1

MECHATRONICS – EDUCATIONAL ENVIRONMENT FOR LEARNING

TRANSDISCIPLINARITY

Prof. Dr. Eng. VISTRIAN MĂTIEȘ, Technical University of Cluj-Napoca Senior Lecturer Dr. Eng. OLIMPIU HANCU, Technical University of Cluj-Napoca

Ph.D. Student Eng. CIPRIAN-RADU RAD, Technical University of Cluj-Napoca Abstract: This paper presents details regarding the concept of mechatronics highlighting its full potential and the usefulness of mechatronic platforms for promoting the principles of integrated education. It also presents the concept of integronics and elements regarding the global experiences in technology and mechatronics education. Details regarding the Romanian National Platform of Mechatronics are presented and are relevant in providing the necessary framework for learning transdisciplinarity using mechatronics educational platforms. Finally, solid arguments are presented to demonstrate that mechatronics identity is a trans-thematic one. Also, the hexagonal model for integral mechatronic education is presented. Key words: mechatronics, integronics, education, knowledge, complexity, transdisciplinarity 1. Introduction

The evolution and development of the human society is closely related to the evolution in the technology. Jumps in the evolution were marked by revolutions. Thus, the following revolutions are mentioned: material revolution, quantum revolution, information technology revolution and mechatronic revolution [Mătieș, 2001]. Information technology revolution marked up the step from industrialized society to informational society, generating a new wave of innovations in technology and education. These innovations were defined by the Japanese at the beginning of the 8th decade when the term of mechatronics was patented.

The term was used to describe the technological fusion between: mechanical engineering – electronics engineering – information technology. Mechatronics is an integrative technology and its birth was possible by the development of microelectronics.

Evolution in technological development means micromechatronics, nanomechatronics and biomechatronics. The general trend is the "intellectualization of machines and systems". By analogy, new openings were possible in other areas such as: hydronics, pneutronics, termotronics, autotronics, agromecathronics, geomecathronics etc.

Decisions taken at government level in the ninth decade of the last century, projects and programs developed at national level in the U.S., EU countries and beyond to promote mechatronic philosophy in education and R&D activites, had the character of a true revolution, the mechatronic revolution [Mătieş, 2001]. This marked up the jump from informational-based society to knowledge-based society.

These changes in technological, economical, social and cultural fields launched new challenges for schools and universities regarding the development of new educational technologies to meet the new requirements for training specialists in accordance with the requirements of the knowledge-based society.

Steps in development of systemic and integrative thinking, as a basis for creativity and innovation, are important like skills needed for writing and reading. Of course, it is extremely important the inter-relationship between the four pillars of the new system of education: How to

2

learn?, Making by learning, To know, and Learning to be by learning how to live together? [Nicolescu, 1999].

Transdisciplinary education is the key to achieve these goals. In this context, it’s worth emphasizing that: "entering the complex and transdisciplinary thinking in structures, programs and areas of influence of the University will enable progress towards its mission forgotten today - the study of universality" [Nicolescu, 1999].

To unleash the creative potential of transdisciplinarity, we must learn transdisciplinarity. It is relevant in this context the initiative of Lubock Technological University, Texas, USA, who, in 2000, established the Transdisciplinarity Learning Academy for Advanced Studies [TheAtlas] on the structure of the Department of Mechanical Engineering. Under the aegis of the Academy, in 2008-2010 was built a campus, generically called "Transdisciplinary Village". At national level, the transdisciplinary movement can be sustained and strengthened by using the educational potential of mechatronic platforms developed in technological universities. This paper brings clarifications in this dirrection.

2. The concept of mechatronics

The concept of mechatronics was born in Japan in the early eighth decade of the last century.

The term itself was patented by Yaskawa Electric Co concern. and was used to describe the technologycal fusion between: mechanical engineering – electronics engineering – information technology.

Nowdays, every high-tech product is a mechatronic product. Modern car, numerically controlled machine tools, computers, telecommunications equipment, research equipments, robots, biomedical devices, household appliances and so on, are just some examples of mechatronic products. Basically, mechatronics is present in all fields, including agriculture and construction.

Mechatronics was born as technology and soon became a philosophy that has spread worldwide. Mechatronics creative valences were confirmed in all fields. Emergence of mechatronics is a natural result of the evolution of technological development. This trend is suggestively highlighted in Fig. 1 [Mătieş, 2001].

The backbone of mechatronics is mechanical technology, developed by mechanization. Advances in electronics technology, the emergence of smaller integrated circuits, cheaper and reliable electronics allowed the inclusion of electronics into mechanical structures. As a result, the first step towards integration was realised: electromechanical integration.

The next step in the integration was determined by the appearance of microprocessors. With the the same structural characteristics as integrated circuits, microprocessors have been integrated into electromechanical structures previously realised. Thus, they may provide information regarding the internal state variables, environmental conditions, can process this information and impose decisions on the system behavior.

Mechatronics represents an integrative vision in technological field, as shown graphically in Fig. 2. This image suggests that in traditional design approach, mechanical engineers studies specific problems associated with mass movement, electrical-electronics engineers studies specific problems associated with motion of electrons and computer scientists studies specific problems associated with information movement. This approach is no longer possible. The structure of a mechatronic product basically cannot separate the three movements.

3

Fig.1. Technological flow towards mechatronic integration

Fig.2. The concept of mechatronics

According to the Japanese, mechatronics is the mechanical technology required in information-based society [Hunt, 1988]. Mechatronics is clearly distinguishable from traditional technology. In traditional technology, the basics are material and energy. In mechatronics, these two elements are added to the information.

In mechatronics technology, information is the newly added component. This position of information in relation to material and energy is motivated by the following:

- Information provides spiritual needs of man; - Only newly added information improves the value of all things; - Information is culture. Based on Fig. 3, we can analyze comparatively the three components of mechatronic

technology [Mătieş, 2001]. Comparison accentuates the origin of resources, reserves, demand and what means life in terms of these three elements.

Analysis motivates the worldwide interest to promote this technology. Obviously, making products that includes more information (intelligence), their functional performance increase. On the other hand, in this way the material and energy resources are preserved. But, less material and less energy means less processing, so less polution. In this context it follows another facet of mechatronic technology: it is a nondissipative and less polluting technology.

4

Fig.3. material – energy – information relathionship in mechatronic technology 2.1 Mechatronic technology and education at mondial level

Mechatronics worldwide spread was rapid, especially since the last two decades of the last century. Thus, U.S. Department of Commerce issued in 1985, a report about the state of the art of mechatronics in Japan, report on which, under the ageis of National Science Foundation, the Mechatronics National Education Program was designed coordinated by Stanford University.

In the European Union, the Industrial for Research and Development Advisory Committee (IRDAC), concluded in March 1986, following an analysis of the importance of mechatronics at EU level, that mechatronics, defined as an interdisciplinary technology represents a "synergetic connection between precision mechanical engineering, electronic control and systemic thinking in the design of products and systems" should become a major requirement both in research area and educational programs in Europe.

The result was that during 1980-1990, the majority of EU countries have developed national programs and the institutional framework in order to promote mechatronic philosophy in education, training and technological R&D activities.

International scientific events and journals in the field, research and educational programs developed in recent decades worldwide, confirms the status of mechatronics as being the main vector of innovation in the knowledge-based society.

The structures called "European Technology Platforms (ETPs)" were established at EU level since 2001, in order to support the effort to achieve Lisbon strategy objectives. These structures were designed and constructed on the mechatronic philosophy background.

The platforms created include representatives from academics and companies in the field, research institutes and laboratories, professional associations etc. In each platform were elaborated strategys for 10 or 20 years. Currently, there are 39 technology platforms, covering a wide range of activities.

2.2 Mechatronics philosophy in engineering practice and education

Mechatronics technology development surprised the universities, which were forced to adapt their educational programs on the fly for the new demands. As a result of this laborious work emerged the mechatronics principles in education. These principles aim to develop systemic thinking and skills for team-work.

In mechatronics education is important affective learning. Because of the important role of information in all fields of activity, it is necessary to redefine the objectives in educational process.

5

In this context, it is important to develop skills like: informing training, mental, social and action. Networking is the key in mechatronic education.

Mechatronics technology and mechatronics principles in education have led to the definition of mechatronics philosophy. For engineering practice this philosophy marked the jump from traditional engineering (sequential) to simultaneous or concurent engineering (parallel).

In Fig. 4a is presented the traditional approach and in Fig. 4b the mechatronic approach. In traditional approach, controller is "attached" to system when in mechatronic design is "integrated".

In mechatronics design the system is seen as a whole. Informational chain has a more compact structure. Interconnection through data buses increases the speed of information processing.

Mechatronics education provides flexibility in action and in thought, defining features of market economy specialist. Mechatronics creative valences were confirmed both in education, research and production. The economic results of developed countries are an irrefutable proof.

Mechatronics specialization does not mean ignoring super-specialization. High performance is not possible without the contribution of super-specialists. Their presence in research fields and teams is designed according to the nature of the addressed problems. This relationship is similar to general/super-specialist that exists in medicine (practitioner doctor, specialist doctor).

a) b)

Fig.4. Traditional design vs mechatronic design (concurent)

Mechatronics training is practiced on all levels of education, proving beneficial in simplifying the problems of professional reconversion. 2.3 Ideea of team-work in research-design activity

Undoubtedly, attending performance in research and design activities is inconceivable without a team-work. This is confirmed also by the works presented at international scientific events in different areas. It is easy to understand that a surgical robot for instance, cannot be realised without a comprehensive team that includes doctors, physicists, biologists, mechanical engineers, electrical engineers, computer scientists etc.

Team-work skills are a major goal of mechatronics education. Multidisciplinary teams have proven their effective in sensitizing members on the need of optimal solutions for general problems.

Fig. 5 shows the relationship between individual training and average level of knowledge of the team [Mătieş, 2001]. It’s about a team that aims to design a precision robot. The average level of training, depending on their responsibilities in the team is shown in Table 1. The assessment is based on a given scoring between 1-5. This approach is important in school education. By defining the curricular areas, the framework to move from a narrow approach imposed by a single discipline to a global approach was imposed.

6

Fig.5. Relaionship between individual training and the average level of knowledge of the team

Table 1 – Average level of individual training depending on the responsabilities in the team

Position/Score

Din

amic

s

Con

trol

Theo

ry

El

ectro

nics

Sens

ors a

nd

Act

uato

rs

Prog

ram

min

g

Man

agem

ent

Econ

omy

Des

ign

Project manager 3-4 3-4 2-3 2-3 2-3 5 4 4 Control Theory Expert 4 5 1-2 2-3 2-3 2-3 1-2 3-4 Dynamics Expert 5 4 1-2 2-3 2-3 2-3 1-2 3-4 Sensors/Actuators Expert 2-3 2-3 3 5 2-3 2-3 1-2 3-4 Programming Expert 2-3 2-3 3-4 2-3 4-5 1-2 1-2 3-4 Electronics Expert 1-2 3-4 4-5 2 2-3 1-2 1-2 3-4

In schools, the general objectives cannot be achieved without the contribution of all curricular areas, so the professoral staff must constituate a team and act as such. 2.4 Mechatronics, educational environment for integration

The concept of integration is very broad. Approaches using this concept aim technological fields and education. Integration supports innovation. In this context, mechatronics is the main vector of innovation in the knowledge-based society.

In its development, mechatronics has reached the following stages: technology, philosophy, the science of intelligent machines and educational environment for the development of integrative thinking.

Fig. 6 presents the transition of mechatronics from disciplinary identity to thematic one. In the first step (1), where there is no interaction between the two initial disciplines, to the second step (2) which refers to a situation where students combine courses from different disciplines in order to broaden the knowledge. This is a multidisciplinary phase, where the entire education system is organized and functions based on disciplines.

7

In step (3) the accent is focused on creating interdisciplinary courses. The fourth stage is represented mainly by creating new curricula for interdisciplinary applications as for the different identity of the subject, decreasing disciplinary identity for the thematic identity. In step (5), initial subjects diminish almost entirely from their originals, which is possible due to a complete change in the organization. Sixth step (6) is equivalent to treating mechatronics as a whole, as a thematic identity [Grimheden, 2006].

Fig.6. Evolution of mechatronics as academic discipline Because mechatronics brings in the spotlight information, the impact of the technology goes

beyond economics major areas: social, cultural. In fact, the cultural relevance of the knowledge- based society is determined by the technical, technological level. Social inclusion issues are very complex and directly related to technology and economic development components. In this context we consider also the aspects of social integration of people with disabilities and reconversion for people who have temporarily lost their jobs.

Education is the crucial element that contributes to solving problems of social integration. Detailes in this field reveal new valences of mechatronics as technology and educational environment for integration. Education for integration and peace education are new references for education and training activities in the knowledge-based society. 2.5 Mechatronics and integronics

Integronics is the science of integrated processes and hyperintegrated systems, as the human body is. It takes account of the indissoluble unity of the world in which we live and the need for unique perspectives on the world. The concept is illustrated in Fig. 7. [Maties 2001].

Unit: science, literature and art, technology, takes place in the framework of mathematics, cybernetics and philosophy.

Basis of integronics is not only the world around it but also the gnoseologic drive unit, of the subject knowledge of this world. Because there is no physical, chemical and even of scientific or artistic knowledge, human knowledge is unitary.

Integration is a natural process in nature, which created forms and structures that promote development in this way. Based on superization principle, the whole, the system, has emergent properties due to the synergistic effect.

In the knowledge-based society, efforts to promote the concept of integration in education, research and technology is a major need. Knowledge itself is the result of structuring and integrating information. ICT facilitates these efforts.

8

Integration is a principle of functioning of the human psyche, and it is integrated in the nervous system. In the literature are brought into attention approaches regarding philosophy of integration and logics of integration. Also, the messengers of integration are defined.

In nature, the integration can be: genetic, through coercion, depending on your choice, random etc. Integrating systems can be: material-energetic dominant or functional-informational dominant.

Fig.7. Integronics concept

In socio-economic plan, we need to consider different levels of integration: institutional

integration, inter-institutional integration and integration at national level, as intermediate steps for effective integration into the European Union.

Integrating the knowledge and the resources is the basis to stimulate initiative and creativity in education and research activiteis. It is well known that an individual personality does not depend of the richness of his knowledge as his organizational and integration capability.

Vectorization of innovation by encouraging transdisciplinary approaches, integration of knowledges and resources in education, research and technology is the basis for labor productivity growth in the production of knowledge. Mechatronics has opened unsuspected horizons in all areas, thanks to her synergy effect.

Studying the inextricable links between different objects and phenomena, integronics is trying to overcome the extremely narrow limits of particular sciences, but cannot replace them. Particular sciences have been developed as a result of the limited possibilities of man to comprehend the realities of the world around us. Need for progress removed the borders between sciences and the evolution towards interdisciplinarity and afterall to transdisciplinarity. In this manner have appeared chemistry-physics, biophysics, biochemistry, etc.

Accentuating the limits of fragmentated approachs and the need for a global vision, integronics try to avoid such situations, emphasizing more strongly that we need to consider not only the subsystem on which to act, but also his links with other subsystems and finally the suprasystem of which it’s a part. Integronics inscribe herselef in the context of modern thinking which after all is a global, probabilistic, modeling, operational, pluridisciplinar and prospective one.

Integronics conception is one of the great gains of mankind due to the information revolution. It’s very basic principle: the principle of order and systemic organization which is contrary to the second principle of thermodynamics, could be made due consideration of information. In the formulation of the second principle of thermodynamics information is not taken into account.

Extremely useful, this process of emergence of interdisciplinary sciences has not been sufficient to solve complicated problems of this unitary world. It is natural, because, being more than the sum of its parts, the unity of the body for example cannot be restored by simply unifing neuroscience with the endocrinology or of psychology with immunology and the world alone cannot be retrieved by a simple unification of astronomy with physics, with chemistry and biology.

Because information is the key element in mechatronics, the impact of technology goes beyond areas of economics, being essential in the social, cultural environemnts etc.

9

This explains the great interest at EU level to launch initiatives and develop special programs for this area. These approaches reinforce the belief that in the knowledge-based society, cultural relevance depends on technical, technological performances.

3. Romanian National Platform of Mechatronics

Mechatronics philosophy has entered in Romania through the establishment of mechatronics

engineering specialties since 1991. Step by step, as a result of a constant effort, supported by teams of specialists from universities specialized in mechatronics technology from the centers: Brasov, Bucharest, Cluj-Napoca, Craiova, Galati, Iasi and Timisoara, Mechatronics National Platform was established (PNM). The structure of the platform is in accordance with standards imposed to ETPs, representing scientific and technical support for the development and promotion of new educational technologies, but also for research development in Romania. PNM seeks to articulate the conceptual approachs and to define the methods and means to promote mechatronic philosophy in educational, training and technological R&D activities.

In November 1998, "Politehnica" University of Timisoara hosted the first International Conference of Mechatronics and Precision Engineering (COMEFIM), and in March 1999, Polytechnic University of Bucharest hosted the first National Seminar on Mechatronics, attended by representatives of technological universities in the field from Romania and representatives of the preuniversitys. With this occasion, National Council for Educational Technology and Innovation (CNETI) was constituted, whose main objective was to develop a National Programme for Mechatronics Education.

In 2001, at the initiative of the Department of Mechatronics at the University Politehnica of Bucharest, Romanian Mechatronics Societ (SROMECA) was established, with regional offices in major universities in the country with technical profile. Journal Mechatronics is published under the agesi of SROMECA.

PNM maturity certificate was signed in June 2009, with the publication of the paper: Mechatronic platforms for education and research, which was launched at the National Conference on Education Technology and Educational Technologies [Mătieş, 2011], hosted by the Technical University of Cluj-Napoca, on 4-5 June 2009.

A European validation of viability of mechatronic platform of the Technical University of Cluj-Napoca was made during the Mechatronics Summer Course in July, 2009 organized by BEST (Board of European Students of Technology).

The POSDRU project intitulated: "Flexible professional training programe on mechatronic platforms" (FLEXFORM) will confirm the validity of Mechatronics National Platform, proving the creative potential of mechatronics, both in educational, training and technological R&D activities [Flexform].

Project coordinator is Technical University of Cluj-Napoca. The project is co-financed by the European Social Fund and the Romanian Government, contract POSDRU/87/1.3/S/64069. Grant application was approved on 29.06.2010, for 36 months starting from 1 September 2010. During the three years, in the training program will be included 1320 teachers (30 teachers on average in each region and in Bucharest). Each university will ensure the program for teachers from afferent regional area.

The training program is accredited by Minister of Education and Research, Youth and Sport (MECTS) from Romania. The overall objective is to develop and implement a flexible professional training program on mechatronic platform for teaching staff in education, skills development and effective application of modern educational technology to teaching and learning in line with the current requirements of the labor market.

However, the project aims to develop, the technical and scientific support of PNM, of National Network of Education and Flexible Professional Training (RNEFPF) as a national mechanism

10

(flexible and reconfigurable) to ensure systemic approach, in a integrated vision, of complex problems regarding initial, continuous formation and profession reconversion, in accordance with the requirements of the knowledge-based society.

RNEFPF backbone will consist of Regional Virtual Centres of Competence in Mechatronics (CRVCM), created on the structure of mechatronics department partners in the project. These centers will include libraries, virtual laboratories and other facilities for access to knowledge in the field of mechatronics. Financial and professional motivation of employed students, teachers and researchers will contribute to the overall quality of education.

Regional Centres of Vocational Education and Flexible Training (CREFPF), established on the structure of mechatronics departments of partner universities will be be the cores for Civil Society Regional Platforms for Continuing Education and Training. The network integration will outline the National Civil Society Platform for Continuing Education and Training. Such structures have been established so far in 19 EU countries.

Finally, another important aspect of mechatronics philosophy should be emphasized: mechatronics was born in Japan as a result of the governmental wish to create a proper mood. During the meeting of the Consultative Committee for Research and Industrial Development in March 1986 one of the questions raised was if EU knows the Japanese mood. The answer was negative, but was followed by a proposal: to initiate a scholarship for young researchers, to be sent to Japan with research programs and objectives clearly defined. Structures currently nominated in the EU and the European Space Continuing Education and Training, the European Area of Research and Innovation, the European Qualifications Framework and so on, need a catalyst to become functional.

Only financial and material resources are not sufficient for success. A careful analysis of the situation in Romania leads to a similar conclusion. Future development of the country will depend on the efficient management of human and material resources and efforts to be made to create the mood that stimulate integrative thinking as a consequence of the unity of knowledge and the world. 4. Trans-Thematic Identity of Mechatronic

All philosophies of science agree on the meaningfulness of two types of scientific statements: the phenomena ones that refer to empirical matters of fact, and those concerning logic and mathematics, the latter being of analytic nature [Berian, 2009; Holton, 1988]. Holton assigns a system of two orthogonal axes to these two types of sentences Ox and Oy, respectively that represent the dimensions of the plane of any scientific discourse. In this plane, called the contingent plane, a scientific concept or a scientific proposition has both empirical and analytical relevance. Starting from the notion of contingency [Berian, 2009], Holton assigns a new meaning to this term, but one that is related to its primary meaning in logics [Holton, 1988].

Carrying on, Holton adds another axis, Oz, that is perpendicular to the contingent plane, representing the dimension of themata: themata represents fundamental ontological presumptions, generally unconscious, that, although incapable of being scaled down to empirical observations or analytic judgements, are dominant in the thinking of researchers [Holton, 1978, Nicolescu, 2002]. As Basarab Nicolescu asserts, themata refers to the most intimate and profound part involved in the genesis of a scientific idea [Nicolescu, 2002]: „these themata are hidden even for the one that uses them: they do not appear in the constituted body of science that perceives only phenomena and logical and mathematical sentences.”

A thematic concept is analogous to a line element in space which has a significant projection on the Oz axis, the thematic dimension [Holton, 1988]. Purely thematical concepts are rare. Therefore the thematic concepts usually have considerable values of their projections on the other two axes (as, for example, the case of the concept of energy). While the contingent plane Oxy is adequate when we are dealing with a purely scientific discourse, we must use the tridimensional Oxyz space

11

every time we plan on doing a complete analysis, including of historical, sociological and epistemological nature of certain concepts, processes or scientific approaches.

Returning to Grimheden's perspective on the identity of mechatronics, we've stated above that he considers (by looking at what is common to several definitions of mechatronics) the idea of synergy as being the conceptual essence, the theme on which the identity of mechatronics is based on. The notion of synergy is integrated, however, together with that of emergence in the theory of complex systems or the complexity theory [Berian, 2008]. Entropy is a concept that plays an essential role both in non-linear thermodynamics and in information theory [Berian, 2011]. On the other hand, the notion of information, belonging firstly to information theory, also plays a fundamental role in mechatronics [Mătieş, 2002].

The concept of self-organization belongs to non-linear thermodynamics and mechatronics alike. The integration of all the notions and fields mentioned above is due to the notion of complexity (Fig. 8).

So, anyone investigating any field must not neglect the concept of complexity, and not because it is "fashionable", but because it is closely related to how the universe works at the deepest level [Byrne, 1998].

Fig.8. The integrative potential of the thematic concept of complexity Coming back to the problem of identity, it can be stated that, in mechatronics, complexity is a

thematic concept [Berian 2009], in the sense defined by Holton, concept that gives the measure of the identity of mechatronics. A first argument favoring this sentence is that of the fact that the term integration is a central one in mechatronics [Mătieş, 2002], while complex mechatronical systems have an inherent power of integration (due to the emergent properties of synergic character) that grows higher as the degree of complexity grows higher [Berian, 2008].

Themata usually appear in the shape of alternatives [Nicolescu, 2002]: continuous-discontinuous, unity-hierarchical structure, holism-reductionism, etc., each new thema implying the separation, the opposition of alternatives. Particularly, in the present case, we have the dyad made of the contradictories simplicity-complexity. Therefore, on the one hand, complexity has integratory valences while, on the other hand, it appears to be the source of a separation.

In Basarab Nicolescu's opinion, however, the themata must be seen as facets of symbols, while the symbol assumes the unity of the contradictories; for example, Bohr's complementarity represents a symbol that “realizes in itself the unity of the contradictories continuous-discontinuous, wave-particle” [Nicolescu, 2002].

12

Specifically, complexity appears as a facet of the bootstrap principle, a symbolic principle that “conceives nature as a global entity, fundamentally inseparable” [Nicolescu, 1999]. Thus, we consider that complexity represents the theme at the base of the identity of mechatronics [Berian, 2011]. The idea of complexity is more comprehensive than that of synergy, as self-organized mechatronical systems distinguish themselves firstly through their complexity, due to the existence of emergent properties with a pronounced synergic character [Berian, 2008].

In Basarab Nicolescu's opinion, a theory founded on a symbolic idea is an open theory, as its feature of permanence is guaranteed precisely by the existence of the symbolic idea. Such a theory can undergo changes of the form level (particularly of mathematical formalism), but its direction remains unchanged.

Therefore, viewing mechatronics from the perspective of transdisciplinary methodology, its identity is based on a symbolic principle (that plays, in addition, the role of an epistemological principle), which leads to mechatronics being an open field [Berian, 2009].

In a transdisciplinary approach, mechatronics transcends, therefore, the limits of a simple thematic identity. In conclusion, we claim that the identity of mechatronics is trans-thematic, founded on the idea of complexity [Berian, 2009].

5. The Hexagonal Model for Integral Mechatronic Education

As ahown, according to Stéphane Lupasco’s epistemology [Berian, 2011], the two antagonistic dynamism of the system tend, during the transition from current to potential or vice versa, to reach the T state, state where the organization and resistance of the system are maximum.

Therefore, “maximum strength” (corresponding to maximum efficiency) of a teaching model which provides a full education is achieved when the antagonism of opposite forces is maximum. There are three pairs of dynamic antagonistic regarding mechatronics: formal legitimacy / functional legitimacy, horizontal selection / vertical selection and active communication / interactive communication.

Updating the formal legitimacy requires functional legitimacy potentialization and vice versa, the same reasoning appling to the other two pairs of dynamism as well (selection and communication).

Absolute update of any dynamics is the equivalent of adopting an incomplete education approach, which neglects the benefits of antagonistic dynamism updating, since the latter will be completely potentialized, so sterile.

Consequently, in terms of a model for a full mechatronics education [Berian, 2011], mechatronics is symbolically located in the area of maximum resistance, which corresponds to a triple T state (each pair of dynamics having its own T state), state in which the contradictory are not contrary because of the reconciliating role of the principle of the included middle [Fig. 9].

13

Fig.9. The Hexagonal Model for Integral Mechatronic Education

Therefore, from the perspective of hexagonal model for integral mechatronics education, mechatronics stands symbolically in the maximum resistance that corresponds to a triple T states (each state having its own pair of dynamism T), state in which contradictorys are not opposites, because of the conciliator role of included middle principle [Berian, 2009] (Fig. 9). In other words, the model presented, based on the logic of the included middle, outlines the nonseparability and the existing unity between the sides of mechatronics that seem to be irreconcilable: formal legitimacy/functional legitimacy, horizontal selection/ vertical selection, active communication/ interactive communication. 6. Conclusion

Mechatronics revolution marked up the jump from the informational society to the knowledge-

based society. Knowledge is the result of structuring and integrating information. Thus, education and training efforts to develop systemic and integrating thinking, is essential for stimulating creativity. Creativity and innovation are major approaches to labor productivity growth in the production of knowledge. Mechatronics, trought her transdisciplinary character, impose the articulation of a new educational paradigm, able to transmit to students and leaners a global vision of the world and in technological field. Mechatronics National Platform infrastructure and the specific conceptual approaches provide the necessary framework to achieve these objectives. Delors report underlines the need for an integral education of every human being, which means to learn to know, to do, to live together and learning to be, without neglecting the transpersonal dimension. In this context, the importance of mechatronics as a support for integral education can be decisive. Bibliography Berian, S. and Mătieş, V., „Considerations Regarding the Process of Stigmergic Self-Organization in the Functioning of Mechatronical Systems”, Scientific Bulletin of the „Politehnica” Institute of Timişoara, Vol. 53, No. 67, pp. 219-224, 2008. Berian, S., Mătieș, V., The Trans-Thematic Identity of Mechatronics, Scientific Bulletin of the „Petru Maior“ University of Târgu-Mureș, vol. 5. nr. 12, pp. 207–210, 2009. Berian, S., Mătieș, V., Transdiciplinaritate și Mecatronică, Ed. Curtea Veche, București, 2011. Byrne, D., Complexity Theory and the Social Sciences, Routledge, Londra, 1998.

14

Craig, K., „Is Anything Really New in Mechatronics Education?”, IEEE Robotics and Automation Magazine, Vol. 8, No. 2, pp. 12–19, 2001. Erkmen, A.M., Tsubouchi, T. and Murphy, R., „Mechatronics Education”, IEEE Robotics and Automation Magazine, Vol. 8, No. 2, p. 4, 2001. Grimheden, M., Mechatronics Engineering Education. Doctoral Thesis, Royal Institute of Technology, Stockholm, 2006. Harashima, F., Tomizuka, M. and Fukuda, T., „Mechatronics–What Is It, Why, and How?”, IEEE/ASME Transactions on Mechatronics, Vol. 1, No. 1, pp. 1-4, 1996. Holton, G., The scientific imagination: case studies, Cambridge University Press, Cambridge, 1978. Holton, G., Thematic Origins of Scientific Thought: Kepler to Einstein, Harvard University Press, London, 1988. Hunt, V.D., Mechatronics: Japan’s Newest Threath Published by Chapman and Hall, New York, 1988. Mătieş, V., Mândru, D., Bălan, R., Tătar, O., Rusu, C. – Tehnologie şi educaţie mecatronică, Editura Todesco, Cluj-Napoca, ISBN 973-8198-05-4, 2001. Mătieş, V. et. al, Tehnologie şi educaţie mecatronică, Ed. Economică Preuniversitaria, București, 2002. Mătieș, V. (coordonator), Platforme mecatronice pentru educație și cercetare - reeditată, Ed. Todesco, Cluj-Napoca, 2011. Mori, T., „Mecha-tronics”, Yasakawa Internal Trademark Application Memo 21.131.01, 12 iulie, 1969. Nicolescu, B., La Transdisciplinarité. Manifeste, Rocher, Paris, 1999. Nicolescu, B., Nous, la particule et le monde. Paris. Rocher, 2002. Nicolescu, B., Stavinschi, M., Science and Orthodoxy, a Necessary Dialogue, Ed. Curtea Veche, București, 2006. Nicolescu, B., Ce este realitatea?, Ed. Junimea, Iaşi, 2009. Nicolescu, B., În oglinda destinului, Ed. Ideea Europeană, București, 2009. *** Flexform. http://www.flexform.ro, ultima verificare: 17.10.2012. *** TheAtlas. http://www.theatlas.org, ultima verificare: 22.10.2012.