However, there is a third way to approach the shape of coming change in Higher Ed, and this is to approach the conversation from the changes in the nature of knowledge and work. At this point, the conversation about educational change becomes a conversation about education, not just limited to policy wonks or venture capitalists, but those who had come in contact with the unaddressed creature, students, and the undefined objective, knowledge. At this point, one starts questioning what education is about, and how would this transform as the work changes and social relations transform.
The explicit knowledge, something that can be taught, has become widely available. The tacit capability, how to find what is needed, has become the essential human capability to trump over a machine. The objective of human education, therefore, should now shift away from the industrial era model of content-driven (read Textbooks) explicit knowledge to a new engagement, based on real work and real life, built around inquiry and reflection, rather than absorption and instruction.