I don’t know why I would conclude a post name with “Part I,” when due to the schedule I am keeping these days, there is no guarantee there will be a “Part II,” but I guess it’s wishful writing. Unless you are living in solitary confinement or have taken a holiday break job as a fire lookout, you’ve seen the onslaught of year-end posts that have been funneling through your mailbox, reader, or inbox. For me, it’s a great lesson in how to deal with information overload. Every one of these year-end recaps always points to some future point where the ills we’ve either created or ignored in the previous year can be righted. This from Tom Friedman in the 12/23 NYT:
That’s why we don’t just need a bailout. We need a reboot.
We need a build out. We need a buildup. We need a national makeover.
That is why the next few months are among the most important in U.S.
history. Because of the financial crisis, Barack Obama has the
bipartisan support to spend $1 trillion in stimulus. But we must make
certain that every bailout dollar, which we’re borrowing from our
kids’ future, is spent wisely.
Earlier in the article, he alluded to the many ills that plague our great nation, taking a stab at our livelihood in stating that we have “…public schools with no national standards to prevent illiterates from graduating…” and as Clay so rightly put it in his comment on this via Twitter:
It’s context, I understand, and Friedman as making a point about the state of innovation in America–all things I agree with him on here. But I know that standards as we’ve come to expect them from the federal government are not ones I want placed upon me or the students I work for.
I’ve got this statement stuck in my mind this week, and it’s one that has appeared in various forms over the years:
“the most important skill of the future may be the ability to forget what you’ve learned, and learn something new.” —by Patrick Tucker, Senior Editor, THE FUTURIST
The feedback I’ve gotten on this one so far has been slightly comical, but let’s break it down over the next few days. What does it mean for us if what we know, what we are competent in, no longer makes our livelihoods stable? In education, we tend to feel immune to the fluctuations of the job market. But what if we are not? What if the profound changes that the futurists are predicting, these disruptive innovations, happen sooner rather than later? This is something I’d like to look into over the course of the next few days, time permitting…