5.4 Buat bertindak menurut cara... 5.4 To act in the way...

5.4   Buat bertindak menurut cara    5.4  To act in the way 
      yang diperikan, sesuatu sistem       described, a director system 
      penuntun kenalah mempunyai           must have the following 
      bahagian-bahagian juzuk berikut.     component parts.
(i) Suatu bahagian yang peka        (i) A part which is sensitive 
      terhadap aspek mukim kini           to the relevant aspect of 
      objek yang kena-mengena. Di         the present state of the 
      dalam larasuhu, ianya adalah        object. In the thermostat, 
      suatu jenis jangkasuhu yang         it is a special kind of 
      khas. Di dalam mekanisme            thermometer. In the 
      kemudi, ianya mengandungi           steering mechanism, it 
      gear-gear atau tuas-tuas            consists of gears or 
      yang dihubungkan kepada             levers connected to the 
      kemudi yang mencatat sudut          rudder which register the 
      di antara kedudukan kemudi          angle between its present 
      kini dan kedudukannya di            position and the central 
      tengah-tengah. Ini kita akan        position. We shall call 
      panggil suatu deria.                this a sensor.
        Catatkan salah satu                  Note that one of the 
      daripada keperluan sesuatu          requirements of a sensor 
      deria ialah ia memilih              is that it selects, from 
      daripada aspek-aspek keadaan        the many aspects of the 
      kini objek yang banyak,             object's present 
      aspek yang mustahak buat            condition, that which is 
      tujuan khusus yang ke               important for the 
      sanalah sistem penuntunnya          particular purpose served 
      dijuruskan. Oleh itu di             by its director system. So 
      dalam ketuhar, derianya peka        in the oven, the sensor is 
      kepada suhu; di dalam               sensitive to temperature; 
      mekanisme kemudi, kepada            in the steering mechanism, 
      kedudukan. Suatu deria              to position. A position-
      kedudukan tidaklah ada              sensor would be useless 
      gunanya buat larasuhu               for the oven thermostat, 
      ketuhar, dan demikianlah            and vice versa.
      pula sebaliknya.

(ii) Suatu bahagian yang dengannya mukim matlamat dapat disemat.
Tukang masak memusing dail ke suhu yang diperlukan; jurumudi
membawa suatu penunjuk ke sudut kisar, ke sebelah pelabuhan
atau ke sebelah samudera. Di sini tanggapan yang mustahak
ialah mukim matlamat itu sendiri, sepertimana diwakili di
dalam lingkungan sistem penuntun itu.
(iii) Suatu bahagian yang padanya diwakili selisih di antara mukim
kini pentasan dan mukim matlamat baginya. Ini kita akan panggil
neraca. Di dalam contoh-contoh yang diberi agak susah sedikit
ditunjukkan secara fizikal, oleh kerana pada asasnya ianya
diapit di celah-celah kedudukan-kedudukan (i) dan (ii). Apa
yang mustahak ialah maklumat yang diberikannya sama ada suhu
ketuhar terlampau rendah, terlampau tinggi; sama ada kedudukan
kemudi ke sebelah pelabuhan kedudukan matlamat baginya, ke
sebelah samudera, atau pada kedudukan matlamat.
(iv) Suatu rencana yang menentukan apakah yang berlaku bila objek
tidak berada di mukim matlamat baginya, dan juga bila ia berada
di situ. Di dalam kes ketuhar, ini diisi ke dalam suatu suis
nyala/padam, yang dihubungkan secara yang sesuai, supaya arus
elektrik dialirkan (suis nyala) bila neraca mencatat 'di bawah
suhu matlamat', dan arus dihentikan (suis padam) bila ia
mencatat 'pada atau di atas suhu matlamat'. Di dalam jenis
mekanisme kemudi bahtera yang terawal ada suatu injap yang di
dalam satu kedudukan (contohnya, bila neraca mencatat kemudi ke
sebelah kedudukan matlamat) menyedut wap yang memutarkan enjin
kemudi ke satu hala, dan di dalam kedudukan sebaliknya (kemudi
ke sebelah samudera kedudukan matlamat) menyedut wap ke dalam
suatu paip yang lain yang memutarkan enjin kemudi ke satu hala
lagi. Bila kemudi berada di dalam kedudukan matlamat, wap ke
enjin kemudi disekat.
Kedua-duanya ini adalah rencana yang cukup senang. Tetapi
patut sekalilah kita beringat bahawa di dalam kes larasuhu,
jika cara suis nyala/padam salah dipasangkan larasuhu berkenaan
bertindak menurut rencana yang berlawanan. Arus ke keping unsur
pengeluar haba disekat (suis padam) bila ketuhar itu terlampau
sejuk (tak berguna), dan suis nyala bila ia terlampau panas
(bencana). Walau bagaimanapun, jika larasuhu itu dipasangkan
kepada sebuah peti sejuk atau pembeku, rencana kedua ini taklah
salah lagi. Oleh itu rencana merupakan suatu bahagian sesuatu
sistem penuntun yang mustahak, dan rencana yang sesenang apa
yang diterakan di atas pun kenalah betul dipasang.

Someone learning teaching.../ Seseorang belajar mengajar...

Someone learning teaching...

The comparator, shown like a large C, compares present
state and Goal state, and the plan con(v)erts this
information into appropriate action by directing the
energies of the operators, acting on the operand, in
such a way as to take the operand to the Goal state.

G (Goal) http://koti.mbnet.fi/herd1/airshow/006a.JPG

Seseorang belajar mengajar...

Neraca, ditunjukkan ianya di sini seperti C,
membandingkan mukim kini dan mukim Matlamat, dan
seyogia rencana mengola(h) maklumat ini menjadi
tindakan yang cocok dengan tertuntunnya tenaga-tenaga
pada pementas-pementas, yang bertindak membawa
pentasan, sebagaimana resminya, moga-moga dengan cara
ini pentasan itu pun sampai ke mukim Matlamat.

M (Matlamat)
http://mikkila.wabbits.org/data/air/kauhava/P6210092__scaled_640.jpg
http://www.airventure.de/kauhava2004/kauhava04_fouga_magister.jpg
_______________________________________________________

In the last paragraph of Section 14.3:

The teacher likewise has a delta-two system
(sistem delta-dua) by which, in the present
universe of discourse, he learns to teach.

In Section 14.5:

Learning to teach at a professional level
involves:

(a) acquiring the models described in requirements
(i) and (ii), in an explicit form which is accessible to reflection;
At the beginning of the same section:
On the side of the teacher, the requirements
for this last process ((iv) Intelligent teaching directed towards
intelligent learning by the learner.) fall into two main
categories.
(i) A theoretical model of all the processes
of human learning. Particularly, of course, of
intelligent learning (pembelajaran sebudi
akal); but he also needs to know about
more primitive modes of learning. These
are not described in this book (Intelligence,
Learning, and Action), and are only
referred to at all under the collective
description 'sub-intelligent learning'.
Without knowledge of the whole spectrum of
human learning however, a teacher will not
know when intelligent learning needs the
support of more primitive kinds, or when
it is being inappropriately replaced by
more primitive kinds. Also, he will be unaware
of, and so unable to deal appropriately
with, whatever meta-learning takes place.
(ii) A theoretical model of the processes by
which he can interact with the delta-two
system of the learner, for the co-operative
activity of taking the learner's delta-one
systems to states of better functioning.

(b) consciously applying these to the particular
subject matter which he wants to help the
the learner to learn;
(c) developing a repertoire of routine plans by
which his conscious attention can be largely
freed to deal with the succession of non-
routine situations which are almost inevitable
during a teaching and learning situation,
these plans still remaining integrated within an
overall schema based on (a) and (b);
(d) regularly reflecting on his own activities as
a teacher, so that he learns intelligently from
his experience by continuing to assimilate
these to an expanding schema;
(e) in addition to the foregoing, if he is a
professional teacher within a teaching
institution such as a school (say, Sekolah
Agama Rakyat), it is very desirable that he
has a model of his role as a teacher which
matches reasonably well with those of his
pupils and of his colleagues. And if, as is
all too likely, this condition cannot be met, then a grasp of
the application of Chapter 13 to his situation
vis-a-vis his pupils will at least help him
towards understanding what is going wrong.
...
...
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