Tag Archives: extension
#432262 How We Can ‘Robot-Proof’ Education ...
Like millions of other individuals in the workforce, you’re probably wondering if you will one day be replaced by a machine. If you’re a student, you’re probably wondering if your chosen profession will even exist by the time you’ve graduated. From driving to legal research, there isn’t much that technology hasn’t already automated (or begun to automate). Many of us will need to adapt to this disruption in the workforce.
But it’s not enough for students and workers to adapt, become lifelong learners, and re-skill themselves. We also need to see innovation and initiative at an institutional and governmental level. According to research by The Economist, almost half of all jobs could be automated by computers within the next two decades, and no government in the world is prepared for it.
While many see the current trend in automation as a terrifying threat, others see it as an opportunity. In Robot-Proof: Higher Education in the Age of Artificial Intelligence, Northeastern University president Joseph Aoun proposes educating students in a way that will allow them to do the things that machines can’t. He calls for a new paradigm that teaches young minds “to invent, to create, and to discover”—filling the relevant needs of our world that robots simply can’t fill. Aoun proposes a much-needed novel framework that will allow us to “robot-proof” education.
Literacies and Core Cognitive Capacities of the Future
Aoun lays a framework for a new discipline, humanics, which discusses the important capacities and literacies for emerging education systems. At its core, the framework emphasizes our uniquely human abilities and strengths.
The three key literacies include data literacy (being able to manage and analyze big data), technological literacy (being able to understand exponential technologies and conduct computational thinking), and human literacy (being able to communicate and evaluate social, ethical, and existential impact).
Beyond the literacies, at the heart of Aoun’s framework are four cognitive capacities that are crucial to develop in our students if they are to be resistant to automation: critical thinking, systems thinking, entrepreneurship, and cultural agility.
“These capacities are mindsets rather than bodies of knowledge—mental architecture rather than mental furniture,” he writes. “Going forward, people will still need to know specific bodies of knowledge to be effective in the workplace, but that alone will not be enough when intelligent machines are doing much of the heavy lifting of information. To succeed, tomorrow’s employees will have to demonstrate a higher order of thought.”
Like many other experts in education, Joseph Aoun emphasizes the importance of critical thinking. This is important not just when it comes to taking a skeptical approach to information, but also being able to logically break down a claim or problem into multiple layers of analysis. We spend so much time teaching students how to answer questions that we often neglect to teach them how to ask questions. Asking questions—and asking good ones—is a foundation of critical thinking. Before you can solve a problem, you must be able to critically analyze and question what is causing it. This is why critical thinking and problem solving are coupled together.
The second capacity, systems thinking, involves being able to think holistically about a problem. The most creative problem-solvers and thinkers are able to take a multidisciplinary perspective and connect the dots between many different fields. According to Aoun, it “involves seeing across areas that machines might be able to comprehend individually but that they cannot analyze in an integrated way, as a whole.” It represents the absolute opposite of how most traditional curricula is structured with emphasis on isolated subjects and content knowledge.
Among the most difficult-to-automate tasks or professions is entrepreneurship.
In fact, some have gone so far as to claim that in the future, everyone will be an entrepreneur. Yet traditionally, initiative has been something students show in spite of or in addition to their schoolwork. For most students, developing a sense of initiative and entrepreneurial skills has often been part of their extracurricular activities. It needs to be at the core of our curricula, not a supplement to it. At its core, teaching entrepreneurship is about teaching our youth to solve complex problems with resilience, to become global leaders, and to solve grand challenges facing our species.
Finally, with an increasingly globalized world, there is a need for more workers with cultural agility, the ability to build amongst different cultural contexts and norms.
One of the major trends today is the rise of the contingent workforce. We are seeing an increasing percentage of full-time employees working on the cloud. Multinational corporations have teams of employees collaborating at different offices across the planet. Collaboration across online networks requires a skillset of its own. As education expert Tony Wagner points out, within these digital contexts, leadership is no longer about commanding with top-down authority, but rather about leading by influence.
An Emphasis on Creativity
The framework also puts an emphasis on experiential or project-based learning, wherein the heart of the student experience is not lectures or exams but solving real-life problems and learning by doing, creating, and executing. Unsurprisingly, humans continue to outdo machines when it comes to innovating and pushing intellectual, imaginative, and creative boundaries, making jobs involving these skills the hardest to automate.
In fact, technological trends are giving rise to what many thought leaders refer to as the imagination economy. This is defined as “an economy where intuitive and creative thinking create economic value, after logical and rational thinking have been outsourced to other economies.” Consequently, we need to develop our students’ creative abilities to ensure their success against machines.
In its simplest form, creativity represents the ability to imagine radical ideas and then go about executing them in reality.
In many ways, we are already living in our creative imaginations. Consider this: every invention or human construct—whether it be the spaceship, an architectural wonder, or a device like an iPhone—once existed as a mere idea, imagined in someone’s mind. The world we have designed and built around us is an extension of our imaginations and is only possible because of our creativity. Creativity has played a powerful role in human progress—now imagine what the outcomes would be if we tapped into every young mind’s creative potential.
The Need for a Radical Overhaul
What is clear from the recommendations of Aoun and many other leading thinkers in this space is that an effective 21st-century education system is radically different from the traditional systems we currently have in place. There is a dramatic contrast between these future-oriented frameworks and the way we’ve structured our traditional, industrial-era and cookie-cutter-style education systems.
It’s time for a change, and incremental changes or subtle improvements are no longer enough. What we need to see are more moonshots and disruption in the education sector. In a world of exponential growth and accelerating change, it is never too soon for a much-needed dramatic overhaul.
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#431142 Will Privacy Survive the Future?
Technological progress has radically transformed our concept of privacy. How we share information and display our identities has changed as we’ve migrated to the digital world.
As the Guardian states, “We now carry with us everywhere devices that give us access to all the world’s information, but they can also offer almost all the world vast quantities of information about us.” We are all leaving digital footprints as we navigate through the internet. While sometimes this information can be harmless, it’s often valuable to various stakeholders, including governments, corporations, marketers, and criminals.
The ethical debate around privacy is complex. The reality is that our definition and standards for privacy have evolved over time, and will continue to do so in the next few decades.
Implications of Emerging Technologies
Protecting privacy will only become more challenging as we experience the emergence of technologies such as virtual reality, the Internet of Things, brain-machine interfaces, and much more.
Virtual reality headsets are already gathering information about users’ locations and physical movements. In the future all of our emotional experiences, reactions, and interactions in the virtual world will be able to be accessed and analyzed. As virtual reality becomes more immersive and indistinguishable from physical reality, technology companies will be able to gather an unprecedented amount of data.
It doesn’t end there. The Internet of Things will be able to gather live data from our homes, cities and institutions. Drones may be able to spy on us as we live our everyday lives. As the amount of genetic data gathered increases, the privacy of our genes, too, may be compromised.
It gets even more concerning when we look farther into the future. As companies like Neuralink attempt to merge the human brain with machines, we are left with powerful implications for privacy. Brain-machine interfaces by nature operate by extracting information from the brain and manipulating it in order to accomplish goals. There are many parties that can benefit and take advantage of the information from the interface.
Marketing companies, for instance, would take an interest in better understanding how consumers think and consequently have their thoughts modified. Employers could use the information to find new ways to improve productivity or even monitor their employees. There will notably be risks of “brain hacking,” which we must take extreme precaution against. However, it is important to note that lesser versions of these risks currently exist, i.e., by phone hacking, identify fraud, and the like.
A New Much-Needed Definition of Privacy
In many ways we are already cyborgs interfacing with technology. According to theories like the extended mind hypothesis, our technological devices are an extension of our identities. We use our phones to store memories, retrieve information, and communicate. We use powerful tools like the Hubble Telescope to extend our sense of sight. In parallel, one can argue that the digital world has become an extension of the physical world.
These technological tools are a part of who we are. This has led to many ethical and societal implications. Our Facebook profiles can be processed to infer secondary information about us, such as sexual orientation, political and religious views, race, substance use, intelligence, and personality. Some argue that many of our devices may be mapping our every move. Your browsing history could be spied on and even sold in the open market.
While the argument to protect privacy and individuals’ information is valid to a certain extent, we may also have to accept the possibility that privacy will become obsolete in the future. We have inherently become more open as a society in the digital world, voluntarily sharing our identities, interests, views, and personalities.
“The question we are left with is, at what point does the tradeoff between transparency and privacy become detrimental?”
There also seems to be a contradiction with the positive trend towards mass transparency and the need to protect privacy. Many advocate for a massive decentralization and openness of information through mechanisms like blockchain.
The question we are left with is, at what point does the tradeoff between transparency and privacy become detrimental? We want to live in a world of fewer secrets, but also don’t want to live in a world where our every move is followed (not to mention our every feeling, thought and interaction). So, how do we find a balance?
Traditionally, privacy is used synonymously with secrecy. Many are led to believe that if you keep your personal information secret, then you’ve accomplished privacy. Danny Weitzner, director of the MIT Internet Policy Research Initiative, rejects this notion and argues that this old definition of privacy is dead.
From Witzner’s perspective, protecting privacy in the digital age means creating rules that require governments and businesses to be transparent about how they use our information. In other terms, we can’t bring the business of data to an end, but we can do a better job of controlling it. If these stakeholders spy on our personal information, then we should have the right to spy on how they spy on us.
The Role of Policy and Discourse
Almost always, policy has been too slow to adapt to the societal and ethical implications of technological progress. And sometimes the wrong laws can do more harm than good. For instance, in March, the US House of Representatives voted to allow internet service providers to sell your web browsing history on the open market.
More often than not, the bureaucratic nature of governance can’t keep up with exponential growth. New technologies are emerging every day and transforming society. Can we confidently claim that our world leaders, politicians, and local representatives are having these conversations and debates? Are they putting a focus on the ethical and societal implications of emerging technologies? Probably not.
We also can’t underestimate the role of public awareness and digital activism. There needs to be an emphasis on educating and engaging the general public about the complexities of these issues and the potential solutions available. The current solution may not be robust or clear, but having these discussions will get us there.
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