The
historic changes that our economy has been experiencing in recent years teach
us about the way we learn and innovate, their impact on the workforce and on
graduates, how has technology transformed our ability to understand the natural
and social world.
Our
faculty for rational thought has carried the human race one arduous step at a
time into a deeper understanding of how the world works. Decade by decade,
scholars have recorded their insights, building knowledge from one generation
to the next. We have learned to use that knowledge to alter our physical
environment for the betterment of mankind.
That
process has become increasingly conceptual in nature and ever less reliant on
physical materials. Indeed, the endeavor to economize on physical resources has
led to widespread downsizing of the elements of the nation's output. We have
dramatically reduced the size of our radios, for example, by substituting
transistors for vacuum tubes. Thin fiber-optic cable has replaced huge tonnages
of copper wire. New architectural, engineering and materials technologies have
enabled the construction of buildings enclosing the same space, but with far
less physical material than was required, say, 50 or 100 years ago. Most
recently, mobile phones have been markedly downsized as they have been
improved.
The
heyday when a high school or college education would serve a graduate for a
lifetime is gone. Today's recipients of diplomas expect to have many jobs and
to use a wide range of skills over their working lives. Their parents and
grandparents looked to a more stable future-even if in reality it often turned
out otherwise.
However one views the uncertainty that so many in our
workforce are experiencing in their endeavor to advance, an economist can
scarcely fail to notice a marketplace working efficiently to guide our
educational system, defined in its widest sense, toward the broader needs of
our
Experiment of
education method
Experiment schools must first be established before we can
establish a normal school education and instruction must not be merely
mechanical. They must be founded upon fixed principles people imagine indeed
that experiments in education are unnecessary and that we can judge from our
reason whether things are good or bad. This is a great mistake and experiment
teachers uses that the result of an experiment are often entirely different
form what we expect Kegan, (1999) bitterly
complained that parents whose eyes were fixed upon the world success of their
children ignore this most important principle namely that children ought to be
educated not for men in the future.