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shared by Matvey Ezhov on 24 Oct 09 - Cached

Formal education in science and engineering centers on teaching facts and problem-solving skills in a series of narrow topics.
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It is true that a few topics, although narrow in content, have such broad application that they are themselves integrative: These include (at a bare minimum) substantial chunks of mathematics and the basics of classical mechanics and electromagnetism, with the basics of thermodynamics and quantum mechanics close behind.
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By knowing the outlines of a field, I mean knowing the answers, to some reasonable approximation, to questions like these: What are the physical phenomena? What are their magnitudes? What are their preconditions? How well are they understood? How well can they be modeled? What do they make possible? What do they forbid?
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And even more fundamental than these are questions of knowledge about knowledge: What is known today? What are the gaps in what I know? When would I need to know more to solve a problem? How could I find it?
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It takes far less knowledge to recognize a problem than to solve it, yet in key respects, that bit of knowledge is more important: With recognition, a problem may be avoided, or solved, or an idea abandoned.
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This sort of knowledge is a kind of specialty, really — a limited slice of learning, but oriented crosswise. Because of this orientation, though, it provides leverage in integrating knowledge from diverse sources.
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shared by eric_constantin on 04 Nov 07 - Cached

for strategists and futurists, helpful to understanding and managing accelerating technological change. We also promote scientific investigation, analysis, forecasting, social foresight, and careful, informed speculation on the technological singularity hypothesis
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