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  1. New Work. New World. New Education. The Three MustMeetTom PetersFoundation for Excellent Schools/11.09.2001

  2. All Slides Available at …tompeters.comNote: Lavender text in this file is a link.

  3. “There will be more confusion in the business world in the next decadethan in any decade in history. And the current pace of change will only accelerate.”Steve Case

  4. Uncertainty: We don’t know when things will get back to normal.Ambiguity: We no longer know what “normal” means.

  5. “Our military structure today is essentially one developed and designed by Napoleon.”Admiral Bill Owens, former Vice Chairman, Joint Chiefs of Staff

  6. Forget>“Learn”“The problem is never how to get new, innovative thoughts into your mind, but how to get the old ones out.”Dee Hock

  7. Forbes100 from 1917 to 1987: 39 members of the Class of ’17 were alive in ’87; 18 are in ’87 F100; the 18 F100 “survivors” underperformed the market by 20%; just 2 (2%), GE & Kodak, outperformed the market from 1917 to 1987.Source: Dick Foster & Sarah Kaplan, Creative Destruction: Why Companies That Are Built to Last Underperform the Market

  8. The [New] Ge

  9. The Gales of Creative Destruction+29M = -44M + 73M+4M = +4M - 0M

  10. <1000A.D.: paradigm shift: 1000s of years1000: 100 years for paradigm shift1800s: > prior 900 years1900s: 1st 20 years > 1800s2000: 10 years for paradigm shift21st century: 1000X tech change than 20th century(“the ‘Singularity,’ a merger between humans and computers that is so rapid and profound it represents a rupture in the fabric of human history”)Ray Kurzweil, talk april2001

  11. Ye Gads: “Unless mankind redesigns itself by changing our DNA through altering our genetic makeup, computer-generated robots will take over the world.”– Stephen Hawking, in the German magazine Focus

  12. New Work. New World. New Education. The Three MustMeet

  13. TP MoodAnger.Despair.Hopelessness.

  14. ObjectionsFocus on elite students.Caricature education “reformers.”Overrate schools’ & teachers’ capability for fixing themselves.Underrate communities/ parents/ societal impact (“the schools we deserve”).Underrate the # of “good” reformers.

  15. 1. Work Will Never Be the Same!

  16. White Collar Revolution!

  17. 108 X 5vs. 8 X 1** 540 vs. 8 (-98.5%)

  18. Automation+75% of what we do: 40 “expert” decision rules!

  19. IBM’s Project eLiza!

  20. “If there is nothing very special about your work,no matter how hard you apply yourself, you won’t get noticed, and that increasingly means you won’t get paid much either.”Michael Goldhaber, Wired

  21. New World of Work< 1 in 10 F500#1: Manpower Inc.Freelancers/I.C.: 16M-25MTemps: 3M (incl. CEOs & lawyers)Microbusinesses: 12M-27MTotal: 31M-55MSource: Daniel Pink, Free Agent Nation

  22. Message:Distinct … or Extinct

  23. 2. EduK80(Education, K-80)

  24. “My ancestors were printers in Amsterdam from 1510 or so until 1750 and during that entire time they didn’t have to learn anything new.”Peter Drucker, Business 2.0 (08.22.00)

  25. “Knowledge becomes obsolete incredibly fast. The continuing professional education of adults is the No. 1 industry in the next 30 years … mostly on line.”Peter Drucker,Business 2.0 (22August2000)

  26. REQUISITE ATTITUDE2001: “You must realize that how you invest your human capital matters as much as how you invest your financial capital. Its rate of return determines your future options.Take a job for what it teaches you, not for what it pays. Instead of a potential employer asking, ‘Where do you see yourself in 5 years?’ you’ll ask, ‘If I invest my mental assets with you for 5 years, how much will they appreciate?How much will my portfolio of career options grow?’ ”Stan Davis & Christopher Meyer, futureWEALTH

  27. 3. Why Does Business Abhor Training?

  28. 26.3

  29. 3 Weeks in May“Training” & Prep: 187“Work”: 41(“Other”: 17)

  30. 1% vs.367%

  31. Divas do it. Violinists do it. Sprinters do it. Golfers do it. Pilots do it. Soldiers do it. Surgeons do it. Cops do it. Astronauts do it.Why don’t businesspeople do it [very much]?

  32. Conclusion: “We” are not serious! (about education)

  33. 4. Losing the War to Bismarck

  34. J. D. Rockefeller’s General Education Board (1906):“In our dreams people yield themselves with perfect docility to our molding hands.… The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.”John Taylor Gatto, A Different Kind of Teacher

  35. “My wife and I went to a [kindergarten] parent-teacher conference and were informed that our budding refrigerator artist, Christopher, would be receiving a grade of Unsatisfactory in art. We were shocked. How could any child—let alone our child—receive a poor grade in art at such a young age? His teacher informed us that he had refused to color within the lines, which was a state requirement for demonstrating ‘grade-level motor skills.’ ”Jordan Ayan, AHA!

  36. “The main crisis in school today is irrelevance.”Daniel Pink, Free Agent Nation

  37. 5. Education: In Need of that “White Collar Revolution”

  38. Milwaukee: $6,951 per student. Central administration: $3,481. Instruction: $1,647.A Different Kind of Teacher, John Taylor Gatto (Research reported in Education Update, Fall 1990)

  39. 6. An Unnatural Way to “Learn”

  40. “Every time I pass a jailhouse or school, I feel sorry for the people inside.”Jimmy Breslin, 07.11.2001, on “summer school” in NYC [“If they haven’t learned in the winter, what are they going to remember from days when they should be swimming?”]

  41. “The time bomb in every classroom is thatstudents learn exactly what they are taught.”Frank Smith, Insult to Intelligence

  42. “I discovered the brutally simple motivation behind the development and imposition of all systematic instructional programs and tests—a lack of trust that teachers can teach and that children can learn.”Frank Smith, Insult to Intelligence

  43. Schools’ “Kafka-like rituals”: “enforce sensory deprivation on classes of children held in featureless rooms … sort children into rigid categories by the use of fantastic measures such as age-grading, or standardized test scores … train children to drop whatever they are occupied with and to move as a body from room to room at the sound of a bell, buzzer, horn, or klaxon … keep children under constant surveillance, depriving them of private time and space …John Taylor Gatto, A Different Kind of Teacher

  44. Kafka-like rituals (cont.): “assign children numbers constantly, feigning the ability to discriminate qualities quantitatively … insist that every moment of time be filled with low-level abstractions… forbid children their own discoveries, pretending to possess some vital secret to which children must surrender their their active learning time to acquire.”John Taylor Gatto, A Different Kind of Teacher

  45. 7. Doing Stuff that Matters!

  46. “Education, at best, is ecstatic.At its best, its most unfettered, the moment of learning is a moment of delight. This essential and obvious truth is demonstrated for us every day by the baby and the preschool child. … When joy is absent, the effectiveness of the learning process falls and falls until the human being is operating hesitantly, grudgingly, fearfully.”George Leonard, Education and Ecstasy[1968]

  47. “Children learnwhat makes senseto them; they learn throughthe sense of things they want to understand.”Frank Smith, Insult to Intelligence

  48. Per George Miller: Children as “informavores,” who “eat up new Knowledge.”Frank Smith, Insult to Intelligence

  49. “During the first years of life, youngsters all over the world master a breathtaking array of competences with little formal tutelage.”Howard Gardner, The Unschooled Mind

  50. “The goal of the child is to develop, and he is intrinsically motivated toward that goal with an intensity unequalled in all of creation. … [Children] appeared immensely pleased, peaceful and rested after the most strenuous concentration on tasks they had freely chosen to do. All destructive behavior … had disappeared.”Paula Polk Lillard, Montessori: A Modern Approach