“Schools and colleges in the first decades of the 21st century are obsolete and out of date, preparing students for a work (manufacturing) that does not exist anymore. Schools are deteriorating in effectiveness, and will continue to decline until they are restructured around the requirements of the Information Age.”
Draves and Coates, 2004, Nine Shift: Work, Life and Education in the 21st Century. LERN, River Falls, WI
In this remarkable book the authors describe how the changes in our world moving into the 21st century mirror those that took place in the early 1900s. Computers, internet, and the web are replacing the automobile, telephone and film/phonograph innovations of the 20th century.
According to the authors, what’s wrong with schools today are not the teachers, the parents, or the students, although these are scapegoats that are easy to blame. The problem is that schools are struggling to educate using an antiquated – industrial age – system that does not fit with the culture or the minds of today’s students. The notion of IQ was created at the dawn of the 20th century and it is an albatross around our necks.
Food for thought:
– How to help your self or your child survive the gauntlet that is the conveyor belt of school?
– How can MI be introduced into the traditional school in a way that is both “disruptive” and accepted?
– A tall order . . . This is the challenge that has confronted MI since its inception in 1983.
“Disruptive innovation . . . describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors.” Clayton Christensen, Harvard Business School, www.claytonchristensen.com
Many educators are resistive to MI because it is too much of “disruptive innovation” while they are fighting to keep up with the “sustaining changes” that are handed down to them from both tradition and governmental authorities. MI has been enthusiastically accepted by small pockets of schools/teachers who can see that too many students are not being adequately served by an Industrial Age education.