Fact checker | Journalism | Alternative News
from Le Monde
by AdrienSenecat on Scribd
With jobs being automated and knowledge being devalued, humans need to rediscover flexible thinking. That starts in schools
Ireland’s president Michael D Higgins: ‘The teaching of philosophy is one of the most powerful tools we have at our disposal to empower children.’ Photograph: Jane Barlow/PA
At the controls of driverless cars, on the end of the telephone when you call your bank or favourite retailer: we all know the robots are coming, and in many cases are already here. Back in 2013, economists at Oxford University’s Martin School estimated that in the next 20 years, more than half of all jobs would be substituted by intelligent technology. Like the prospect of robot-assisted living or hate it, it is foolish to deny that children in school today will enter a vastly different workplace tomorrow – and that’s if they’re lucky. Far from jobs being brought back from China, futurologists predict that white-collar jobs will be increasingly outsourced to digitisation as well as blue-collar ones.
How should educationalists prepare young people for civic and professional life in a digital age? Luddite hand-wringing won’t do. Redoubling investment in science, technology, engineering and maths (Stem) subjects won’t solve the problem either: hi-tech training has its imaginative limitations.
In the near future school-leavers will need other skills. In a world where technical expertise is increasingly narrow, the skills and confidence to traverse disciplines will be at a premium. We will need people who are prepared to ask, and answer, the questions that aren’t Googleable: like what are the ethical ramifications of machine automation? What are the political consequences of mass unemployment? How should we distribute wealth in a digitised society? As a society we need to be more philosophically engaged.
Amid the political uncertainties of 2016, the Irish president Michael D Higgins provided a beacon of leadership in this area. “The teaching of philosophy,” he said in November, “is one of the most powerful tools we have at our disposal to empower children into acting as free and responsible subjects in an ever more complex, interconnected, and uncertain world.” Philosophy in the classroom, he emphasised, offers a “path to a humanistic and vibrant democratic culture”. Read more…
By Samuel Greengard | Posted 12-28-2015
As a young boy, I was intrigued by science fiction novels and short stories by the likes of Ray Bradbury, Isaac Asimov and Robert A. Heinlein. These books represented a very cool and intriguing future filled with amazing technologies.
Today, we’ve arrived at that future. Over the last few years, we have witnessed radical advances in mobility, clouds, data management and, perhaps most importantly, artificial intelligence. Advances in cognitive computing and deep learning have moved off the drawing board and into reality.
We have smart watches, ubiquitous LCD panels and automated systems in homes and businesses. Connected devices and the Internet of things are rocketing into daily life and self-driving cars are just around the corner. Read more…
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December 22, 2015
There has been much talk in the library world and beyond about generations. We are attuned to generational differences when it comes to our patrons, how they learn and use libraries, how they navigate the overloaded information landscape. In the hushes of our faculty meetings and hallways, however, we sometimes talk about millennials and Gen Y with an air of dismay, ambivalence, or even disdain when it comes to their digital, phone-obsessed, tech-loving ways.
So, it comes as little surprise to me that I tend to be met with a certain measure of dismissiveness when I use the term “next-generation librarian” to describe the kind of leaders I want to attract and develop at The Collective (a new kind of professional development event I co-founded with Corey Halaychik) and to see thriving in academic libraries.
First, people often assume that next-generation has to do with youth; age, however, is not a prerequisite for being awesome, embracing change, or thinking forward. Next-generation pertains to the next stage of development or version of our profession; there’s no expiration date on participation save an individuals’ decision to assign themselves one.
Second, there is an unhealthy and prejudicial stereotype that those who embrace technology wholesale do not appreciate the analog or the “traditional” library values. I’m not sure if this comes from a lack of exposure to tech-savvy librarians or a fear-based tactic to defend a Luddite’s value in the institution, but we should celebrate how mad tech skillz and core librarian values are not an either-or. Indeed, we when choose to hire candidates who have both, the rising tide lifts all boats and nobody drowns.
At our best, I have seen how we can celebrate how much next-gen librarians improve our services, creativity, and research outputs. At our worst, we dismiss them as somehow not “real” librarians and stagnate our organizational growth and learning.
So, I’m on a crusade to redefine what we mean by next-generation. The next-generation librarian is a concept that transcends the traditional generational boundary of tabloid research and listicles. Not defined by birth year, next-generation is about a mindset, a disposition, an outlook.