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Remarks on Teaching History of Computing
Radomir S. Stanković, Claudio Moraga
Dept. of Computer Science, Faculty of Electronics, Niš, Serbia
Dept. of Computer Science, Dortmund University, Dortmund, Germany
Why to Teach History of Computing
Ever increased complexity of systems requires raising level of abstraction in teaching
Teaching
The way of thinking in particular scientific areas
Facts and methods
From History
What was the way of thinking about particular probemsin certain scientific areas in the past
Which solutons were imposed or dictated by the technology
Inacceptable for the lack of technology
Fruitful or unsuccessful approaches
Right directions and way of thinking
Wasting of time and efforts
Examples from Serbian History of Educations
Nomination of Professors
Quality of Teaching
Matter of State importance
International standards and methods
M. PetrovićJ. Cvijić
First Full Professors at University of Belgrade, 1905
First University Professors in Serbia
Velika Škola, 1808
Elektrotehničkaškola, 1846
Appointed by the King
Sima LozanićJovan M. ŽujovićDragoljub M. PavlovićLjubomir JovanovićJovan CvijićMihailo PetrovićMilić RadovanovićAndra Stevanović
February 27, 1905
What is the present practice?
The Laws for University
19921997
2002
Checking in 2001
No real checking of teaching skills for University Professors.
Recognizing of inadequate regulations?
§
International Committee for Teaching Mathematics43 permanent members representinatives of 25 statesfrom Euope America and Australia
GermanyAustriaBelgiumDenmarkSpeinUSAFrench
Members of the CommitteeGreceeNetherlandHungaryEnglandItalyNorweyPortugalRomaniaRussiaSerbiaSwedenSwitzerlandBulgariaAustraliaBrasilColony CapMexicoJapan
Serbia have had an official representative
Mihailo Petrović – AlasNikola SaltikovĐuro Kurepa
Serbian Representatives
RecommendationsIn primary and highschool teaching, force as most as possibleintuition and experiments with as less as possible of formalistic elements;in professional schools, give to the mathematics, as a basic auxiliary element, a practical, utilitatry character, and in high education, where the mathematics is studied for itself, regardless its role in other areas of knowledge,teaching should be developed in a purely logical direction.
Main IntentionsIs it necessary to mention, besides the common gains that will result from this common approaching of mathematical teaching in different countries, also undoubtful use of reciprocity and mutual relationships that will exists between schools in different countries, which will be particularly noticeable in the cases of transition of students from a school in a countryinto a school of the same kind in a different country?
Where we are now?Rigid and conservative way of teaching
Slow reform
No proper analysis and control of teaching process
I have called this principle, by which each slight variation, if useful, is preserved, by the term Natural Selection.
The Origin of Species
Charles Darwin
Artificial IntelligenceOperating SystemsProgramming Languages, andSocial, Ethnical and Professional Issues
IEEE/ACM Recommendations
The 1991 curriculum for Computer Science bythe IEEE Computer Society and the Association for Computing Machineryincluded explicit education modules related to History in four specific areas
IEEE Annals of the History of Computing, Vol. 18, No. 2, 1996, 54-62.
Different areas?George Santayana
First ConferenceHistory of Computingthe Los Alamos National Laboratory, 1977
Keynote speaker – Richard HammingWe Would Know What They Thought When They Did ItHistory of computing should pursue the contextual development of ideas,rather than merely listing names, dates, places, and “firsts”.
IEEE Annals of the History of Computing, Vol. 18, No. 2, 1996, 54-62.
R. Hamming
Suggestions
Teaching of topics from history within regular courses
Specialized courses for History of Computing within a major on Philosophy of Science