.

2. Scientific discoveries are so advanced that project engineers need to be very well-trained and their intuition must be doubled by a deep knowledge of nature sciences (physics, chemistry, biology) and mind sciences (mathematics, statistics, informatics). Engineers need to be permanently in touch with the scientific world (the technical one, especially) because the newest inventions are part of scientific research projects.

3. Modern engineering is especially based on projects realized by engineers from different domains, so all of them need to have vast common knowledge in order to give them the possibility to rapidly understand other issues besides their specialty.

4. Superior studies of a future engineer must not be expensive so training time is limited and completed with postgraduate studies.

These demands made the second part of the revolution, up to present times, be a continuous evolution period for the higher education system and rendered it more precise. …

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