I don't really understand where he's been going these last few years. The points you came up with are timeless. We're still going to be humans in 20 years, we will still need to interact with other humans and deal with all the eternal issues- fear, greed, jealousy, desire. We'll still need to reach for our better angels, and adapt old ways to new contexts, to be versed in history, psychology, complexity/network science. AI is not going to change that.
Your analysis is based on the implicit assumption that the formal teacher-student dynamic within a series of fixed settings will continue. Isn't it reasonable to assume instead that the future of education will be impacted by what you and others describe as much as any other industry (as that's what it now is)? Formal education practices are a relatively recent innovation within the arc of human history. Yet, we still made it this far.
It's a blanket statement from Harari for sure and what you draw attention to are crucial skills that will still be relevant in 20+ years time. Deeper relational, reflective and interpersonal skills. Perennial. How we create the optimal learning environments for them to develop is what is going to be interesting, particularly in education institutions. I've long been an advocate for a shift in policy and skills discourse to that of SCHTEAM (Science, Communication, Humanities, Technology, Engineering, Arts and Math) as opposed to just STEM. This gets to final no. 6... nothing else will really matter unless we do this. It's what I call Moral Imagineering.
I just wouldn't describe our existence as being in a closed system as it says in #3. If it's a closed system, you don't have much complexity to deal with. Things are more ordered and predictable. Rules are enforced down to the moment that an infraction occurs.
Education and work are inherently complex, open, uncertain, and emergent systems driven by human ingenuity. On the one hand this is great thing but on the other, students are not really taught how they fit within these systems so they continue to flounder as adults in the work system.
Andrew, we are obviously on the same wavelength here. Posted some of my thoughts reflecting on the same comment from Harari yesterday. Seems almost impossible given our similar subtitles, but I didn’t see your piece until after I posted mine!
I don't really understand where he's been going these last few years. The points you came up with are timeless. We're still going to be humans in 20 years, we will still need to interact with other humans and deal with all the eternal issues- fear, greed, jealousy, desire. We'll still need to reach for our better angels, and adapt old ways to new contexts, to be versed in history, psychology, complexity/network science. AI is not going to change that.
Your analysis is based on the implicit assumption that the formal teacher-student dynamic within a series of fixed settings will continue. Isn't it reasonable to assume instead that the future of education will be impacted by what you and others describe as much as any other industry (as that's what it now is)? Formal education practices are a relatively recent innovation within the arc of human history. Yet, we still made it this far.
It's a blanket statement from Harari for sure and what you draw attention to are crucial skills that will still be relevant in 20+ years time. Deeper relational, reflective and interpersonal skills. Perennial. How we create the optimal learning environments for them to develop is what is going to be interesting, particularly in education institutions. I've long been an advocate for a shift in policy and skills discourse to that of SCHTEAM (Science, Communication, Humanities, Technology, Engineering, Arts and Math) as opposed to just STEM. This gets to final no. 6... nothing else will really matter unless we do this. It's what I call Moral Imagineering.
Beautifully put. You've articulated what I've had kicking around in my head for some time (and then some).
Related: Nick Bostrom's book "Deep Utopia: Life and Meaning in a Solved World", releasing this month, promises to touch on many of these themes.
I like the list.
I just wouldn't describe our existence as being in a closed system as it says in #3. If it's a closed system, you don't have much complexity to deal with. Things are more ordered and predictable. Rules are enforced down to the moment that an infraction occurs.
Education and work are inherently complex, open, uncertain, and emergent systems driven by human ingenuity. On the one hand this is great thing but on the other, students are not really taught how they fit within these systems so they continue to flounder as adults in the work system.
Andrew, we are obviously on the same wavelength here. Posted some of my thoughts reflecting on the same comment from Harari yesterday. Seems almost impossible given our similar subtitles, but I didn’t see your piece until after I posted mine!
Glad to see others like you making this argument!
https://joshbrake.substack.com/p/what-to-teach-young-people