Education in an Automated Future: Part 3
Today’s kindergartners will likely enter the workforce around 2037. With automation quickly changing the world of work (and the world at large), what might education look like in order to adapt to the future?
While Keith and I don’t necessarily have clear answers, we do have a few ideas.
In an automated future, it’s paramount that schools produce informed, well-read, creative thinkers. We’re fans of Daniel Pink’s book “A Whole New Mind” which outlines several aptitudes that will have value in this world:
- Design: The ability to create something engaging.
- Story: The ability to understand data to persuade, communication, and self-understand.
- Symphony: Not just analyze (which is important), but synthesize. The ability to see the bigger picture.
- Empathy: Understanding others.
- Play: The ability to know, create, and do in ways that bring joy.
- Meaning: As automation and technology handle material needs, the ability to pursue a higher purpose becomes crucial.
Certainly, many of these aptitudes can live in conjunction with your standard study of core subject areas. Educators would do well to grow and enhance such aptitudes among their students.
Beyond an emphasis on creativity, I also believe schools should increase the amount of time dedicated to history, civics, and the social sciences. Knowing ones’ self, why people do what they do, and our past provides a very healthy foundation for navigating the disruptive nature of an automated future.
These suggestions are broad, yet grounded in a desire to shift the conversation about education in an automated future. At the very least, paying attention and asking questions is prudent when considering the world our students will enter.
What are your thoughts? What should school look like given the changes automation and technology are bringing to the workplace?