Our educational system over the last century has increasingly been justified in direct economic terms. As Christopher Newfield points out in The Great Mistake, “Academia’s senior managers have helped two generations of policymakers to overvalue the private benefits of higher education, which has given an artificial, unmerited advantage to the forces of privatization over those of the public good.” In other words, he argues, the focus of education has too often been rationalized as training for success in the capitalist economy. This may no longer be a sustainable proposition.

Climate change points to a new reality that requires a shift in perspective toward the public good, but it goes even deeper than that. It also requires that our students be equipped with an entirely new set of skills in order to better prepare them for the unexpected. The combination of climate change and automation will reshape everything that we have come to accept as normal over the last 150 years. Humanity has to learn to adapt and innovate in response to unprecedented circumstances. Problem-solving is no longer just about getting a competitive edge. It will increasingly be about survival. It is critical that we provide our students with the mental tools necessary to face this uncertain future.

Our current educational practices do not in large part encourage innovative thinking by our students. Instead, they encourage our students to conform and learn the lessons of the past. If the world is changing because of technology and climate change, we must be much more selective in our emphasis and strategies of teaching to support learning in a different way. There’s no question that the past requires understanding and that knowledge needs to be maintained and sustained, but this cannot be our sole focus. Because whole industries will be reshaped and even destroyed (and this process is unpredictable), we must prepare our students with as much comprehensive knowledge as possible. However, we must also challenge them to creatively question and adapt the information that we provide to them, because it is clear that our current way of doing things has led us to this place. Rote learning will not do this.

Instead, our students’ only hope is to develop a robust ability to adapt to change. They are going to have to build their own house in a manner not seen in the developed world since the nineteenth century. Most of us inherited our metaphorical paradigmatic houses from our parents. They will inherit our legacy, but it will be a flawed one, and they will have to learn to rebuild from scratch in order to survive. Climate change and automation will put everything we assume about the way the world works in question. Our students need to have the necessary tools grapple with those kinds of questions.

What are the tools necessary for building? They are the tools of creative problem-solving, which is based on a foundation of critical thinking. They are the tools of design, iteration, and experimentation, which are based on a scientific approach. Our machines got us into the situation we are in. However, it is only through our ability to creatively use the next generation of machines that civilization can hope to survive. Our students need to know how to adapt, reinvent, and build upon these machines in order to be able to adapt to the world that is coming.

If anything, the last month of discussions have reinforced the urgency with which I have approached my tasks as a teacher and educational leader. Semester-long design challenges are the foundations of my survey government classes. Students are taught to develop creative solutions to intractable societal problems, learning critical skills along the way. While I don’t force my students down the climate change path, it is one of many options (including health, education, legal reform, and economic reform) from which they can choose. During the course of the semester they identify the challenges in their areas, investigate why government has failed to address them, and look at some possible ideal solutions. Their final portfolio is next-step strategies to their challenges.

Explaining climate change to our students is important, but no longer sufficient. We have to teach them how to develop the skills necessary to survive in this technologically-shifting and warming planet. Our challenge is to look hard at how you were teaching your students. The secret to our survival is locked up in their minds. It is time to deconstruct your teaching to help them reconstruct the world. It is the best thing you can do to prepare them for the unprecedented challenges that they will face.

About the Author:

Tom Haymes is a technologist, photographer, teacher, social scientist, project manager, and educational technology leader. He was design lead for Houston Community College’s West Houston Institute and is author of the forthcoming book Discovering Digital Humanity (ATBOSH Media). His website is ideaspaces.net and he tweets at @ideaspacesnet.


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