Fuzzy Education

Chemical education can serve three purposes. First, it can provide a preparation for those who are to conduct research and/or development in chemistry or to staff the production processes of chemical-based industries. Second, it can provide a component of the general education of the population. Third, it can act, to some degree, as an exemplar for the conduct and outcomes of science . However, whatever the purpose addressed, any chemical education provided must be based on a sound understanding of the subject of chemistry itself. The difficulty in following this precept is that the distinctive nature of chemistry has not yet been clearly established. Its boundaries with other subjects, for example physics, biology, earth science, remain fuzzy. The four chapters in this section are each concerned with one aspect of the nature of chemistry that has important implications for chemical education, whatever its purposes. 

Tens of milligrams. Now there is a truly wishy-washy phrase. There is an art to the assignment of an exact number or, as is sometimes desperately needed, a fuzzy number, to a collection of things. In my youth (somewhere way back yonder in the early part of the century) I had been taught rules of grammer that were unquestionably expected of any well-educated person. If you used a Latin stem, you used a Latin prefix. And if you used a Greek stem, you used a Greek prefix. 

The presented method of subjective ship system risk estimation has been developed within a Ministry of Science and Higher Education research grant. Parts of the method dealing with estimation of the ship propulsion function loss were presented in more detail in publications (Brandowski et al. 2008 and Brandowski 2009). This paper deals mainly with estimation of the propulsion loss consequences. The estimation method is based exclusively on the judgements elicited by experts - experienced marine engineers. The method may be defined as fuzzy - numerical. The experts elicited their judgements partly in the numerical form (number of the ICF type events of propulsion loss in one year and the time at sea share in the ship active operation time) and partly in the linguistic form (the odds that specific consequences of the propulsion loss... 

Huisman, J., Kaiser, F. (2001). Fixed and fuzzy boundaries in higher education A comparative study of (binary) structures in nine countries. Den Haag Adviesraad voor het Wetenschaps- en Technologiebeleid. 

The consequent part comes after the word THEN, which includes the final decision or deduction. A good statement is one whose conclusion follows from its antecedent part. Such logical propositions are at the fundamentals of any education system alsply or in fuzzy manner. However, in practical life almost all deeds include uncertainty, and hence, fuzziness to a certain extent. Even crisp statanents are cleaned out (defuzzification) from the fuzzy counterparts. 

Traditionally in any education system crisp logic is much easier to reach to a common agreement because at the end it provides truth and precision even though in the idealized world. However, the classical education system renders the students to become acquaintant with precision by saying that science provides precision, which is not acceptable absolutely. Fuzzy education system provides open-mindedness in the argument of any problem and open for further criticisms, which helps to improve the present solution alternative, if any. 

In this context, fuzzy education system is control system methodology that lends itself to implementation in systems ranging from simple, fast, economic, and systematic solutions. Fuzzy education system provides a simple way to arrive at a definite conclusion based upon vague, ambiguous, imprecise, noisy, or missing input information, and hence, it also enables one to mimic decisions in a faster manner with consensus by taking the opinions of other experts. 

In a modem and innovative educational system almost all the concepts must be provided with uncertainty flexibility (fuzzy) especially at the higher educational systems. It is fixed from the long history of science by experience that not only freedom of thinking, but also suspicion from scientific conclusions should be incorporated for better advancements. The very word of suspicion leads to expectation and even viewing scientific knowledge as uncertain. Hence, the basic principles in a modem and innovative educational system should include the following points, which are contrary to classical or traditional education. 

At higher educational level, scientific thinking must be geared towards the fal-sifiability of the conclusions or theories rather than exacmess. Falsifiability implies in itself fuzziness in each decision, theory or proposition. 

In general, engineering, geological, social, and economic and medicine sciences rather than numbers, qualitative descriptions are dominant at initial information in any reconnaissance study with descriptive linguistic explanations. Ordinary people without proper education think in a fuzzy manner because they do not have... 

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