The impact of AI has left graphic designers feeling shocked and vulnerable. The promise that creative professions would be safeguarded against automation has been shattered. This raises the question of who is truly safe if even visual artists can be replaced by machines. The lack of a “just transition” for graphic designers and other professions facing obsolescence is concerning. Additionally, there has been little effort to prepare students for a rapidly changing world. The challenges extend beyond the workplace, as young people are likely to witness environmental breakdown and the collapse of human-made systems.
The unpreparedness and mismanagement of our lives is a pressing issue. While we excel in material innovation, we struggle to create a society where everyone can thrive. We bail out banks without hesitation while neglecting the collapse of Earth’s systems. Psychopaths govern us, blatant lies spread, and work relationships take precedence over intimate bonds. Our education system is lacking in a way that creates these gaps in our lives.
The word “education” derives from the Latin word “educere,” meaning “to lead out.” However, our education often leads us inward, constraining us to old ways of thinking and dying professions. It fails to lead us away from a political and economic system that harms us. While I don’t have all the answers, I believe certain principles can help. One such principle is recognizing that rigidity is dangerous. Any aspect of education that locks students into fixed patterns of thinking and action leaves them vulnerable to rapid changes. For example, England’s Standard Assessment Tests (SATs) are detrimental to students’ enthusiasm and hinder their personal growth.
The intense focus on tests and exams throughout our schooling limits our thinking. The emphasis on compartmentalized academic subjects creates artificial boundaries that do not exist in nature. Our interdisciplinary thinking suffers as a result. Education should be joyful and delightful, not only for our wellbeing but also because it helps us adapt to change. It should be seen as a fascinating challenge rather than a looming threat.
There are arguments both for and against a national curriculum. While it ensures common standards and defends against dangerous teachings, it also lacks diversity and flexibility. Teachers often lament the lack of time and freedom within the curriculum to respond to events and foster children’s interests. If a national curriculum is to be retained, it should cover important topics such as the principles of complex systems. Our world is filled with complex systems, and without understanding them, we are caught off guard by their behavior. Environmental breakdown and global food system collapse are two critical threats that arise from pushing complex systems beyond their limits.
Instead of enforcing subject boundaries, a curriculum should aim to break them down. The International Baccalaureate program is an example of such an approach, and it should be available in every school. Moreover, our ability to adapt to change relies on metacognition and meta-skills. Metacognition, or the ability to think about thinking, should be explicitly taught. Students should understand how their thinking works, from neuroscience to cultural influences, and be aware of vulnerabilities to disinformation. Meta-skills, such as self-development, social intelligence, openness, resilience, and creativity, are crucial in acquiring new competencies demanded by sudden changes. Unfortunately, public bodies often prioritize narrow instrumentalism, as seen in the focus on empathy solely for business success.
While schooling alone cannot solve the crises and disasters we face, it should provide us with guidance. As adults, we must take responsibility for addressing these challenges. However, education can equip us with the necessary tools.
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