Alan Kay (VPRI Co-founder) – The Best Way to Predict the Future is to Invent It (Nov 2016)


Chapters

00:00:10 Predicting the Future: Strategies for Incremental Change vs. Radical Innovation
00:09:55 Education Beyond Vocational Training and Citizenship
00:12:16 Cognition and Learning: Challenges and Insights
00:15:32 Hallucinations, Surprise Reactions, and the Dopamine Effect
00:22:09 System One and System Two Learning in Education
00:24:49 Thinking Beyond Current Education Models
00:36:09 Embracing Innovative Pedagogies in Education
00:40:22 Bridging Educational Gaps: The Next Technological Revolution After the Printing Press

Abstract

The Future of Education: Embracing Innovation and Overcoming the Tyranny of the Present

Introduction: Reimagining Education for the 21st Century

In an era marked by rapid technological advancements and complex societal challenges, the traditional education system is under scrutiny for its failure to keep pace with the changing world. The present state of education, deeply rooted in conventional methods, is a significant impediment to embracing transformative innovations. This article delves into the critical aspects of redefining educational paradigms, guided by the insights of visionary thinkers and the imperative for a system that prepares students for the future.

Vision and Innovation: The Key to Educational Transformation

The concept of a long-term vision in education, as opposed to short-term, incremental goals, is pivotal. Visionaries like Alan Kay, President of the Viewpoints Research Institute, emphasize the need to avoid complacency and embrace change in education. He highlights the challenges of predicting the future, particularly when it involves creating new categories. Visionaries like Kay propose an approach of projecting a “whisper of a need” exponentially into the future to envision a state where that need becomes essential. This visionary outlook, exemplified by historical precedents like Xerox PARC’s creation of advanced computing technology ahead of its time, underscores the importance of breaking away from the present’s limitations to explore future possibilities.

Curriculum and Pedagogy: Building the Foundations of Future Learning

Innovating in curriculum development and teacher training is crucial. The lessons from the 1960s in curriculum reform underscore the need for contemporary education to pivot towards innovative pedagogical approaches. Great minds like Marvin Minsky, Jerome Bruner, and Seymour Papert, who passed away in 2016, have emphasized diverse perspectives, adapting teaching to intellectual levels, and learning through hands-on experiences. These insights are critical in shaping an education system that is dynamic, inclusive, and future-oriented.

Addressing Systemic Challenges in Education

The current education system’s focus on vocational training and failure to prepare students for active citizenship are significant concerns. Alan Kay criticizes the emphasis on vocational training in schools, particularly in engineering at UCLA, arguing that it is not a true education and is merely about making a living. He contrasts this with a real education, which encompasses citizenship and richness and prepares individuals for a complex society. Historical decisions, such as California’s Proposition 13, have had profound impacts on educational richness and diversity. Additionally, our cognitive limitations, as highlighted by our tendency to treat stories in our minds as reality, call for a reevaluation of our approach to learning and thinking.

In exploring the neuroscience of hallucinations and cognitive responses, it is essential to consider the design limitations of our eyes compared to other animals. These limitations result in blind spots where blood vessel entry points lack light-sensitive cells. To compensate for these blind spots, the brain constructs a coherent visual perception through a process akin to hallucination. This phenomenon is linked to System 1 and System 2 responses, with System 1 being a fast-reaction mechanism that subconsciously prepares for future events, and System 2 involving more deliberate, conscious thought and decision-making. For example, a surprise party can trigger a System 1 response, leading to a roller coaster of emotions due to the release of hormones like adrenaline, dopamine, and serotonin. System 1 responses can also be manipulated in various contexts, such as theater or political rallies, to evoke emotional experiences or influence opinions.

The Role of Technology in Education

Computing, often misconstrued as merely coding, is in fact a language for understanding new contexts in the modern world. It should be used as a tool for exploration and creation. The potential of computers in education, akin to the transformative impact of the printing press, lies in creating dynamic and interactive learning experiences. However, developing effective educational technology that captures the essence of great teaching is a complex task that demands a deep understanding of both technology and pedagogy.

Balancing Cognitive Approaches in Learning

The balance between System 1 (fast, intuitive thinking) and System 2 (slow, deliberate thinking) is essential in education. Traditional schooling, with its emphasis on System 1 learning, such as memorization and quick recall, fails to nurture higher-order thinking skills. A more comprehensive approach is needed, one that addresses both types of thinking and fosters critical thinking, creativity, and systems thinking.

In considering System 1 and System 2 learning in education, it’s important to understand that System 1 involves fast, automatic, and intuitive responses, suitable for certain situations like immediate danger or survival instincts. In contrast, System 2 learning is slow, deliberate, and controlled, focusing on cognitive teaching, which encourages critical thinking and problem-solving skills. Traditional education often leans heavily on System 1 learning, yet for effective education, a balance is crucial. While System 1 skills are essential for immediate tasks, System 2 skills are vital for complex problem-solving and future-oriented thinking.

Montessori and the Importance of Environment in Learning

Montessori’s philosophy underscores the critical role of the environment in learning. The school should not just teach but embody the culture’s epistemological ideas. Teachers play a pivotal role in this process, requiring training that enables them to understand and support the child’s learning process. The challenge lies in scaling this approach while ensuring the integration of technology in a manner that promotes meaningful learning experiences.

A Call for a Paradigm Shift in Education

The future of education demands a paradigm shift – one that transcends the limitations of the present and embraces long-term visions. This shift requires acknowledging our cognitive limitations, reimagining the role of technology, and balancing various cognitive approaches in learning. The goal is to create an education system that not only prepares students for the future but also instills in them the ability to think critically, creatively, and systemically. The time to act is now, and it calls for a collaborative effort among educators, technologists, policymakers, and society at large to revolutionize the way we learn and teach.

Additional Insights:

The importance of the early childhood environment is crucial in shaping children’s learning and development. Children are genetically predisposed to learn what’s in their culture, often without complaints. However, environments can be artificial and have both positive and negative impacts on children’s learning. Montessori’s approach to early childhood education is to inculcate the most powerful epistemological ideas of the culture into children through the environment. Montessori schools aim to create an artificial environment that embodies the desired epistemological framework, with the teacher being the most important person in understanding and fostering this framework.

Scaling effective early childhood education methods, such as Montessori’s approach, presents challenges due to the need for highly trained and dedicated teachers. Traditional teaching methods, while easier to scale, may not be as effective in fostering children’s natural desire to learn. Technology, akin to writing, can be a powerful tool in early childhood education, creating engaging and interactive learning environments that cater to children’s natural curiosity and desire to explore.

Looking forward, the next qualitative step in education is to replicate the essence of great teaching in technology, much like how great writers captured their ideas in writing. This goal is not about replacing great teachers but offering a better alternative than no teacher, bad teachers, or mediocre teachers. However, the challenge of creating this ‘ghost of teaching’ in technology is daunting, requiring a long-term commitment that spans decades and transcends administrations.

In conclusion, there is a call to action to invent the next real thing after the printing press and make it work for the great ideas in education. The time is ripe to start working on this important challenge and shift our efforts away from less impactful pursuits.


Notes by: oganesson