The Notions of Education and Research

Nagib Callaos, Jeremy Horne

This article starts examining the concept of "notion" as a semantic system encompassing both denotations and connotations that are generated by different linguistic contexts. Then, notions like "education" and "research" are analyzed using two approaches: (1) the etymological approach, which provides the general meaning, i.e. the root of the semantic branches generated by their historical evolution, and (2) the systemic approach, which explores their general meaning based on what is common to all systems, which is its telos (objective, purpose).

The term "education" originates from Latin roots meaning "to nourish" and "to lead out," reflecting its development from childrearing to formal learning. As a teleological system, education is a “preparation for life” in the context of societal needs, integrating empirical reasoning, creativity, and interdisciplinary perspectives.

Similarly, "research" derives from the French "recercher," emphasizing an iterative process aligned with the well-known "trial and error" general method. As a cybernetic process, research involves continuous feedback, refining knowledge, and fostering understanding. This iterative nature enhances transdisciplinary communication and is exemplified by very effective methods for understanding and, hence being able to explain, like the Feynman technique, which proved its effectiveness for explaining Quantum Mechanic to College Freshmen.

Education and research form an interdependent, cybernetic system of continuous feedback, evolving goals, and adaptive learning. Their relationship exemplifies second-order cybernetics, where research informs education, and educational advancements refine research methodologies. This dynamic interplay supports knowledge development and the deepening of understanding, especially for the researchers who identified new knowledge. In this case, the new knowledge is a product of active and reiterative thinking.

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