Progress Report #1
Brig Bagley
Malta – Becoming a Scientist/Engineer in Malta, Historical and contemporary pattern, roles and status
Malta is a small country in the Mediterranean that has actually had quite an interesting and unique history—despite the little to no attention US history and education gives it. Although it is one of the smallest countries in the world, it is one of the most densely populated countries… about four hundred thousand in 121 square miles. Because Malta is such a compact country, as well as it being in a strategic location in the Mediterranean, architecture and defense are two early-developed and mastered scientific or engineering areas.
First as a colony of Great Britain, then eventually as an independent republic, there are many similarities and differences between engineering in Britain.
The education system follows that of Great Britain, with primary and secondary schools. The primary level has an examination that determines religious or state schools. After secondary school, the students have the option to opt out of further work or to take the O-level exam and continue into a system similar to a Junior College. Following this, students take a matriculation exam (A-level exam) to determine if the student can enter into an undergraduate program at the University of Malta. Because Malta is similar to Britain in education, there is less pressure and more difficulty to enter into higher level education into areas such as science and engineering. However, Malta does not share the craftsmanship and apprenticeship history that Britain does, and therefore did not view science and engineering as a lesser profession like Britain did.
Malta has a long history of architecture, dating back into the BC era with primitive Neolithic temples. There is also a lot of influence by the Romans, and most recently, Britain. There is history with engineers in the mid 1500s at Fort St. Michael and Mdina during the Siege of Malta, where engineers were part of construction and destruction of architecture as a result of the siege. One of the most well-know engineers at about that time was Francesco Laparelli de Carotona, who designed the original City Gate, known as Prota San Giorgio. It was later replaced by the Maltese engineer Tommaso Dingli. When Britain was in control of Malta, another group of engineers built a new gate.
The basis of my project will focus on how the history of Malta has greatly affected its state, recognition, and use of engineering and science. The outside world has had a large influence on Malta and its current relationship with engineering. Although Britain has shaped its structure and educational path, other countries and necessity has encouraged growth and respect of many other areas of engineering, such as the military and architecture. In order to protect the state and compensate for the limited land and resources available, engineers had to conquer scientific battles. I will do more research in these areas to pin point what it is that has really formed the patterns, roles, and status of engineers.
“Siege of Malta. ” Wikipedia.
“Malta.” Wikipedia.
“Valletta.” Wikipedia.
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ReplyDeleteBrig, I look forward to your continued development of this project. In reference to this statement - "Because Malta is similar to Britain in education, there is less pressure and more difficulty to enter into higher level education into areas such as science and engineering. However, Malta does not share the craftsmanship and apprenticeship history that Britain does, and therefore did not view science and engineering as a lesser profession like Britain did." - what is the evidence on which you are basing these arguments?
ReplyDeleteBased on my reading, vocational options do exist at the secondary level, in addition to the more academic tracks. How are these vocational tracks comparatively pursed and valued?
Too, some of what I have read on Malta has suggested that more recent educational reforms are part of an effort to develop a Maltese educational identity that is different than British. How might you research and address this?
Additionally, if you look at university graduates by field of study (see, for example, Malta in Figures 2010. Valletta: National Statistics Office. 2010 at http://www.nso.gov.mt/statdoc/document_file.aspx?id=2873), there are many many fewer graduates in science/engineering/computing than business, law, humanities and the arts, and teacher training. How does this compare to other countries and how can we explain this?
I am also wondering (although perhaps this overlaps with a project of one of your peers), what role the need for fresh water played in the development of early science and engineering in Malta? And whether Malta developed significant maritime science/engineering expertise (in addition to architecture and defense).