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最新個案
- A practical guide to SEC ï¬nancial reporting and disclosures for successful regulatory crowdfunding
- Quality shareholders versus transient investors: The alarming case of product recalls
- The Health Equity Accelerator at Boston Medical Center
- Monosha Biotech: Growth Challenges of a Social Enterprise Brand
- Assessing the Value of Unifying and De-duplicating Customer Data, Spreadsheet Supplement
- Building an AI First Snack Company: A Hands-on Generative AI Exercise, Data Supplement
- Building an AI First Snack Company: A Hands-on Generative AI Exercise
- Board Director Dilemmas: The Tradeoffs of Board Selection
- Barbie: Reviving a Cultural Icon at Mattel (Abridged)
- Happiness Capital: A Hundred-Year-Old Family Business's Quest to Create Happiness
Imagining the Future: Science, the Arts and Integrative Thinking
內容大綱
A few years back, a seminal report came out, warning that India and China were educating thousands more innovators per year than the Western world and urging the U.S. to focus more on Science, Technology, Engineering and Mathematics (STEM) education. While this movement has since gained in strength, the authors show that there is little evidence to support it. They argue that great innovators like Facebook founder Mark Zuckerberg embrace both the Sciences (how things work) and the Arts (how people work), and in addition, they learn to think in ways that enable them to build new models that connect the two spheres. Teaching the model-building skill of Integrative Thinking, they argue, entails going beyond both hysteria about STEM and nostalgia about the Liberal Arts. The central goal of modern education must be the building of an 'integrative capacity', and the country that builds it first and best will enjoy the prosperity benefits.