A Great Disruption is Afoot ….
A fundamental shift in underway in how we add value to the world. It has broad implications for the significance of useful, meaningful human work. Three forces are acting in synergy to change how we think about intelligence, ability, skill, and talent – and how we assess the educational experiences we rely on to cultivate them:
… and the $5Trn Global Educational Machine is Not Equipped to Handle It
The educational machine is segregated, specialized, and institutionalized for patterns of teaching and learning that are unchanged since the 1200s. Primary, secondary, and tertiary education remain characterized by:
One must be careful to only invoke the “desperate times call for desperate measures” rationale when matters become close to desperate.
We are close. Here is why:
Quo vadis? Where does this leave a primary and secondary education system that is meticulously optimized to ensure learners succeed on standardized instruments of measurement and still earnestly promotes the belief that these tests enhance admission to a tertiary education system which, itself, currently seems on a path to nowhere?
Transcendental Learning is Key to Human Capability Development in the New Skills Landscape
The word “transcendental” has several meanings. Its meaning here is based on the word’s secular use in philosophy and refers to “surpassing” and, more particularly, to something “beyond the contingent or accidental in human experience, but not beyond all human capacity.”
A thoughtfully re-designed formative learning experience will be transcendental because:
To deliver on the promise of transcendental learning, “teachers,” “instructors,” and “professors” must immediately transform; they must become learning experience designers who bring learners together in collective experiences that develop the human skills that algorithms cannot (yet) replicate. These designers will require the vision of curators, the insight of phenomenologists, and the semantic probity of masters of dialogue. Their teaching method will be dialectical, supporting learners to inquire and discover for themselves inside environments that can nevertheless track progress.
The Core Elements of Transcendental Learning
To make transcendental learning real, learning experiences must incorporate three essential aspects.
Let me end with a puzzle in the form of a thought experiment, which may be relevant to the discontinuity we are running into somewhat obliviously. Suppose you are told that on July 10, 2018, inductive inference – the pattern of thinking by which we make (often but not always correct) predictions of future behavior on the basis of observations of past behaviour – will cease to work. All bets will be off in predicting sunrises, the response of your car to a bump in the road, or the behaviour of your surgeon, beekeeper, accountant, or psychoanalyst. You have less that one year to figure it out, not much more than 200 days. What will you do tomorrow – the day after which you will be left with one day less?
[1] K.B. Frey and M. Osbourne, “The Future of Employment: How Susceptible Are Jobs to Computerisation?” (working paper, Oxford University, School of Engineering Science, 2013).
[2] Note to parents and educators: If “Azure,” “TensorFlow,” “Watson,” and “CaffeAl” do not sound as familiar as Word, Excel, and PowerPoint, they should: they will provide an ecosystem of machine agents that can soon replace all the skills that the current educational system offers your favourite learner…and so we ask: What are we preparing our learners to do-and, why?
Mihnea Moldoveanu is Vice-Dean of Learning, Innovation and Executive Programs, Desautels Professor of Integrative Thinking, and Director of the Desautels Centre for Integrative Thinking and of the Mind Brain Behavior Institute at the Rotman School of Management, University of Toronto. He trained as a classical pianist at the Royal Conservatory of Music in Toronto, an engineer at MIT, and an applied epistemologist at the Harvard Business School at Harvard University. He is a serial technology entrepreneur, having founded and built Redline Communications Inc. (TSX:RDL), one of the world’s leading manufacturers of broadband wireless equipment and networks, and Hefaistos, Inc., designer of the world’s first soft-DSL modem. He was selected as one of Canada’s Top 40 under 40 in 2007. He is deeply grateful to the Editor of THINK and to The Lola Stein Institute for this opportunity to apply his ideas and inquiry to the civilizationally critical fields of primary and secondary education.