Monday, January 18, 2016
The Duet Between Education and Technology
One way of seeing the relationship between Education and Technology, the most popular way, is to see it a race. The original observation - that the Civilisation is a race between Education and Catastrophe - made by H G Wells, was alluded to in the title of scholarly and insightful book, "The Race Between Education and Technology" (Claudia Goldin and Lawrence Katz, 2007) - and it stuck. The essential idea is quite simple, that technology is advancing and education is the way for the society to keep up, and we need ever more education to get the benefits of advance technology.
This is a compelling metaphor. And, also a useful one, as this positions Education at the centre of technological development, clearly establishing a link. Important one too, as we are reaching an inflection point in technological development, where many of the jobs previously done by human workers can now be done by machines or algorithms. It is important to argue, now more than ever, that the benefits of technology do not translate into social benefits and economic gains without good education enabling the transformation.
However, there is more to the story than education being a continuous catch-up as technology drives the agenda. First, education shapes technology. The advancements we make are not manna from heaven, but a result of education and receptive cultural environments. We have decisively moved beyond the 'Lone Inventor' myths, and from the stories of invention and innovation, we know that technological progress is mostly a story of complex collaboration, between people with ideas, people with practical insights, people who find the use, people who accept new ideas and people who popularise them. In a way, education creates the ecosystem for technological advancement, and make it possible.
Second, technology changes education from the inside. It is not just about compulsory education finding broad support as industrialists seek to find educated workers to handle advance machinery, or the current cry for STEM education, but also that Printing Press enabled that most durable of EdTech, the Textbook. One may scoff at various attempts at introducing courses through TV, and there was an element an overreach, but who could deny that video has transformed our ways of knowing. The student today is not expecting an education that a student a couple of generations ago would have, who would have differed significantly from the past themselves.
Third, the relationship between Education and Technology is more of a duet than a race, because technology, more usually than not, come into being not in a single moment of epiphany, but in a series of baby-steps, small improvements and deployment of technologies in use, with the growth of practitioner knowledge and serendipity gained through practise. James Bessen makes this point in his "Learning By Doing: The Real Connection between Innovation, Wages and Wealth" (2015), his central point being that it takes a long time for a technological leap to produce economic gains, as only the growth of practitioner knowledge makes this possible. Successful 'socialisation' of new technology therefore creates its own form of education, and this technology and education together creates the ecosystem that makes the social developments and economic gains possible.
This duet of Education and Technology, hand in hand progress, should be the basis of our policy-making today. The limited argument, that we need more educated workers because of the technological development, should be replaced with an understanding that these are not two autonomous processes but one interrelated development. The current system of IP protection and countries importing technology create one more level of complexity - as all of this is done on the basis of education catching up with technology - rather than education and technology being an interrelated process of progress. But this, the duet, is an useful perspective for a time of globalisation and technological progress, not just to inform what and how we should learn, but also to define the shape and scope of our education systems.
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the...
Introduction : The Business of Gift Giving Business gift giving has always been common and contentious at the same time. Business gifts are ...
There are two reasons why I am writing this post, which is really a retake of an earlier post - Should Britain Apologise? - which I recen...
There is no longer an automatic progression from higher education to work. There was perhaps never was one, but usually the jobs that need...
2016 has been a watershed year for many 'Liberals' - with its paradigm shifting events such as Brexit and Trump - but the writing ...
Calcutta Coffee House - Famed but Forgotten One of the key arguments in favour of urbanisation is that cities can be creative and inno...
University making in India is entering a new phase. The rushed expansion of the Higher Education system is perhaps over, with many of thos...
Italy recently apologised to Libya for its occupation of the country between 1911 and the Second Word War and offered an investment deal of...
As much as we, expats, try to deny it, we are at an inflexion point. The great global wave of migration, that set off in the 90s and that ...
Introduction “Nationalism is a doctrine invented in Europe at the beginning of Nineteenth Century” is the opening statement of Elie Kedo...
How To Live
"Far better it is to dare mighty things, to win glorious triumphs even though checkered by failure, than to rank with those poor spirits who neither enjoy nor suffer much because they live in the grey twilight that knows neither victory nor defeat."
- Theodore Roosevelt
- Theodore Roosevelt
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
- T S Eliot
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.