1. Preface: Education transformed

As I was finishing this manifesto, a friend invited me to visit the Harlem Village Academies, a network of charter schools in Manhattan.

Harlem is a big place, bigger than most towns in the United States. It’s difficult to generalize about a population this big, but household incomes are less than half of what they are just a mile away, unemployment is significantly higher and many (in and out of the community) have given up hope.

A million movies have trained us about what to expect from a school in East Harlem. The school is supposed to be an underfunded processing facility, barely functioning, with bad behavior, questionable security and most of all, very little learning.

Hardly the place you’d go to discover a future of our education system.

For generations, our society has said to communities like this one, “here are some teachers (but not enough) and here is some money (but not enough) and here are our expectations (very low)… go do your best.” Few people are surprised when this plan doesn’t work.

Over the last ten years, I’ve written more than a dozen books about how our society is being fundamentally changed by the impact of the internet and the connection economy. Mostly I’ve tried to point out to people that the very things we assumed to be baseline truths were in fact fairly recent inventions and unlikely to last much longer. I’ve argued that mass marketing, mass brands, mass communication, top-down media and the TV-industrial complex weren’t the pillars of our future that many were trained to expect. It’s often difficult to see that when you’re in the middle of it.

In this manifesto, I’m going to argue that top-down industrialized schooling is just as threatened, and for very good reasons. Scarcity of access is destroyed by the connection economy, at the very same time the skills and attitudes we need from our graduates are changing.

While the internet has allowed many of these changes to happen, you won’t see much of the web at the Harlem Village Academy school I visited, and not so much of it in this manifesto, either. The HVA is simply about people and the way they should be treated. It’s about abandoning a top-down industrial approach to processing students and embracing a very human, very personal and very powerful series of tools to produce a new generation of leaders.

There are literally thousands of ways to accomplish the result that Deborah Kenny and her team at HVA have accomplished. The method doesn’t matter to me, the outcome does. What I saw that day were students leaning forward in their seats, choosing to pay attention. I saw teachers engaged because they chose to as well, because they were thrilled at the privilege of teaching kids who wanted to be taught.

The two advantages most successful schools have are plenty of money and a pre-selected, motivated student body. It’s worth highlighting that the HVA doesn’t get to choose its students, they are randomly assigned by lottery. And the HVA receives less funding per student than the typical public school in New York. HVA works because they have figured out how to create a workplace culture that attracts the most talented teachers, fosters a culture of ownership, freedom and accountability, and then relentlessly transfers this passion to their students.

Maestro Ben Zander talks about the transformation that happens when a kid actually learns to love music. For one year, two years, even three years, the kid trudges along. He hits every pulse, pounds every note and sweats the whole thing out.

Then he quits.

Except a few. The few with passion. The few who care.

Those kids lean forward and begin to play. They play as if they care, because they do. And as they lean forward, as they connect, they lift themselves off the piano seat, suddenly becoming, as Ben calls them, one-buttock players.

Playing as if it matters.

Colleges are fighting to recruit the kids who graduate from Deborah’s school and I have no doubt that we’ll soon be hearing of the leadership and contribution of the HVA alumni—one-buttock players who care about learning and giving. Because it matters.

2. A few notes about this manifesto

I’ve numbered the sections because it’s entirely possible you’ll be reading it with a different layout than others will. The numbers make it easy to argue about particular sections.

It’s written as a series of essays or blog posts, partly because that’s how I write now, and partly because I’m hoping that one or more of them will spur you to share or rewrite or criticize a point I’m making. One side effect is that there’s some redundancy. I hope you can forgive me for that. I won’t mind if you skip around.

This isn’t a prescription. It’s not a manual. It’s a series of provocations, ones that might resonate and that I hope will provoke conversation.

None of this writing is worth the effort if the ideas aren’t shared. Feel free to email or reprint this manifesto, but please don’t change it or charge for it. If you’d like to tweet, the hashtag is #stopstealingdreams. You can find a page for comments at http://www.stopstealingdreams.com

Most of all, go do something. Write your own manifesto. Send this one to the teachers at your kid’s school. Ask hard questions at a board meeting. Start your own school. Post a video lecture or two. But don’t settle.

Thanks for reading and sharing.

3. Back to (the wrong) school

A hundred and fifty years ago, adults were incensed about child labor. Low-wage kids were taking jobs away from hard-working adults.

Sure, there was some moral outrage about seven-year-olds losing fingers and being abused at work, but the economic rationale was paramount. Factory owners insisted that losing child workers would be catastrophic to their industries and fought hard to keep the kids at work—they said they couldn’t afford to hire adults. It wasn’t until 1918 that nationwide compulsory education was in place.

Part of the rationale used to sell this major transformation to industrialists was the idea that educated kids would actually become more compliant and productive workers. Our current system of teaching kids to sit in straight rows and obey instructions isn’t a coincidence—it was an investment in our economic future. The plan: trade short-term child-labor wages for longer-term productivity by giving kids a head start in doing what they’re told.

Large-scale education was not developed to motivate kids or to create scholars. It was invented to churn out adults who worked well within the system. Scale was more important than quality, just as it was for most industrialists.

Of course, it worked. Several generations of productive, fully employed workers followed. But now?

Nobel prize–winning economist Michael Spence makes this really clear: there are tradable jobs (doing things that could be done somewhere else, like building cars, designing chairs, and answering the phone) and non-tradable jobs (like mowing the lawn or cooking burgers). Is there any question that the first kind of job is worth keeping in our economy?

Alas, Spence reports that from 1990 to 2008, the U.S. economy added only 600,000 tradable jobs.

If you do a job where someone tells you exactly what to do, he will find someone cheaper than you to do it. And yet our schools are churning out kids who are stuck looking for jobs where the boss tells them exactly what to do.

Do you see the disconnect here? Every year, we churn out millions of workers who are trained to do 1925-style labor.

The bargain (take kids out of work so we can teach them to become better factory workers as adults) has set us on a race to the bottom. Some people argue that we ought to become the cheaper, easier country for sourcing cheap, compliant workers who do what they’re told. Even if we could win that race, we’d lose. The bottom is not a good place to be, even if you’re capable of getting there.

As we get ready for the ninety-third year of universal public education, here’s the question every parent and taxpayer needs to wrestle with: Are we going to applaud, push, or even permit our schools (including most of the private ones) to continue the safe but ultimately doomed strategy of churning out predictable, testable, and mediocre factory workers?

As long as we embrace (or even accept) standardized testing, fear of science, little attempt at teaching leadership, and most of all, the bureaucratic imperative to turn education into a factory itself, we’re in big trouble.

The post-industrial revolution is here. Do you care enough to teach your kids to take advantage of it?

4. What is school for?

It seems a question so obvious that it’s hardly worth asking. And yet there are many possible answers. Here are a few (I’m talking about public or widespread private education here, grade K through college):

To create a society that’s culturally coordinated.

To further science and knowledge and pursue information for its own sake.

To enhance civilization while giving people the tools to make informed decisions.

To train people to become productive workers.

Over the last three generations, the amount of school we’ve delivered to the public has gone way up—more people are spending more hours being schooled than ever before. And the cost of that schooling is going up even faster, with trillions of dollars being spent on delivering school on a massive scale.

Until recently, school did a fabulous job on just one of these four societal goals. First, the other three:

A culturally coordinated society: School isn’t nearly as good at this as television is. There’s a huge gulf between the cultural experience in an under-funded, overcrowded city school and the cultural experience in a well-funded school in the suburbs. There’s a significant cultural distinction between a high school drop-out and a Yale graduate. There are significant chasms in something as simple as whether you think the scientific method is useful—where you went to school says a lot about what you were taught. If school’s goal is to create a foundation for a common culture, it hasn’t delivered at nearly the level it is capable of.

The pursuit of knowledge for its own sake: We spend a fortune teaching trigonometry to kids who don’t understand it, won’t use it, and will spend no more of their lives studying math. We invest thousands of hours exposing millions of students to fiction and literature, but end up training most of them to never again read for fun (one study found that 58 percent of all Americans never read for pleasure after they graduate from school). As soon as we associate reading a book with taking a test, we’ve missed the point.

We continually raise the bar on what it means to be a college professor, but churn out Ph.D.s who don’t actually teach and aren’t particularly productive at research, either. We teach facts, but the amount of knowledge truly absorbed is miniscule.

The tools to make smart decisions: Even though just about everyone in the West has been through years of compulsory schooling, we see ever more belief in unfounded theories, bad financial decisions, and poor community and family planning. People’s connection with science and the arts is tenuous at best, and the financial acumen of the typical consumer is pitiful. If the goal was to raise the standards for rational thought, skeptical investigation, and useful decision making, we’ve failed for most of our citizens.

No, I think it’s clear that school was designed with a particular function in mind, and it’s one that school has delivered on for a hundred years.

Our grandfathers and great-grandfathers built school to train people to have a lifetime of productive labor as part of the industrialized economy. And it worked.

All the rest is a byproduct, a side effect (sometimes a happy one) of the schooling system that we built to train the workforce we needed for the industrialized economy.

5. Column A and Column B

Aware
Caring
Committed
Creative
Goal-setting
Honest
Improvising
Incisive
Independent
Informed
Initiating
Innovating
Insightful
Leading
Strategic
Supportive ——————————————- >

or

Obedient

Which column do you pick? Whom do you want to work for or work next to? Whom do you want to hire? Which doctor do you want to treat you? Whom do you want to live with?

Last question: If you were organizing a trillion-dollar, sixteen-year indoctrination program to turn out the next generation of our society, which column would you build it around?

This is more of a rant than a book. It’s written for teenagers, their parents, and their teachers. It’s written for bosses and for those who work for those bosses. And it’s written for anyone who has paid taxes, gone to a school board meeting, applied to college, or voted.

6. Changing what we get, because we’ve changed what we need

If school’s function is to create the workers we need to fuel our economy, we need to change school, because the workers we need have changed as well.

The mission used to be to create homogenized, obedient, satisfied workers and pliant, eager consumers.

No longer.

Changing school doesn’t involve sharpening the pencil we’ve already got. School reform cannot succeed if it focuses on getting schools to do a better job of what we previously asked them to do. We don’t need more of what schools produce when they’re working as designed. The challenge, then, is to change the very output of the school before we start spending even more time and money improving the performance of the school.

The goal of this manifesto is to create a new set of questions and demands that parents, taxpayers, and kids can bring to the people they’ve chosen, the institution we’ve built and invested our time and money into. The goal is to change what we get when we send citizens to school.

7. Mass production desires to produce mass

That statement seems obvious, yet it surprises us that schools are oriented around the notion of uniformity. Even though the workplace and civil society demand variety, the industrialized school system works to stamp it out.

The industrialized mass nature of school goes back to the very beginning, to the common school and the normal school and the idea of universal schooling. All of which were invented at precisely the same time we were perfecting mass production and interchangeable parts and then mass marketing.

Some quick background:

The common school (now called a public school) was a brand new concept, created shortly after the Civil War. “Common” because it was for everyone, for the kids of the farmer, the kids of the potter, and the kids of the local shopkeeper. Horace Mann is generally regarded as the father of the institution, but he didn’t have to fight nearly as hard as you would imagine—because industrialists were on his side. The two biggest challenges of a newly industrial economy were finding enough compliant workers and finding enough eager customers. The common school solved both problems.

The normal school (now called a teacher’s college) was developed to indoctrinate teachers into the system of the common school, ensuring that there would be a coherent approach to the processing of students. If this sounds parallel to the notion of factories producing items in bulk, of interchangeable parts, of the notion of measurement and quality, it’s not an accident.

The world has changed, of course. It has changed into a culture fueled by a market that knows how to mass-customize, to find the edges and the weird, and to cater to what the individual demands instead of insisting on conformity.

Mass customization of school isn’t easy. Do we have any choice, though? If mass production and mass markets are falling apart, we really don’t have the right to insist that the schools we designed for a different era will function well now.

Those who worry about the nature of schools face a few choices, but it’s clear that one of them is not business as usual. One option is smaller units within schools, less industrial in outlook, with each unit creating its own varieties of leaders and citizens. The other is an organization that understands that size can be an asset, but only if the organization values customization instead of fighting it.

The current structure, which seeks low-cost uniformity that meets minimum standards, is killing our economy, our culture, and us.

8. Is school a civic enterprise?

At the heart of Horace Mann’s push for public schooling for all was a simple notion: we build a better society when our peers are educated. Democracy was pretty new, and the notion of putting that much power into the hands of the uneducated masses was frightening enough to lead to the push for universal schooling.

Being surrounded by educated people makes democracy stronger, and it benefits our entire society. In the words of John Dewey, “Democracy cannot flourish where the chief influences in selecting subject matter of instruction are utilitarian ends narrowly conceived for the masses, and, for the higher education of the few, the traditions of a specialized cultivated class. The notion that the "essentials" of elementary education are the three R's mechanically treated, is based upon ignorance of the essentials needed for realization of democratic ideals.”

It’s easy to see how this concept manifests itself. There are more doctors, scientists, enlightened businesses, and engaged teachers in a society that values education. Sure, education is expensive, but living in a world of ignorance is even more expensive.

For a long time, there was an overlap between the education that the professions rewarded and the education that we might imagine an educated person would benefit from. Tied up in both paths is the notion that memorizing large amounts of information was essential. In a world where access to data was always limited, the ability to remember what you were taught, without fresh access to all the data, was a critical success factor.

The question I’d ask every administrator and school board is, “Does the curriculum you teach now make our society stronger?”

9. Three legacies of Horace Mann

As superintendent of schools in Massachusetts, Mann basically invented the public school. Except he called it a common school, because a key goal was to involve the common man and raise the standards of the culture. Right from the start:

Building a person’s character was just as important as reading, writing and arithmetic. By instilling values such as obedience to authority, promptness in attendance, and organizing the time according to bell ringing helped students prepare for future employment.

After a self-financed trip to Prussia, he instituted the paramilitary system of education he found there, a system he wrote up and proselytized to other schools, first in the Northeast U.S. and eventually around the country.

His second legacy was the invention of the “normal school.”

Normal schools were institutes that taught high school students (usually women) the community norms and gave them instruction and power to go work for common schools as teachers, enforcing these norms across the system.

His third legacy, one with which I find no fault, was banning corporal punishment from schools. As further proof that his heart was ultimately in the right place, the man who industrialized the public schools he created left us with this admonition,

…be ashamed to die until you have won some victory for humanity.

Unfortunately, that part of his curriculum is almost never taught in school.

10. Frederick J. Kelly and your nightmares

In 1914, a professor in Kansas invented the multiple-choice test. Yes, it’s less than a hundred years old.

There was an emergency on. World War I was ramping up, hundreds of thousands of new immigrants needed to be processed and educated, and factories were hungry for workers. The government had just made two years of high school mandatory, and we needed a temporary, high-efficiency way to sort students and quickly assign them to appropriate slots.

In the words of Professor Kelly, “This is a test of lower order thinking for the lower orders.”

A few years later, as President of the University of Idaho, Kelly disowned the idea, pointing out that it was an appropriate method to test only a tiny portion of what is actually taught and should be abandoned. The industrialists and the mass educators revolted and he was fired.

The SAT, the single most important filtering device used to measure the effect of school on each individual, is based (almost without change) on Kelly’s lower-order thinking test. Still.

The reason is simple. Not because it works. No, we do it because it’s the easy and efficient way to keep the mass production of students moving forward.

11. To efficiently run a school, amplify fear (and destroy passion)

School’s industrial, scaled-up, measurable structure means that fear must be used to keep the masses in line. There’s no other way to get hundreds or thousands of kids to comply, to process that many bodies, en masse, without simultaneous coordination.

And the flip side of this fear and conformity must be that passion will be destroyed. There’s no room for someone who wants to go faster, or someone who wants to do something else, or someone who cares about a particular issue. Move on. Write it in your notes; there will be a test later. A multiple-choice test.

Do we need more fear?

Less passion?

12. Is it possible to teach attitudes?

The notion that an organization could teach anything at all is a relatively new one.

Traditionally, society assumed that artists, singers, artisans, writers, scientists, and alchemists would find their calling, then find a mentor, and then learn their craft. It was absurd to think that you’d take people off the street and teach them to do science or to sing, and persist at that teaching long enough for them to get excited about it.

Now that we’ve built an industrial solution to teaching in bulk, we’ve seduced ourselves into believing that the only thing that can be taught is the way to get high SAT scores.

We shouldn’t be buying this.

We can teach people to make commitments, to overcome fear, to deal transparently, to initiate, and to plan a course.

We can teach people to desire lifelong learning, to express themselves, and to innovate.

And just as important, it’s vital we acknowledge that we can unteach bravery and creativity and initiative. And that we have been doing just that.

School has become an industrialized system, working on a huge scale, that has significant byproducts, including the destruction of many of the attitudes and emotions we’d like to build our culture around.

In order to efficiently jam as much testable data into a generation of kids, we push to make those children compliant, competitive zombies.

13. Which came first, the car or the gas station?

The book publisher or the bookstore?

Culture changes to match the economy, not the other way around. The economy needed an institution that would churn out compliant workers, so we built it. Factories didn’t happen because there were schools; schools happened because there were factories.

The reason so many people grow up to look for a job is that the economy has needed people who would grow up to look for a job.

Jobs were invented before workers were invented.p>

In the post-job universe, workers aren’t really what we need more of, but schools remain focused on yesterday’s needs.

14. The wishing and dreaming problem

If you had a wish, what would it be? If a genie arrived and granted you a wish, would it be a worthwhile one?

I think our wishes change based on how we grow up, what we’re taught, whom we hang out with, and what our parents do.

Our culture has a dreaming problem. It was largely created by the current regime in schooling, and it’s getting worse.

Dreamers in school are dangerous. Dreamers can be impatient, unwilling to become well-rounded, and most of all, hard to fit into existing systems.

One more question to ask at the school board meeting: “What are you doing to fuel my kid’s dreams?”

15. “When I grow up, I want to be an astronaut assistant”

Jake Halpern did a rigorous study of high school students. The most disturbing result was this:

“When you grow up, which of the following jobs would you most like to have?”

The chief of a major company like General Motors

A Navy SEAL

A United States Senator

The president of a great university like Harvard or Yale

The personal assistant to a very famous singer or movie star

The results:

Among girls, the results were as follows: 9.5 percent chose “the chief of a major company like General Motors”; 9.8 percent chose “a Navy SEAL”; 13.6 percent chose “a United States Senator”; 23.7 percent chose “the president of a great university like Harvard or Yale”; and 43.4 percent chose “the personal assistant to a very famous singer or movie star.”

Notice that these kids were okay with not actually being famous—they were happy to be the assistant of someone who lived that fairy tale lifestyle.

Is this the best we can do? Have we created a trillion-dollar, multimillion-student, sixteen-year schooling cycle to take our best and our brightest and snuff out their dreams—sometimes when they’re so nascent that they haven’t even been articulated? Is the product of our massive schooling industry an endless legion of assistants?

The century of dream-snuffing has to end. We’re facing a significant emergency, one that’s not just economic but cultural as well. The time to act is right now, and the person to do it is you.

16. School is expensive

It’s also not very good at doing what we need it to do. We’re not going to be able to make it much cheaper, so let’s figure out how to make it a lot better.

Not better at what it already does. Better at educating people to do what needs to be done.

Do you need a competent call-center employee? School is good at creating them, but it’s awfully expensive. Do we really need more compliant phone operators, and at such a high cost?

Given the time and money being invested, what I want to know, what every parent and every taxpayer and every student should want to know, is: Is this the right plan? Is this the best way to produce the culture and economy we say we want?

What is school for?

If you’re not asking that, you’re wasting time and money.

Here’s a hint: learning is not done to you. Learning is something you choose to do.

17. Reinventing school

If the new goal of school is to create something different from what we have now, and if new technologies and new connections are changing the way school can deliver its lessons, it’s time for a change.

Here are a dozen ways school can be rethought:

Homework during the day, lectures at night

Open book, open note, all the time

Access to any course, anywhere in the world

Precise, focused instruction instead of mass, generalized instruction

The end of multiple-choice exams

Experience instead of test scores as a measure of achievement

The end of compliance as an outcome

Cooperation instead of isolation

Amplification of outlying students, teachers, and ideas

Transformation of the role of the teacher

Lifelong learning, earlier work

Death of the nearly famous college

It’s easier than ever to open a school, to bring new technology into school, and to change how we teach. But if all we do with these tools is teach compliance and consumption, that’s all we’re going to get. School can and must do more than train the factory workers of tomorrow.

18. Fast, flexible, and focused

It’s clear that the economy has changed. What we want and expect from our best citizens has changed. Not only in what we do when we go to our jobs, but also in the doors that have been opened for people who want to make an impact on our culture.

At the very same time, the acquisition of knowledge has been forever transformed by the Internet. Often overlooked in the rush to waste time at Facebook and YouTube is the fact that the Internet is the most efficient and powerful information delivery system ever developed.

The change in the economy and the delivery of information online combine to amplify the speed of change. These rapid cycles are overwhelming the ability of the industrialized system of education to keep up.

As a result, the education-industrial system, the one that worked very well in creating a century’s worth of factory workers, lawyers, nurses, and soldiers, is now obsolete.

We can prop it up or we can fix it.

I don’t think it’s practical to say, “We want what we’ve been getting, but cheaper and better.” That’s not going to happen, and I’m not sure we want it to, anyway.

We need school to produce something different, and the only way for that to happen is for us to ask new questions and make new demands on every element of the educational system we’ve built. Whenever teachers, administrators, or board members respond with an answer that refers to a world before the rules changed, they must stop and start their answer again.

No, we do not need you to create compliance.

No, we do not need you to cause memorization.

And no, we do not need you to teach students to embrace the status quo.

Anything a school does to advance those three agenda items is not just a waste of money, but actually works against what we do need. The real shortage we face is dreams, and the wherewithal and the will to make them come true.

No tweaks. A revolution.

19. Dreams are difficult to build and easy to destroy

By their nature, dreams are evanescent. They flicker long before they shine brightly. And when they’re flickering, it’s not particularly difficult for a parent or a teacher or a gang of peers to snuff them out.

Creating dreams is more difficult. They’re often related to where we grow up, who our parents are, and whether or not the right person enters our life.

Settling for the not-particularly uplifting dream of a boring, steady job isn’t helpful. Dreaming of being picked—picked to be on TV or picked to play on a team or picked to be lucky—isn’t helpful either. We waste our time and the time of our students when we set them up with pipe dreams that don’t empower them to adapt (or better yet, lead) when the world doesn’t work out as they hope.

The dreams we need are self-reliant dreams. We need dreams based not on what is but on what might be. We need students who can learn how to learn, who can discover how to push themselves and are generous enough and honest enough to engage with the outside world to make those dreams happen.

I think we’re doing a great job of destroying dreams at the very same time the dreams we do hold onto aren’t nearly bold enough.

20. Life in the post-institutional future

In Civilization, his breakthrough book about the ascent (and fall) of Western civilization, Niall Ferguson makes the case that four hundred years of Western dominance was primarily due to six institutions that were built over time—not great men, or accidents of weather or geography, but long-lasting, highly leveraged institutional advantages that permitted us to grow and prosper.

Competition, the scientific method, property rights, medicine, consumption, and jobs were all brand new ideas, put into place and then polished over time. The result of this infrastructure was the alignment of institutions and outputs that enabled us to live in the world we take for granted today.

The industrial age is the most obvious example. Once the template was set for productivity-enhancing, profit-creating factories, the work of millions could be coordinated and wealth would be created.

The next century offers fewer new long-lasting institutions (we’re seeing both organized religion and the base of industry fading away), to be replaced instead with micro-organizations, with individual leadership, with the leveraged work of a small innovative team changing things far more than it ever would have in the past. The six foundational elements are taken for granted as we build a new economy and a new world on top of them.

Amplified by the Web and the connection revolution, human beings are no longer rewarded most for work as compliant cogs. Instead, our chaotic world is open to the work of passionate individuals, intent on carving their own paths.

That’s the new job of school. Not to hand a map to those willing to follow it, but to inculcate leadership and restlessness into a new generation.

21. Two bumper stickers

The first one is sad, selfish, and infuriating. I often see it on late-model, expensive cars near my town. It says, “Cut School Taxes.”

These drivers/voters/taxpayers have given up on the schools, or they have kids who have graduated, and/or they’re being selfish. None of these points of view fill me with optimism about our future.

The other bumper sticker is the one I never see. It says, “Make School Different.”

I think if we followed the advice of the second, non-existent bumper sticker, we might be onto something.

School belongs to parents and their kids, the ones who are paying for it, the ones it was designed for. It belongs to the community, too, the adults who are going to be living and working beside the graduates the school churns out.

Too often, all these constituents are told to treat school like an autonomous organism, a pre-programmed automaton, too big to change and too important to mess with.

Well, the world changed first. Now it’s time for school to follow along.

22. The connection revolution is upon us

It sells the moment short to call this the Internet revolution. In fact, the era that marks the end of the industrial age and the beginning of something new is ultimately about connection.

The industrial revolution wasn’t about inventing manufacturing, it was about amplifying it to the point where it changed everything. And the connection revolution doesn’t invent connection, of course, but it amplifies it to become the dominant force in our economy.

Connecting people to one another.

Connecting seekers to data.

Connecting businesses to each other.

Connecting tribes of similarly minded individuals into larger, more effective organizations.

Connecting machines to each other and creating value as a result.

In the connection revolution, value is not created by increasing the productivity of those manufacturing a good or a service. Value is created by connecting buyers to sellers, producers to consumers, and the passionate to each other.

This meta-level of value creation is hard to embrace if you’re used to measuring sales per square foot or units produced per hour. In fact, though, connection leads to an extraordinary boost in productivity, efficiency, and impact.

In the connected world, reputation is worth more than test scores. Access to data means that data isn’t the valuable part; the processing is what matters. Most of all, the connected world rewards those with an uncontrollable itch to make and lead and matter.

In the pre-connected world, information was scarce, and hoarding it was smart. Information needed to be processed in isolation, by individuals. After school, you were on your own.

In the connected world, all of that scarcity is replaced by abundance—an abundance of information, networks, and interactions.

23. And yet we isolate students instead of connecting them

Virtually every academic activity in school is done solo. Homework. Exams. Writing. The lectures might take place in a crowded room, but they too are primarily one-way.

How is this focus on the isolated individual going to match up with what actually happens in every field of endeavor? No competent doctor says, “I don’t know what to do, I’ll figure it out myself.” No academic researcher or steelworker or pilot works in complete isolation.

Group projects are the exception in school, but they should be the norm. Figuring out how to leverage the power of the group—whether it is students in the same room or a quick connection to a graphic designer across the sea in Wales—is at the heart of how we are productive today.

24. If education is the question, then teachers are the answer

Walking through the Harlem Village Academy, the first thing most people notice is the noise. There isn’t any.

Please understand: it’s not quiet like a morgue or a library. There are the sounds of engaged students and of motivated teachers, but there’s no chaos. The chaos we’ve been trained to associate with an inner-city school is totally missing.

If the casual visitor walks away thinking that Dr. Kenny’s secret is that she has figured out how to get eleven-year old kids to become obedient, he will have missed 95% of what makes this school work.

On the first day, she tells the student body, “we are strict because we love you.” And she means it. Most schools are strict because that’s their job, or strict because it makes their lives easier. The revolutionary element of HVA isn’t the strictness. It’s the love.

Beginning with the foundation of a respectful (and respected) student body, Deborah Kenny has added something exciting: she lets the teachers teach.

This isn’t a factory designed to churn out education at the highest speed for the lowest cost. No, this is handmade education. Teachers don’t teach to the test. Teachers don’t even teach to the pre-approved standardized curriculum. At HVA, teachers who care teach students who care.

Simple.

Is it any surprise that this is revolutionary?

25. What if we told students the truth?

Transparency in the traditional school might destroy it. If we told the truth about the irrelevance of various courses, about the relative quality of some teachers, about the power of choice and free speech—could the school as we know it survive?

What happens when the connection revolution collides with the school?

Unlike just about every other institution and product line in our economy, transparency is missing from education. Students are lied to and so are parents. At some point, teenagers realize that most of school is a game, but the system never acknowledges it. In search of power, control and independence, administrators hide information from teachers, and vice versa.

Because school was invented to control students and give power to the state, it’s not surprising that the relationships are fraught with mistrust.

The very texture of the traditional school matches the organization and culture of the industrial economy. The bottom of the pyramid stores the students, with teachers (middle managers) following instructions from their bosses.

As in the traditional industrial organization, the folks at the bottom of the school are ignored, mistreated, and lied to. They are kept in the dark about anything outside of what they need to know to do their job (being a student), and put to work to satisfy the needs of the people in charge. Us and them.

The connection economy destroys the illusion of control. Students have the ability to find out which colleges are a good value, which courses make no sense, and how people in the real world are actually making a living. They have the ability to easily do outside research, even in fifth grade, and to discover that the teacher (or her textbook) is just plain wrong.

When students can take entire courses outside of the traditional school, how does the school prevent that? When passionate students can start their own political movements, profitable companies, or worthwhile community projects without the aegis of a school, how are obedience and fealty enforced?

It’s impossible to lie and manipulate when you have no power.

26. School as a contract of adhesion

Friedrich Kessler, writing in 1943 in the Columbia Law Review, articulated a new kind of contract, one for the industrial age. Rather than being individually negotiated with each party, a contract of adhesion is a take-it-or-leave-it mass deal.

The industrialist says, use this car or this software or this telephone, and merely by using it, you are agreeing to our terms and conditions. With a hat tip to Doc Searls (tk link), here’s what Kessler wrote:

The development of large scale enterprise with its mass production and mass distribution made a new type of contract inevitable—the standardized mass contract. A standardized contract, once its contents have been formulated by a business firm, is used in every bargain dealing with the same product or service. The individuality of the parties which so frequently gave color to the old type of contract has disappeared. The stereotyped contract of today reflects the impersonality of the market.... Once the usefulness of these contracts was discovered and perfected in the transportation, insurance, and banking business, their use spread into all other fields of large scale enterprise, into international as well as national trade, and into labor relations.

School offers the same contract. Every student walking through the doors of the public school is by default entering into a contract of adhesion (and so are her guardians or parents). In Texas, the contract even includes tickets and fines for students as young as ten years old (and if they aren’t paid by the time the student is eighteen, he goes to jail).

Beyond the draconian, barbaric frontier schooling techniques in Texas, though, we see a consistent thread running through most of what goes on in school. The subtext is clear: “Hey, there are a lot of kids in this building. Too many kids, too many things on the agenda. My way or the highway, son.”

Precisely what a foreman would say to a troublesome employee on the assembly line. Not what a patron would say to a talented artist, though.

27. The decision

We don’t ask students to decide to participate. We assume the contract of adhesion, and relentlessly put information in front of them, with homework to do and tests to take.

Entirely skipped: commitment. Do you want to learn this? Will you decide to become good at this?

The universal truth is beyond question—the only people who excel are those who have decided to do so. Great doctors or speakers or skiers or writers or musicians are great because somewhere along the way, they made the choice.

Why have we completely denied the importance of this choice?

28. Exploiting the instinct to hide

Human beings have, like all animals, a great ability to hide from the things they fear.

In the name of comportment and compliance and the processing of millions, school uses that instinct to its advantage. At the heart of the industrial system is power—the power of bosses over workers, the power of buyers over suppliers, and the power of marketers over consumers.

Given the assignment of indoctrinating a thousand kids at a time, the embattled school administrator reaches for the most effective tool available. Given that the assigned output of school is compliant citizens, the shortcut for achieving this output was fear.

The amygdala, sometimes called the lizard brain, is the fear center of the brain. It is on high alert during moments of stress. It is afraid of snakes. It causes our heart to race during a scary movie and our eyes to avoid direct contact with someone in authority.

The shortcut to compliance, then, isn’t to reason with someone, to outline the options, and to sell a solution. No, the shortcut is to induce fear, to activate the amygdala. Do this or we’ll laugh at you, expel you, tell your parents, make you sit in the corner. Do this or you will get a bad grade, be suspended, never amount to anything. Do this or you are in trouble.

Once the fear transaction is made clear, it can get ever more subtle. A fearsome teacher might need no more than a glance to quiet down his classroom.

But that’s not enough for the industrial school. It goes further than merely ensuring classroom comportment. Fear is used to ensure that no one stretches too far, questions the status quo, or makes a ruckus. Fear is reinforced in career planning, in academics, and even in interpersonal interactions. Fear lives in the guidance office, too.

The message is simple: better fit in or you won’t get into a good school. If you get into a good school and do what they say, you’ll get a good job, and you’ll be fine. But if you don’t—it’ll go on your permanent record.

Years ago, five friends and a I were put in charge of a 150 rowdy fifth-graders for a long weekend up in Canada. It was almost impossible to be heard over the din—until I stumbled onto the solution. All we had to say was, “points will be deducted,” and compliance appeared. There weren’t any points and there wasn’t any prize, but merely the threat of lost points was sufficient.

Instead of creating a social marketplace where people engage and grow, school is a maelstrom, a whirlpool that pushes for sameness and dumbs down the individual while it attempts to raise the average.

29. The other side of fear is passion

There really are only two tools available to the educator. The easy one is fear. Fear is easy to awake, easy to maintain, but ultimately toxic.

The other tool is passion. A kid in love with dinosaurs or baseball or earth science is going to learn it on her own. She’s going to push hard for ever more information, and better still, master the thinking behind it.

Passion can overcome fear—the fear of losing, of failing, of being ridiculed.

The problem is that individual passion is hard to scale—hard to fit into the industrial model. It’s not reliably ignited. It’s certainly harder to create for large masses of people. Sure, it’s easy to get a convention center filled with delegates to chant for a candidate, and easier still to engage the masses at Wembley Stadium, but the passion that fuels dreams and creates change must come from the individual, not from a demigod.

30. The industrial age pervaded all of our culture

There has been no bigger change in ten thousand years of recorded human history than the overwhelming transformation of society and commerce and health and civilization that was enabled (or caused) by industrialization.

We’re so surrounded by it that it seems normal and permanent and preordained, but we need to lay it out in stark relief to see how it has created the world we live in.

In just a few generations, society went from agrarian and distributed to corporatized and centralized. In order to overhaul the planet, a bunch of things had to work in concert:

Infrastructure changes, including paving the earth, laying pipe, building cities, wiring countries for communication, etc.

Government changes, which meant permitting corporations to engage with the king, to lobby, and to receive the benefits of infrastructure and policy investments. “Corporations are people, friend.”

Education changes, including universal literacy, an expectation of widespread commerce, and most of all, the practice of instilling the instinct to obey civil (as opposed to government) authority.

None of this could have happened if there had been widespread objections from individuals. It turns out, though, that it was relatively easy to enforce and then teach corporate and educational obedience. It turns out that industrializing the schooling of billions of people was a natural fit, a process that quickly turned into a virtuous cycle: obedient students were turned into obedient teachers, who were then able to create even more obedient students. We’re wired for this stuff.

The system churned out productivity and money from the start. This result encouraged all the parties involved to amplify what they were doing—more lobbying, more infrastructure, more obedience. It took only a hundred and fifty years, but the industrial age remade the entire population of the planet, from Detroit to Kibera.

The cornerstone of the entire process was how well the notion of obedience fit into the need for education. We needed educated workers, and teaching them to be obedient helped us educate them. And we needed obedient workers, and the work of educating them reinforced the desired behavior.

As the industrial age peters out, as the growth fades away, the challenge is this: training creative, independent, and innovative artists is new to us. We can’t use the old tools, because resorting to obedience to teach passion just isn’t going to work. Our instinct, the easy go-to tool of activating the amygdala, isn’t going to work this time.

31. Doubt and certainty

The industrial structure of school demands that we teach things for certain. Testable things. Things beyond question. After all, if topics are open to challenge, who will challenge them? Our students. But students aren’t there to challenge—they are there to be indoctrinated, to accept and obey.

Our new civic and scientific and professional life, though, is all about doubt. About questioning the status quo, questioning marketing or political claims, and most of all, questioning what’s next.

The obligation of the new school is to teach reasonable doubt. Not the unreasonable doubt of the wild-eyed heckler, but the evidence-based doubt of the questioning scientist and the reason-based doubt of the skilled debater.

Industrial settings don’t leave a lot of room for doubt. The worker on the assembly line isn’t supposed to question the design of the car. The clerk at the insurance agency isn’t supposed to suggest improvements in the accounts being pitched.

In the post-industrial age, though, the good jobs and the real progress belong only to those with the confidence and the background to use the scientific method to question authority and to re-imagine a better reality.

32. Does push-pin equal poetry?

Philosopher Jeremy Bentham argued that if two kids playing hopscotch or push-pin* are gaining as much joy and pleasure as someone reading poetry, they have enjoyed as much utility.

John Stuart Mill took a different approach. He argued, “it is better to be a human being dissatisfied than a pig satisfied; better to be Socrates dissatisfied than a fool satisfied. And if the fool, or the pig, are of a different opinion, it is because they only know their own side of the question.”

I’m with Mill on this one. One of the things that school is for is to teach our children to understand and relish the idea of intellectualism, to develop into something more than a purpose-driven tool for the industrial state.

Fortunately for my side of the argument, the economy is now reinforcing this notion. Simple skills and cheap pleasures (bread and circuses) worked for a long time, but they no longer scale to quiet the masses. The basic skills aren’t enough to support the circuses that we’ve been sold.

The fork in this road is ever more pronounced because there’s now so much more to choose from. A citizen can spend his spare time getting smarter, more motivated, and more involved, or he can tune out, drop out, and entertain himself into a stupor. The same devices deliver either or both from the online ether—and the choice that people make is one that’s going to develop early, based on the expectations of our teachers and the standards of our peers.

We can teach kids to engage in poetry, to write poetry, and to demand poetry—or we can take a shortcut and settle for push-pin, YouTube, and LOLcats.

*Push-pin was a truly inane game in which kids would stick pins in a cloth or a hat brim and wrestle to knock one over. A little like Angry Birds, but without batteries.

33. Who will teach bravery?

The essence of the connection revolution is that it rewards those who connect, stand out, and take what feels like a chance.

Can risk-taking be taught? Of course it can. It gets taught by mentors, by parents, by great music teachers, and by life.

Why isn’t it being taught every day at that place we send our kids to?

Bravery in school is punished, not rewarded. The entire institution is organized around avoiding individual brave acts, and again and again we hear from those who have made a difference, telling us that they became brave despite school, not because of it.

Harvard Business School turns out management consultants in far greater numbers than it develops successful bootstrapping entrepreneurs. Ralph Lauren, David Geffen and Ted Turner all dropped out of college because they felt the real challenges lay elsewhere.

34. Responsibility

The Sudbury Valley School was founded during the hippie generation, and has survived and thrived as an independent school for forty years. From their introductory handbook:

The way we saw it, responsibility means that each person has to carry the ball for himself. You, and you alone, must make your decisions, and you must live with them. No one should be thinking for you, and no one should be protecting you from the consequences of your actions. This, we felt, is essential if you want to be independent, self-directed, and the master of your own destiny.

While this is easy to dismiss as hype or pabulum, what if it’s true? What if you actually built a school from the ground up with this as its core idea, not just window dressing? This is precisely what they did.

Students ask for teachers when they wish. They play soccer if they choose. They take responsibility for everything they do and learn, from the age of six. And it works.

If a school is seen as a place for encouragement and truth-telling, a place where students go to find their passion and then achieve their goals, it is not a school we would generally recognize, because our schools do none of this.

35. Off the hook: Denying opportunities for greatness

Greatness is frightening. With it comes responsibility.

If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook.

And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone.

If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault.

That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. “I did what they told me to do and now I’m stuck and it’s not my fault.”

What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next.

Because the industrial education system makes it so clear when someone has stepped from the well-lit path, it highlights those who leave it, making it pretty easy to find those willing to speak up and connect and lead. They’re noticeable at first primarily for the fact that they refuse to be sheep.

Rebecca Chapman, literary editor of a new online journal called The New Inquiry, was quoted in the New York Times. “My whole life, I had been doing everything everybody told me. I went to the right school. I got really good grades. I got all the internships. Then, I couldn’t do anything.”

The only surprising thing about this statement is that some consider it surprising.

Rebecca trained to be competent, excelling at completing the tasks set in front of her. She spent more than sixteen years at the top of the system, at the best schools, with the best resources, doing what she was told to do.

Unfortunately, no one is willing to pay her to do tasks. Without a defined agenda, it’s difficult for her to find the gig she was trained for.

Too many competent workers, not enough tasks.

Peter Thiel made headlines when he offered to pay students not to attend college—to start something instead. The reason this program works, though, has nothing to do with avoiding college and everything to do with attracting those bold enough to put themselves on the hook. Education isn’t a problem until it serves as a buffer from the world and a refuge from the risk of failure.

36. Instead of amplifying dreams, school destroys them

Every day, beginning the first day and continuing until the last day, our teachers and our administrators and yes, most parents, seeking to do the right thing, end up doing the wrong one.

We mean well.

We let our kids down easy.

We tell ourselves that we are realistic.

We demand that students have a trade to fall back on, an assembly-line job available just in case the silly dreams don’t come true. And then, fearing heartbreak, we push them to bury the dream and focus on just the job.

The job with a boss and an office and air conditioning and a map of what to do next. A job with security and co-workers and instructions and deniability.

And when the job doesn’t come?

When all the dues are paid and for nothing?

Ouch.

37. The curse of the hourly wage

Fredrick Taylor is responsible for much of what you see when you look around. As the father of Scientific Management, he put the fine points on Henry Ford’s model of mass production and was the articulate voice behind the staffing of the assembly line and the growth of the industrial age.

Armed with a stopwatch, Taylor measured everything. He came to two conclusions:

Interchangeable workers were essential to efficient manufacturing. You can’t shut down the line just because one person doesn’t show up for work. The bigger the pool of qualified labor, the easier it is to find cheap, compliant workers who will follow your instructions.

People working alone (in parallel) are far more efficient than teams. Break every industrial process down into the smallest number of parts and give an individual the same thing to do again and again, alone, and measure his output.

One outgrowth of this analysis is that hourly workers are fundamentally different from salaried ones. If you are paid by the hour, the organization is saying to you, “I can buy your time an hour at a time, and replace you at any time.” Hourly workers were segregated, covered by different labor laws, and rarely if ever moved over to management.

School, no surprise, is focused on creating hourly workers, because that’s what the creators of school needed, in large numbers.

Think about the fact that school relentlessly downplays group work. It breaks tasks into the smallest possible measurable units. It does nothing to coordinate teaching across subjects. It often isolates teachers into departments. And most of all, it measures, relentlessly, at the individual level, and re-processes those who don’t meet the minimum performance standards.

Every one of those behaviors is a mirror of what happens in the factory of 1937.

Of course, business in the U.S. evolved over time to be less draconian than it was seventy years ago. Companies adopted a social contract (usually unstated). Union movements and public outcry led to the notion that if you were obedient and hardworking, your hourly gig would continue, probably until you retired, and then your pension would keep you comfortable.

In the last twenty years, though, under pressure from competition and shareholders, the hourly social contract has evaporated, and manufacturers and others that engage in factory work have gone back to a more pure form of Taylorism. No, Walmart and Target and Best Buy don’t bring “good jobs” to Brooklyn when they build a megamall. They bring hourly jobs with no advancement. How could there be? The pyramid is incredibly wide and not very tall, with thousands of hourly workers for every manager with significant decision-making ability.

Walmart has more than 2 million employees around the world, and perhaps a thousand people who set policy and do significant creative work. Most of the others are hourly employees, easily replaced with little notice.

The bottom of our economy has gone back into the past, back into alignment with what school has perfected: taking advantage of people doing piecemeal labor.

This is not the future of our economy; it is merely the last well-lit path available to students who survive the traditional indoctrination process. If we churn out more workers like this, we will merely be fighting for more of the bottom of the pyramid, more of the world market’s share of bad jobs, cheaply executed.

38. Scientific management —> Scientific schooling

There didn’t used to be one right way, one perfected method, one step-by-step approach to production.

But in the industrial age, scientific management is obvious when you think about it: record how long it takes to make something, change the way you do it, see if you can do it faster or better. Repeat.

Frederick Taylor was right—we could dramatically increase industrial productivity by measuring and systemizing the assembly line. His method become the standard for any assembly line that wanted to become more productive (and thus competitive).

Use your left hand, not your right, to pick this up. Turn up the lights. Lower the height of the counter. Process exactly six units per minute.

Scientific management changed the world as we knew it. And there’s no doubt it boosted productivity.

The rise of scientific management furthered the need for obedient and competent factory workers, individuals with enough skill and self-control to do precisely what they were told.

So it’s not a surprise that schools were enlisted to train future employees in just that—skill and self-control. Of course, it’s not self-control, really; it’s external control. The willingness (or tolerance) to accept external instruction and become compliant.

From there, from this position of wanting to manufacture compliant workers, it’s only a tiny step to scientific schooling.

Scientific schooling uses precisely the same techniques as scientific management. Measure (test) everyone. Often. Figure out which inputs are likely to create testable outputs. If an output isn’t easily testable, ignore it.

It would be a mistake to say that scientific education doesn’t work. It does work. It creates what we test.

Unfortunately, the things we desperately need (and the things that make us happy) aren’t the same things that are easy to test.

39. Where did the good jobs go?

Hint: The old ones, the ones we imagine when we think about the placement office and the pension—the ones that school prepared us for—they’re gone.

In 1960, the top ten employers in the U.S. were: GM, AT&T, Ford, GE, U.S. Steel, Sears, A&P, Esso, Bethlehem Steel, and IT&T. Eight of these (not so much Sears and A&P) offered substantial pay and a long-term career to hard-working people who actually made something. It was easy to see how the promises of advancement and a social contract could be kept, particularly for the “good student” who had demonstrated an ability and willingness to be part of the system.

Today, the top ten employers are: Walmart, Kelly Services, IBM, UPS, McDonald’s, Yum (Taco Bell, KFC, et al), Target, Kroger, HP, and The Home Depot. Of these, only two (two!) offer a path similar to the one that the vast majority of major companies offered fifty years ago.

Burger flippers of the world, unite.

Here’s the alternative: what happens when there are fifty companies like Apple? What happens when there is an explosion in the number of new power technologies, new connection mechanisms, new medical approaches? The good jobs of the future aren’t going to involve working for giant companies on an assembly line. They all require individuals willing to chart their own path, whether or not they work for someone else.

The jobs of the future are in two categories: the downtrodden assemblers of cheap mass goods and the respected creators of the unexpected.

The increasing gap between those racing to the bottom and those working toward the top is going to make the 99 percent divide seem like nostalgia.

Virtually every company that isn’t forced to be local is shifting gears so it doesn’t have to be local. Which means that the call center and the packing center and the data center and the assembly line are quickly moving to places where there are cheaper workers. And more compliant workers.

Is that going to be you or your kids or the students in your town?

The other route—the road to the top—is for the few who figure out how to be linchpins and artists. People who are hired because they’re totally worth it, because they offer insight and creativity and innovation that just can’t be found easily. Scarce skills combined with even scarcer attitudes almost always lead to low unemployment and high wages.

An artist is someone who brings new thinking and generosity to his work, who does human work that changes another for the better. An artist invents a new kind of insurance policy, diagnoses a disease that someone else might have missed, or envisions a future that’s not here yet.

And a linchpin is the worker we can’t live without, the one we’d miss if she was gone. The linchpin brings enough gravity, energy, and forward motion to work that she makes things happen.

Sadly, most artists and most linchpins learn their skills and attitudes despite school, not because of it.

The future of our economy lies with the impatient. The linchpins and the artists and the scientists who will refuse to wait to be hired and will take things into their own hands, building their own value, producing outputs others will gladly pay for. Either they’ll do that on their own or someone will hire them and give them a platform to do it.

The only way out is going to be mapped by those able to dream.

40. What they teach at FIRST

The largest robotics competition in the world organizes hundreds of thousands of kids into a nationwide competition to build fighting robots and other technical fun.

Last year, more than 300,000 students participated, surrounded by their peers and the 50,000 mentors and coaches who make the program possible. A recent university study of past participants found that FIRST participants in college were:

More than three times as likely to major specifically in engineering.

Roughly ten times as likely to have had an apprenticeship, internship, or co-op job in their freshman year.

Significantly more likely to achieve a post-graduate degree.

More than twice as likely to pursue a career in science and technology.

Nearly four times as likely to pursue a career specifically in engineering.

More than twice as likely to volunteer in their communities.

When you dream about building the best robot in the competition, you’ll find a way to get a lot done, and you’ll do it in a team. When you dream of making an impact, obstacles are a lot easier to overcome.

The magic of FIRST has nothing to do with teaching what a capacitor does, and everything to do with teamwork, dreams, and most of all, expectations. FIRST is a movement for communicating and encouraging passion.

41. Judgment, skill, and attitude

Those are the new replacements for obedience.

We sometimes (rarely) teach skill, but when it comes to judgment and attitude, we say to kids and their parents: you’re on your own.

Here’s what I want to explore: Can we teach people to care?

I know that we can teach them not to care; that’s pretty easy. But given the massive technological and economic changes we’re living through, do we have the opportunity to teach productive and effective caring? Can we teach kids to care enough about their dreams that they’ll care enough to develop the judgment, skill, and attitude to make them come true?

42. Can you teach Indian food?

It’s not easy to find young Anglo kids in Cleveland or Topeka who crave Tandoori chicken or Shrimp Vindaloo. And yet kids with almost the same DNA in Mumbai eat the stuff every day. It’s clearly not about genetics.

Perhaps households there approach the issue of food the way school teaches a new topic. First, kids are taught the history of Indian food, then they are instructed to memorize a number of recipes, and then there are tests. At some point, the pedagogy leads to a love of the food.

Of course not.

People around the world eat what they eat because of community standards and the way culture is inculcated into what they do. Expectations matter a great deal. When you have no real choice but to grow up doing something or eating something or singing something, then you do it.

If culture is sufficient to establish what we eat and how we speak and ten thousand other societal norms, why isn’t it able to teach us goal setting and passion and curiosity and the ability to persuade?

It can.

43. How not to teach someone to be a baseball fan

Teach the history of baseball, beginning with Abner Doubleday and the impact of cricket and imperialism. Have a test.

Starting with the Negro leagues and the early barnstorming teams, assign students to memorize facts and figures about each player. Have a test.

Rank the class on who did well on the first two tests, and allow these students to memorize even more statistics about baseball players. Make sure to give equal time to players in Japan and the Dominican Republic. Send the students who didn’t do as well to spend time with a lesser teacher, but assign them similar work, just over a longer time frame. Have a test.

Sometime in the future, do a field trip and go to a baseball game. Make sure no one has a good time.

If there’s time, let kids throw a baseball around during recess.

Obviously, there are plenty of kids (and adults) who know far more about baseball than anyone could imagine knowing. And none of them learned it this way.

The industrialized, scalable, testable solution is almost never the best way to generate exceptional learning.

44. Defining the role of a teacher

It used to be simple: the teacher was the cop, the lecturer, the source of answers, and the gatekeeper to resources. All rolled into one.

A teacher might be the person who is capable of delivering information. A teacher can be your best source of finding out how to do something or why something works.

A teacher can also serve to create a social contract or environment where people will change their posture, do their best work, and stretch in new directions. We’ve all been in environments where competition, social status, or the direct connection with another human being has changed us.

The Internet is making the role of content gatekeeper unimportant. Redundant. Even wasteful.

If there’s information that can be written down, widespread digital access now means that just about anyone can look it up. We don’t need a human being standing next to us to lecture us on how to find the square root of a number or sharpen an axe.

(Worth stopping for a second and reconsidering the revolutionary nature of that last sentence.)

What we do need is someone to persuade us that we want to learn those things, and someone to push us or encourage us or create a space where we want to learn to do them better.

If all the teacher is going to do is read her pre-written notes from a PowerPoint slide to a lecture hall of thirty or three hundred, perhaps she should stay home. Not only is this a horrible disrespect to the student, it’s a complete waste of the heart and soul of the talented teacher. Teaching is no longer about delivering facts that are unavailable in any other format.

45. Shouldn’t parents do the motivating?

Of course they should. They should have the freedom to not have to work two jobs, they should be aware enough of the changes in society to be focused on a new form of education, and they should have the skills and the confidence and the time to teach each child what he needs to know to succeed in a new age.

But they’re not and they don’t. And as a citizen, I’m not sure I want to trust a hundred million amateur teachers to do a world-class job of designing our future. Some parents (like mine) were just stunningly great at this task, serious and focused and generous while they relentlessly taught my sisters and me about what we could accomplish and how to go about it.

I can’t think of anything more cynical and selfish, though, than telling kids who didn’t win the parent lottery that they’ve lost the entire game. Society has the resources and the skill (and thus the obligation) to reset cultural norms and to amplify them through schooling. I don’t think we maximize our benefit when we turn every child’s education into a first-time home-based project.

We can amplify each kid’s natural inclination to dream, we can inculcate passion in a new generation, and we can give kids the tools to learn more, and faster, in a way that’s never been seen before.

And if parents want to lead (or even to help, or merely get out of the way), that’s even better.

46. At the heart of pedagogy

When we think about the role of school, we have to take a minute to understand that we backed into this corner; we didn’t head here with intent.

A hundred and fifty years ago, 1 percent of the population went to the academy. They studied for studying’s sake. They did philosophy and mathematics and basic science, all as a way to understand the universe.

The rest of the world didn’t go to school. You learned something from your parents, perhaps, or if you were rich, from a tutor. But blacksmiths and stable boys and barbers didn’t sit in elegant one-room schoolhouses paid for by taxpayers, because there weren’t any.

After the invention of public school, of course, this all changed. The 1 percent still went to school to learn about the universe.

And 99 percent of the population went to school because they were ordered to go to school. And school was about basic writing (so you could do your job), reading (so you could do your job), and arithmetic (so you could do your job).

For a generation, that’s what school did. It was a direct and focused finishing school for pre-industrial kids.

Then, as often happens to institutions, mission creep sunk in. As long as we’re teaching something, the thinking went, let’s teach something. And so schools added all manner of material from the academy. We taught higher math or physics or chemistry or Shakespeare or Latin—not because it would help you with your job, but because learning stuff was important.

Public school shifted gears—it took the academy to the masses.

I want to be very clear here: I wouldn’t want to live in an uneducated world. I truly believe that education makes humans great, elevates our culture and our economy, and creates the foundation for the engine that drives science which leads to our well being. I’m not criticizing education.

No. But I am wondering when we decided that the purpose of school was to cram as much data/trivia/fact into every student as we possibly could.

Because that’s what we’re doing. We’re not only avoiding issues of practicality and projects and hands-on use of information; we’re also aggressively testing for trivia.

Which of society’s goals are we satisfying when we spend 80 percent of the school day drilling and bullying to get kids to momentarily swallow and then regurgitate this month’s agenda?

47. Academics are a means to an end, not an end

Go back to the original purpose of school: we needed to teach citizens to be obedient (to be good workers), to consume what marketers sold them (to keep industry going), and to be able to sit still (to be good workers).

Academics are one way to reinforce those ideas. Sure, there were a few things (like basic arithmetic and the ability to read) that all civilized people needed, but we kept adding to the list, creating a never-ending list of topics that students could be confronted with as a test of their obedience. By conflating learning (a good thing) with obedience (an important thing for the industrial age) and consumption (essential for mass marketers), we confused ourselves. We came to the conclusion that increasing all three of these in tandem was what society wanted, and we often used one to get more of the other.

Of course, those who were creating the curricula got focused on the academic part.

At first, we used primers and memorization as a direct method of teaching obedience. Then, though, as we got smarter about the structure of thought, we created syllabi that actually covered the knowledge that mattered.

But mattered to whom?

School is still about obedience and compliance and consumption, but now, layered on top of it, are hours every day of brute-force learning about how the world actually works. The problem is that we don’t sell it well, it’s not absorbed, it’s expensive, and it doesn’t stick.

Now that obedience is less important and learning matters more than ever, we have to be brave enough to separate them. We can rebuild the entire system around passion instead of fear.

48. The status quo pause

That feeling you’re feeling (if you haven’t given up because of the frightening implications of this manifesto) is the feeling just about every parent has. It’s easier to play it safe. Why risk blowing up the educational system, why not just add a bit to it? Why risk the education of our kids merely because the economy has changed?

That whisper in your ear, that hesitation about taking dramatic action—that’s precisely why we still have the system we do. That’s how we get stuck with the status quo. When it’s safer and easier and quieter to stick with what we’ve got, we end up sticking with what we’ve got.

If just one parent asks these questions, nothing is going to happen. Every parent has an excuse and a special situation and no one wants to go out on a limb… but if a dozen or a hundred parents step up and start asking, the agenda will begin to change.

The urgency of our problem is obvious, and it seems foolish to me to polish the obsolete when we ought to be investing our time and money into building something that actually meets our needs. We can’t switch the mission unless we also switch the method.

49. Compliant, local, and cheap

Those were the three requirements for most jobs for most of the twentieth century. Only after you fit all three criteria was your competence tested. And competence was far more important than leadership, creativity, or brilliance.

If you were applying to be a forklift operator, a receptionist, an insurance salesperson, or a nurse, you showed up with a résumé (proof of a history of compliance), you showed up (proof that you lived somewhere nearby), and you knew about the salary on offer (of course).

School didn’t have to do anything about the local part, but it sure worked hard to instill the notion that reliably handing in your work on time while making sure it precisely matched the standards of the teacher was the single best way to move forward.

And it certainly taught you to accept what those in authority gave you, so the wage was the wage, and you took it until someone offered you a better one.

Each student had already had a job—from the age of five, a steady job, with a string of managers giving instructions. Built right into the fabric of our lives were the ingredients for compliant and cheap. Local was a bonus.

50. The problem with competence

Institutions and committees like to talk about core competencies, the basic things that a professional or a job seeker needs to know.

Core competence? I’d prefer core incompetence.

Competent people have a predictable, reliable process for solving a particular set of problems. They solve a problem the same way, every time. That’s what makes them reliable. That’s what makes them competent.

Competent people are quite proud of the status and success that they get out of being competent. They like being competent. They guard their competence, and they work hard to maintain it.

Over the past twenty to thirty years, we’ve witnessed an amazing shift in U.S.-based businesses. Not so long ago, companies were filled with incompetent workers. If you bought a Pacer from American Motors, it wasn’t all that surprising to find a tool hidden in a door panel of your new car. Back then, it wasn’t uncommon for shipped products to be dead on arrival.

Computers changed that. Now the receptionist can’t lose your messages, because they go straight into voice mail. The assembly-line worker can’t drop a tool, because it’s attached to a numerically controlled machine. The telemarketer who interrupts your dinner is unlikely to over-promise, because the pitch is carefully outlined in script form on paper.

Oh, there’s one other thing: As we’ve turned human beings into competent components of the giant network known as American business, we’ve also erected huge barriers to change.

Competence is the enemy of change!

Competent people resist change. Why? Because change threatens to make them less competent. And competent people like being competent. That’s who they are, and sometimes that’s all they’ve got. No wonder they’re not in a hurry to rock the boat.

If I’m going to make the investment and hire someone for more than the market rate, I want to find an incompetent worker. One who will break the rules and find me something no one else can.

Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity.

– Dr. Martin Luther King, Jr.

51. How they saved LEGO

Dr. Derek Cabrera noticed something really disturbing. The secret to LEGO’s success was the switch from all-purpose LEGO sets, with blocks of different sizes and colors, to predefined kits, models that must be assembled precisely one way, or they’re wrong.

Why would these sell so many more copies? Because they match what parents expect and what kids have been trained to do.

There’s a right answer! The mom and the kid can both take pride in the kit, assembled. It’s done. Instructions were followed and results were attained.

LEGO isn’t the problem, but it is a symptom of something seriously amiss. We’re entering a revolution of ideas while producing a generation that wants instructions instead.

52. The race to the top (and the alternative)

The real debate if you’re a worker is: do you want a job where they’ll miss you if you’re gone, a job where only you can do it, a job where you get paid to bring yourself (your true self) to work? Because those jobs are available. In fact, there’s no unemployment in that area.

OR do you want a job where you’re racing to the bottom—where your job is to do your job, do as you’re told, and wait for the boss to pick you?

School is clearly organized around the second race. And the problem with the race to the bottom is that you might win. Being the best of the compliant masses is a safe place (for now). But the rest? Not so much.

53. The forever recession

There are two recessions going on.

One is gradually ending. This is the cyclical recession. We have them all the time; they come and they go. Not fun, but not permanent.

The other one, I fear, is here forever. This is the recession of the industrial age, the receding wave of bounty that workers and businesses got as a result of rising productivity but imperfect market communication.

In short: if you’re local, we need to buy from you. If you work in town, we need to hire you. If you can do a craft, we can’t replace you with a machine.

No longer.

The lowest price for any good worth pricing is now available to anyone, anywhere. Which makes the market for boring stuff a lot more perfect than it used to be.

Since the “factory” work we did is now being mechanized, outsourced, or eliminated, it’s hard to pay extra for it. And since buyers have so many choices (and much more perfect information about pricing and availability), it’s hard to charge extra.

Thus, middle-class jobs that existed because companies had no choice are now gone.

Protectionism isn’t going to fix this problem. Neither is the stimulus of old factories or yelling in frustration and anger. No, the only useful response is to view this as an opportunity. To poorly paraphrase Clay Shirky, every revolution destroys the last thing before it turns a profit on a new thing.

The networked revolution is creating huge profits, significant opportunities, and a lot of change. What it’s not doing is providing millions of brain-dead, corner-office, follow-the-manual middle-class jobs. And it’s not going to.

Fast, smart, and flexible are embraced by the network. Linchpin behavior. People and companies we can’t live without (because if I can live without you, I’m sure going to try if the alternative is to save money).

The sad irony is that everything we do to prop up the last economy (more obedience, more compliance, cheaper yet average) gets in the way of profiting from this one.

54. Make something different

I don’t know how to change school, can’t give you a map or a checklist. What I do know is that we’re asking the wrong questions and making the wrong assumptions.

The best tactic available to every taxpayer and parent and concerned teacher is to relentlessly ask questions, not settling for the status quo.

“Is this class/lecture/program/task/test/policy designed to help our students do the old thing a little more efficiently, or are we opening a new door to enable our students to do something that’s new and different?”

School is doing the best job it knows how to create the output it is being asked to create.

We ought to be asking school to make something different. And the only way to do that is to go about it differently.

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