Perspectives on simulation in education and training: simulation education is no substitute for intelligent thinking

Authors:
Ray J. Paul;Tillal Eldabi;Jasna Kuljis
Affiliations:
Brunel University, Uxbridge, Middlesex, U. K.;Brunel University, Uxbridge, Middlesex, U. K.;Brunel University, Uxbridge, Middlesex, U. K.
Venue:
Proceedings of the 35th conference on Winter simulation: driving innovation
Year:
2003

Citing 3
Cited 2

Simulating an automated paint shop in the electronics industry

Simulation Practice and Theory
Simulation Modeling and Analysis

Simulation Modeling and Analysis
The art of simulation

The art of simulation

Examining the feasibility of constructing simulation models using the web-based 'Grab-and-Glue' framework

WSC '04 Proceedings of the 36th conference on Winter simulation
Is problem solving, or simulation model solving, mission critical?

WSC '05 Proceedings of the 37th conference on Winter simulation

Quantified Score

Hi-index	0.00

Visualization

Abstract

This paper presents a critique of the current teaching practices of Simulation. We challenge the current view of simulation, to the extent that most textbooks' contents will be found to be secondary to the missing necessary primary material. We advocate that (simulation) education has four general objectives, which are to teach students how to learn, how to think creatively, how to problem solve, and how to be professionals. These four objectives of education may not be possible to teach. In the words of Oscar Wilde, "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught." So an education in simulation requires that students be put into learning situations that enable them to learn the requisite knowledge concerning the four objectives. Who can provide such an education? Universities?