School and The Future

How much should schools be refuges from the realities of the adult world?  To what extent should we alert our students to the challenges they will face in adult life?

Starting here in the early noughties, I felt that Bedales offered too much of a warm bath of reassurance – too impermeable a bubble.  A formative early experience was the outrage I faced from students when telling a 6.1 cohort that they weren’t working hard enough and that it was simply no good for them to compare themselves with their contemporary here, but they needed to think about the person they were competing against, who was at Manchester Grammar, King’s Canterbury or a high performing sixth form college.  I was roundly told that they regarded their school as somewhere that needed to keep that world at one remove – I had no right to be trying to frighten them into action like this.

Things have changed – within the school and outside it.  The zeitgeist out there is different, now we realise that the la-la land of continuously rising living standards and secure-ish jobs is no longer a fixture.

I gave an assembly last night which looked at the speed and extent of automation – the fourth industrial revolution that the World Economic Forum is telling us about – in the light of humankind’s striving for the ideal; so there is Utopia, Brave New World and, almost contemporaneously, G.M. Keynes’ famous essay, Economic Possibilities for our Grandchildren where he envisages the world of 2030 where the leisure which “science and compound interest” have won for the imaginary grandson will enable him “to live wisely and agreeably and well.”  In Keynes’ high-minded view, it is not just that we will have enough money not to need to work for much of the time, but that we will have moved beyond money – that’s another topic, albeit an intriguing one.

I then paid court to Moore’s Law and the likely impact on middle class jobs that this speedy wave of automation will bring – using one of my favourite pieces of holiday reading, Martin Ford’s Rise of the Robots; but what I was most interested in sketching out was what schools need to do to prepare their students for this rapidly changing world.

So, this was my list:

  • Cross-disciplinary thinking – working across subject disciplines, especially Science and Humanities.
  • Collaboration – interconnectedness will put this at a premium. The place of the lone scholar with his quill is limited.
  • Communication – hand in glove with what’s above and below.
  • Empathy and respect for people from different backgrounds and cultures.
  • Love of learning and with it an appetite for life-long learning.

Although I think we do a lot of this quite well, there is more that we can and should do.  I am sure that our independent-minded students will happily join the debate.