Good piece by Steve Denning @ Forbes, he says:
"The goal needs to shift from one of making a system that teaches children a curriculum more efficiently to one of making the system more effective by inspiring lifelong learning in students, so that they are able to have full and productive lives in a rapidly shifting economy."
The Single Best Idea for Reforming K-12 Education
This is especially true, when as this piece in the Atlantic points out -
The Freelance Surge Is the Industrial Revolution of Our Time
"Today, careers consist of piecing together various types of work, juggling multiple clients, learning to be marketing and accounting experts, and creating offices in bedrooms/coffee shops/coworking spaces. Independent workers abound. We call them freelancers, contractors, sole proprietors, consultants, temps, and the self-employed."
The way we live, work, and learn has completely changed - why are we training people for jobs that no longer exist?
We hear so much about "education reform" but almost nobody is talking about real reform that teaches what our children need to know. Great post at PersonalMBA which answers the question -
"What Must an Educated Person Know?"
An excerpt:
"John Taylor Gatto, a renowned education historian and critic of modern industrial schooling, wrote an essay titled The Curriculum of Necessity or What Must an Educated Person Know? Here’s how the essay begins:
"A few years back one of the schools at Harvard, perhaps the School of Government, issued some advice to its students on planning a career in the new international economy it believed was arriving. It warned sharply that academic classes and professional credentials would count for less and less when measured against real world training. Ten qualities were offered as essential to successfully adapting to the rapidly changing world of work. See how many of those you think are regularly taught in the schools of your city or state… Here’s Harvard University’s list of skills that make an “educated person”:
- The ability to define problems without a guide.
- The ability to ask hard questions which challenge prevailing assumptions.
- The ability to quickly assimilate needed data from masses of irrelevant information.
- The ability to work in teams without guidance.
- The ability to work absolutely alone.
- The ability to persuade others that your course is the right one.
- The ability to conceptualize and reorganize information into new patterns.
- The ability to discuss ideas with an eye toward application.
- The ability to think inductively, deductively and dialectically.
- The ability to attack problems heuristically.
After listing these skills, Gatto continued: You might be able to come up with a better list than Harvard did without surrendering any of these fundamental ideas, and yet from where I sit, and I sat around schools for nearly 30 years, I don’t think we teach any of these things as a matter of school policy… None of the schools I ever worked for were able to provide any important parts of this vital curriculum for children. All the schools I worked for taught nonsense up front. And under the table, they taught young people how to be dumb, how to be slavish, how to be frightened, and how to be dependent."
