by Sarah Firisen
My children’s school is hosting a panel discussion this month on Educating for 21st Century Success and anticipating this has caused me to pause and wonder what that term really means. What is success and what will it mean in the future? David Cameron, Britain’s Prime Minister, has decided to create a national happiness index, ”trying to measure the happiness of a society, rather than its growth and productivity alone”, perhaps in an attempt to persuade people that there’s more to life than material success in a time of weak national growth and productivity. And while is some real validity to the idea that there’s more to a successful life than a good job, possessions, and the other trappings of a capitalist culture, at the end of the day, a large part of success by most people’s standards involves a satisfying professional career that helps them provide for their family. But, as we plow ahead into the 21st century, how do we make sure that everyone can attain this goal?
Glancing through news pieces I’ve collected over the last month or two, I've noticed an interesting thread: Watson, the IBM supercomputer beats Jeopardy champions and ushers in a new era of artificial intelligence; according to the New York Times, “Armies of Expensive Lawyers, Replaced by Cheaper Software”; a piece reporting that, “American students no longer perform particularly well in global math tests. But Americans are among the world leaders when it comes to thinking that we are really good at math.”; and finally, ending with the recent denouncement from the political right of teachers as overpaid, part-time workers.
So, computers are becoming increasingly “intelligent” and automation is quickly encroaching on traditional white collar jobs. Meanwhile, Americans pat themselves on the backs, believing that we are the smartest best educated people in the world, all evidence to the contrary. In fact, we are so smart already that we don't even think teachers matters, which is why, as a McKinsey Quarterly report points out, American top students don’t want to teach. Contrast this with the world’s top-performing education systems, Finland, Singapore and South Korea which, “recruit 100 percent of their teaching corps from students in the top third of their classes.” They do this, not only by giving them good training and working conditions, but by cultivating an atmosphere where teaching is considered a prestigious, valued profession. McKinsey reports that, in the US, by contrast, “only 23 percent of new teachers come from the top third, and just 14 percent of new teachers who come from the top third work in high-poverty schools, where attracting and retaining talented people is particularly difficult.” And this was before Republicans mounted a national campaign to “mock teachers as lazy, avaricious incompetents”.
Basically, we’re stupider than ever, increasingly badly educated, but think that we’re the smartest.
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