Tag Archives: 21st century life

Part 3: The shape of education to come.

We are on the verge of radical shifts in our education systems, and not everyone will be happy to see them develop.

The pace of change mandates that we produce a faster, smarter, better grade of human being.  Current systems are preventing that from happening.  Future education systems will be unleashed with the advent of a standardized rapid courseware-builder and a single-point global distribution system. In the future, we predict students entering the workforce will be ten times smarter than they are today.

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Could my life be an indicator on whether there’s a chance to transform educators for 21st Century Learning? – Part 1 of 2

You may think this is nothing, but this is EVERYTHING : Parents and educators cannot possibly understand the urgency for this push towards a future of education without comprehending the disruptions brought by social media, the Information Age, globalization and the concepts of Revolutionary Wealth.

OK, so it’s a coincidence I love the anthropology part of economics (gee, what’s with the non-capitalization, English teacher?) and I was a student of advertising. So, OK, I heard the conversations in the corridor concerning the fallout of media because I was working with AC Nielsen Media back in 99 (thereabouts). So, OK, I got a taste of the convenience and potential of technology because I worked as a “not really here or there” curator and writer of sorts for the Communications Department of Technology Park Malaysia. Continue reading

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Part 1 – The 8 driving forces changing education from the outside.

(1) If you haven’t yet, watch Sir Ken Robinson’s video, – Do Schools Kill Creativity to understand why school did it.

(2) Open your eyes to the world – we keep talking about creativity and innovation. If schools killed it, what happens to you when you leave?

(3) Now read this levelled-down version of Futurist Thomas Frey’s piece on The Future of Education.

INTRODUCTION

Within two years a radical shift will begin to occur in the world of education.

While many people are making predictions about the direction that education systems are headed, they have found the best predictors to be hidden in the participative viral systems springing to life in the online world, such as iTunes and Amazon.

These bottom-up approaches (organic!) are quick to develop, participant-driven systems that are closely aligned to the demands of the marketplace.

Futurist Thomas Frey and the members and associated research teams of DaVinci Institute collaborated on this research study. In this paper they focussed on the key missing elements that will cause the disruptive next generation education systems to emerge.

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How are analogue teachers preparing their students for a digital future?

Went to sleep with some questions : Just how off tangent am I from the goals and purpose I had set out about teaching? Am  I asking the right questions? If I had the right thought 1-2 years ago, how much of that belief would still be relevant in the context of the rapid change and increased channels those change have brought to amplify or execute that thought?

In trying to put it in words the contents of a fuzzy dream that seemed to stretch hours: You are standing at the leading edge of thought. It is true because you wonder;you will be the generation that witnesses the crossover to the intergalactic civilization. You are the last of the analogue/atom age. Choose your battles and efforts not from the perspective of what’s gone wrong but what needs to be.

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We, the last of the 20th century parents and teachers.

“We, the last of the 20th Century”

……….is the first part of a story I’m writing to try and make sense of a world where parents and teachers don’t listen to and trust the people who will shape the next generation. Their actions will cause millions of young people born between 1988 and 2005 to fall into the lower end of the M-society first proposed by Japanese business strategist and writer Kenichi Ohmae in 2006.

Dear children,

We are the last generation of teachers and parents of the 20th century. Most of us were born between 1955 and 1975 here in Asia. During that time Asia was still reeling from the shackles of their colonial masters and the domain at the heart of our economy was agriculture.  We were born right after World War II and never quite understood how history happened; we just knew we were living in a world where everyone was racing to build, build and build and there was this hunger to acquire things, more things, improve our status in life. Continue reading

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If I had my own school

Organic Learning

If I had my own school, every child will be free to bloom in their own time without interference, without the agenda of any adult, authority, getting in the way. We simply need to prepare optimum soil conditions and allow them to bring to bear the DNA that’s in their seed, for them to bring to bear their purpose in coming to this world, in designing the world.

I would not press upon children traditions and regulations and adult beliefs, which, I believe, is the cause of the brokeness in our world today. It is because of our faulty reasoning and beliefs and our insistance of passing them down generation upon generation, and disallowing examination, that is the root of our degeneration. I will allow each child the time and space to access the voice of God in them to ascertain for themselves and separete between incomplete thought, false ideas or Truth. If God made children, who are we to interfere with God’s work?

I, as well as all the teachers, will let learning happen the way Nature intended it to be : Organic. Organic learning means to provide optimum conditions based on how each organism is supposed to grow and develop. We will not mechanise things by setting ‘curriculum’. We will not try to speed growth up or employ artificial means as short-cuts to yield ‘results’. In other words, we will not assume to tamper with Nature’s Hand.

As a farmer, I must learn how each type of plant grows and observe how it interacts with nature to pollinate, grow or thrive. My job is not to force it to grow but to listen to the needs of the Land they are planted in (the environment or society a child is in) and to be sensitive enough to tend to the plant in ways that is helpful to its growth. The things I would need to cultivate in myself is simply a sensitivity to Life and an ability to examine and observe intelligently. From intelligent examination and reflections, I will develop more experience which I can then share with other farmers, about the organic process of Nature’s Work.

I will not try and cram children in small spaces like dairy-cows in their pens. I will not drill and exhaust them the way machines milk cows to their deaths. I will not push them to produce more eggs or milk the way schools push children to produce results. I will not burn their beaks with a solder in order to reduce the aggression and violence I have bred in them by conditioning them to the inhumane conditions which is a transit for the slaugterhouse. I will not treat children like ‘meat’ and ‘milk’ to serve the needs of Mass Economy Corporations.

Not that I’m equating children to vegetables and animals but biologically, Humans bear more resemblance to organic forms than the mineral/mechanical existence Industrialists and Feudal Lords tend to equate us to.

I’d let what the Earth can Grow to decide what the Market can demand as a need, instead of allowing Consumption to demand from Mother Earth, Her resources to produce for our greed. I will not subject children to experiments and be modified or turned into fighting beasts and working zombies. I will not let children become pawns to a world controlled by 1% of people who see everyone else in no other role except of Consumers and Human Resources.

So instead of forcing children to adapt to a marketplace, I’d let these Children grow up to design and create a world market that is just, fair and able to solve all human needs.

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