A new philosophy for scientific instruction

Abstract

The purpose of this article was to demonstrate the need to promote better adaptation of the programmatic content of the curriculum of Scientific Instruction taught at the Academy, as well as the adequacy of its philosophy of education, to the function of the Officer within the Institution. To achieve our goal, we use the method of philosophical research, making use of organizational concepts, teaching principles and personal observations. With regard to the Boards, these we understand as technical functions, that is, integral parts of the set of specific activities, necessary to achieve the objectives of an organization and exercised by the leading element. In order to better explain this approach, we made a study of the functions of the human element in the organizational context. Analyzing the picture from the educational point of view, it can be inferred that, for the executor, professional education should be structured in direct relation to a specific activity and its instruments of action. However, for the leader, this structure should be based, mainly, on the field of knowledge of the administrative and organizational areas, regardless of the technical areas that may involve the middle and end activities of the organization. We consider that it would be better for the Officer to possess an improved knowledge of direction, which would allow him to advise himself well on various assumptions, than to possess a diverse range of knowledge, however, at a basic level.