Concept III: The development of the core area of photogrammetry requires a
logical approach. The question is, what is the most appropri-
ate logic? Some necessary elaborations are discussed later.
Concept IV : A student needs to be prepared not only for his employment in
the immediate future but also in the distant future. Thus our
eyes and ears must be open to realize the trends and changes
in the opportunities to unfold in the days to come.
CLASSIFICATION LOGICS
The classroom development of any subject should follow certain logic to per-
mit necessary compartmentalization of the subject with respect to semesters,
terms, quarters, etc. as well as to accomodate the progressive difficulties
and complexities encountered in advancing the knowledge. Individual courses
are usually developed by following such classification logics.
If photogrammetry is treated as a minor part of a vast area like surveying
or civil engineering, its curriculum may be dominated by that discipline.
However, the time has arrived when a specialization in photogrammetry re-
quires its own logics to be followed. The question is, which logic? The
following considerations may help us towards structuring our courses:
Logic I : The areas of science (photogrammetry) as followed by ISPRS in
its seven commissions, viz.,
. Primary Data Acquisition;
Instruments for Data Reduction and Analysis;
. Mathematical Analysis of Data;
Cartographic and Data Bank Applications;
. Other Non-cartographic Applications;
Economic, Professional and Educational Aspects; and
NOY Oo SS OQ N —
Interpretation of Photogrammetric and Remote Sensing Data.
Note: The divisional structure of the American Society for Photogrammetry
and Remote Sensing (ASPRS) is in accordance with similar logic. It would,
however, be apparent that such classifications, while valid for already
trained and practicing professionals, can not be relevant to various levels
of instruction and would not be acceptable for academic programs.
Logic II : In following the historical growth pattern of our science, one
can consider a classification according to the various approaches
to solutions of problems, viz.,
1. Graphical approaches ;
2. Analogical/Empirical approaches; and
3. Analytical/Computational approaches.
Note: While we can realize and appreciate various possible approaches, the
development of theories and concepts in the class room would be impossible
in courses following such a classification. This is because there are nu-
merous physical-mathematical concepts common to all the three categories.
Academic development and growth are better consecutive than commutative.
Course development should be like building a house, base first and then the
walls and the rest in upward and sideward directions.
TS
