Greetings from the World of Geometry

Abstract

Over the past decade, but even more so during the pandemic, the question of How to teach and learn descriptive geometry in the context of dynamic changes in technical development? has come to the fore. This short paper is, in fact, a side note on the margins of descriptive geometry education in a university community and sphere. However, these findings can be validated at all levels of education. Highlighting the statements of Hungarian and international (professional) literature and writings – relying on my own experience as well – point out that those (specialist) methodological approaches can be correct and effective, which do not lose sight of the eternal “axiom” was first formulated by the Ratio Educationis in 1777. Namely, that geometry “… amazingly trains young people’s minds to think correctly and create true concepts about objects”. Furthermore, "Our main care should be to make only those definitions and tasks whose application and decipherment occur in public life.” This idea must be supplemented by the fact that drawing is also (one of) the means of personality formation, and it can be even more complete if technical, technological development also contributes. An important finding of the paper is that the teacher – educational material – learner relationship can be interpreted as a Triplum model in the teaching–learning process, and the relationship must be direct and dynamic. Furthermore, the teaching experience is just as important in addition to the much-mentioned teaching experience. Complemented by these aspects, such as the drivers of education and the educational challenges of the future, the Quintuplum model is.