Blog Post — 4 Min Read

Education in an Automated Future: Part 3

(This is Part 3 in a series of blog posts based on a 2019 Ohio School Board Presentation given with Keith Millard.)

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:

  1. Design: The ability to create something engaging.
  2. Story: The ability to understand data to persuade, communication, and self-understand.
  3. Symphony: Not just analyze (which is important), but synthesize. The ability to see the bigger picture.
  4. Empathy: Understanding others.
  5. Play: The ability to know, create, and do in ways that bring joy.
  6. 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.

Idea

Creative Thinking

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?

Full Series

Education in an Automated Future: Part 1

By |November 26th, 2019|

Advances in technology. Increasing automation in all sectors of society. And the creative destruction of capitalism. What does this mean for K-12 Education? This is part 1 of a series of posts derived from a presentation delivered during the 2019 Ohio School Board Conference.

  • Feature Image

Education in an Automate Future: Part 2

By |December 12th, 2019|

We may not know precisely how automation will affect the future of work. We do know it will have a rather significant impact. What, then, does this mean for K-12 education?

  • Light in the Water

Education in an Automated Future: Part 3

By |December 13th, 2019|

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?

2019-12-13T20:58:54+00:00

About the Author:

Zach Vander Veen is the VP of Instruction at Abre.