One of the main topics of conversation at the G7/I7 was education. Yesterday I blogged about creating a market using blockchain for education. Even if you have a market, you still need to have a framework of what to teach.
We thought a lot about this.
One of the knee-jerk reactions to the massive tidal wave of technological innovation is the notion that everyone should learn to code. Many US public education systems now are integrating that discipline into their curriculum. While it’s a step in the right direction, it’s not enough.
With artificial intelligence, computers will learn to code themselves.
That makes you feel helpless for just a moment if you are a parent thinking about your child’s future.
Of course, we need to emphasize STEM subjects. The days of taking easy paths to a college degree should be gone. But, STEM isn’t for everyone. Forcing everyone into one funnel is not any different than a lot of the policies of the industrial education complex today.
Instead of just STEM, we thought educators should really teach skills like creativity and critical thinking. We thought that people ought to be exposed to the arts. Perhaps it was because we were in Italy, but looking at a person like Leonardo Da Vinci and his command of both STEM and art might have given us some inspiration.
Children need to be taught problem-solving skills.
The jobs of the future that will be both created and safe from technology are going to have high variance. They will require cognitive skills. For example, a job as a professor is a job that requires high cognitive skill. There will be plenty of jobs in business that will be enhanced by technology.
In the recommendation, we called it STEAM, adding the A for arts. It doesn’t mean you have to be a master painter, but being exposed to art might make you a better coder and give you the creativity to enable self-determination so you are able to find dignity in work.