“Making way for applied AI”
“Companies are already using AI to create sustainable talent pipelines, drastically improve ways of working, and make faster, data-driven structural changes.”
School Response: “Any evidence of plagiarism will result in an immediate zero”
A common value expressed in all school mission statements in developing the educated mind. Developing the educated mind involves the mastery of certain cognitive tools—critical thinking, analysis, reasoning, explaining, justifying, outlining, describing—that, educators believe are best taught through immersion in an academic curriculum. Such a curriculum is composed of a progression of academic subjects—algebra, history, biology—that require students to master facts and processes taught to them by teachers and evaluated by academic assessment instruments–term papers, comprehensive exams, research papers, book reviews, journal articles.
The table below summarizes the goals, content, and pedagogies schools have adopted for the last century. While academic learnings served a purpose in an industrial and post-industrial world, their pedagogical world no longer align well with the knowledge and skills required in a digital world where information is a keystroke away; where all problems are complex; where no one person is an authority; where location matters little in daily work routines; and where collaboration rather than competition has become an essential private sector value.
| SOURCE | TEACHING | LEARNING | |
| INDUSTRIAL | Textbooks | Transmission | Replication |
| POST-INDUSTRIAL | The WEB | Facilitation | Performance |
| A DIGITAL WORLD | Social Networks | Personalization | Disruptive Practices |
| GOAL(S) | KNOWLEDGE | WORTH | |
| INDUSTRIAL | Preparation | Stable and Certain | Facts & Procedures |
| POST-INDUSTRIAL | Education | Contingent & Interpreted | Theories & Concepts |
| A DIGITAL WORLD | Inventiveness | Created & Shared | Big Ideas & Big Questions |
Alan C. Jones 