The Past as a Guide to the Future: Have and Have nots

One of my colleagues online asked me if I thought that technology would end up replacing humans.  Future trends are relevant to special education, because there is an implication that in the future "non-disabled" people may become disabled by simply not being able to keep up with technology.  Based on our my research here is what I posted for a reply:

Our economy is a business one that strives for profit and efficiency. If people can grow protein in a test tube more efficiently than cultivating herds of cattle, then they will do this regardless of the number of jobs that are lost (Scientist create test-tube burger with lab-grown beef, 2013). We live in a disposable society and what lacks value or profit frequently falls to the waste side, becomes obsolete. We see this with the elderly, the disabled, species of animals that no longer hold our interests or needs. The ideals of Eugenics, that were so popular at the turn of the century and that foster the sterilization and murder of millions are still very much alive today and will be a challenge in the future (Eugenics Archive, 2013; Kaelber, 2012; Michalczyk, 1997). 

Just as people today strive to keep their job skills up to date by taking classes to be able to have opportunities to get jobs and a better life, while others do not pursue opportunities for improvement, so to will people in the future be challenged to decide upon "upgrades" that will be offered to improve their performance for work opportunities. It is the story of "have and have nots". Only a dramatic change in culture can change such eventual challenges. The recent movie "Elysium" suggests one possible future and the possible results of such a divide. What will we do when humans are obsolete and have little or no value? Will those that can't adapt or upgrade be put on social security and disability? Perhaps, reservations will be created that will allow some humans to live on, while others compete for the next level of abilities.

Resources:

Eugenics Archive (2013). Image archive on the American eugenics movement. Retrieved from http://www.eugenicsarchive.org/eugenics/list3.pl

Kaelber, L. (2012). Eugenics: Compulsory sterilization in 50 American states. Retrieved from http://www.uvm.edu/~lkaelber/eugenics/

Michalczyk, J. (1997). In the shadow of the reich: Nazi Medicine. Retrieved from http://movies.netflix.com/WiMovie/Nazi_Medicine/70073810?trkid=496715

Scientist create test-tube burger with lab-grown beef. (2013). Today Show. Retrieved from http://xfinity.comcast.net/video/Scientists-create-test-tube-burger-with-lab-grown-beef/40257603526/Comcast/Today_in_Video/?cid=hero_sf_TIV


In the same post, one of my professors at Capella University furthered the discussion to the post.  He mentioned that he was fearful of the future of teaching and wondered what I thought.  Did I foresee a time when teachers would become obsolete?  Here's my response with my reading citations:



Dear Fearful,

You have every right to have trepidations regarding the future of education and employment.  However, we know that change is inevitable, thus we must prepare ourselves or risk becoming irrelevant or outdated.  The key is to maintain one's capacity to keep up with the times, be flexible and to continue one's learning.

As Cornish (2005) posited, "Thus, we can learn a great deal about what may happen in the future by looking systematically at what is actually happening now.  The key thing to watch is not events (suddent developments or one-day occurrences) but trends (long-term, ongoing shifts in such things as population, land use, technology, and governmental systems)" (p. xiii). By following trends we create opportunities for ourselves in the future, but of course there are no guarantees in life.  Like investing in stocks, one must diversify one's abilities, skills and attentions so as to increase the possibility of a return on our self investments.  Specializing in one area is a risk and in an era that has seen the extinction of many specialized jobs, we should all take note; there are no guaranteed jobs any more, or soon to be.  Flynn & Vredevoogd (2010) summed this notion up perfectly when they wrote: "It is better to be proactive in assessment than to be reactive to external mandates."

That being said, there is considerable debate about the future of education and the role of teachers in the future.  The day may come when we can all look forward to downloading information and experiences directly into our brains, thus making the need for teachers irrelevant (Kurzweil, 2012), however for the foreseeable future (at least the next 20 years?), there will be a portion of the human population that will prefer to be education in the experiential manner and will demand face to face teachers and experiences.  Carnevale (2007) supports this view as well as Resnick (2013): "The instructor is still the key to successful learning in both the virtual and the traditional classroom. IT is great at delivering content, but building bridges to wisdom and understanding is a human experience."

The best teachers will be in high demand.  The key is to become a "rock star" of sorts in one's area of expertise. In Kurtweil's book entitled "How to Create a Mind" (2012), he explains his "law of accelerating returns" or LOAR.  It basically explains how the human evolutionary process is accelerating, biologically and technologically (p. 4).  LOAR combined with "pattern recognition theory of mind" or PRTM, which describes how the human brain is able to create ideas and abstractions, will eventually lead to improvements in the capacity of human intelligence and ability (p. 6).

It is obvious from our readings that the "education business" does not value professors as much as they did, or at least not in the same way.  Keeping teachers and professors on with tenure is becoming a question of economics and relevancy, especially if the way education is being delivered is changing.  Teachers and professors in the future need to plan on being more aggressive in maintaining their relevance and value by leading in their realms of expertise. 

Resources:

Carnevale, D. (2007). Technology trends in higher education. The Chronicle of Higher Education, 54(8), 0-A28. Retrieved from http://search.proquest.com.library.capella.edu/docview/214645706?accountid=27965

Cornish, E. (2005). Futuring: The exploration of the future. Bethesda, MD: World Future Society. ISBN: 9780930242619.

Flynn, W. J., & Vredevoogd, J. (2010). The future of learning: 12 views on emerging trends in higher education. Planning for Higher Education, 38(2), 5-10. Retrieved from http://search.proquest.com.library.capella.edu/docview/212564903?accountid=27965

Kurzweil, R. (2012). How to create a mind. New York, New York: Viking.

Resnick, M. (2013). Edutainment? No thanks.  I prefer playful learning. Retrieved from http://llk.media.mit.edu/papers/edutainment.pdf

Ain't I Human?

Do you know what it's like to be human like me?

I know there are people who think severely disabled
are a waste of public school monies;
We don't fit the mold of going to college, having a family,
or can produce values like others.

Statistically, we are more likely to be dependent,
obese, unemployed and undervalued.

But ain't I human?
Look at me
Look into my eyes!
Look at my arms, my ears, my nose.

Look at me and give me the opportunity to be human like you.

Help me to help others.
Allow me to walk with you;
Don't hide your children from me;
Don't shun me or segregate me into isolation.

I don't want your pity, nor your care, if I don't need it, just the opportunity to be human like you.

Do you remember when you were dependent and needed help?
Who helped you?
When was the last time you took the time to come to see a human like me?
To sit and listen, to help another human being?

I have lived for 18 years
And know what it is to be marginalized.
I will most likely not get married or have children,
but ain't I a human still?

When I get angry and cry, people run from me
and none but my mother and father understand me....
Ain't I human?

There are those who might think I don't need a 1:1 aide,
because it costs too much and you have a priority to see the able body children
get to college.

The schools benefit when a child goes to college, but not when they go to a group home.
Ain't that human?

It costs more to educate a human with a disability than one without;
It pays to raise the Advance Placement Index (API)  than it does to a accept those
that are non-academic.  What is learning and progress?  Do all life forms learn and advance?
How about just letting me be human?

One day, you all will be like me, dependent with a disability;
It's just a matter of time, as you grow older.

When your money runs out and your family is gone, you sit alone in your isolation,
Then you will know what it is like to be human like me.

By Peter Dragula


Author Notes:

Adapted from the famous poem by Soujouner Truth (1851).  It seems sometimes like people who don't work with the severely disabled understand what it is to be isolated or to have a disability.  Those who can't speak, need advocates to remind us all that we are only "temporarily non-disabled".  We all need help at some point in our lives.  We are all human.

Resource:

Truth, S. (1851). Ain't I a woman.  Women's Convention. Akron, Ohio. Retrieved from http://www.nps.gov/wori/historyculture/sojourner-truth.htm

What is the most significant trend in higher education?

I recently responded to this post query in one of my classes entitled: Education in the 21st Century.  Here is my response:  

It should come to no one's surprise that online education is hands down the most important trend in the future of higher education. Recent articles in "flipping the classroom" (Thomas, 2013; Tabarrok, 2012)  as Tabarrok has pointed out: "The best way to increase the quality of teaching is to increase the number of students taught by the best teachers."

Furthermore, Tabarrok makes the valid point: "The traditional college experience does not meet the needs of most of today’s students."  Most students today are working professionals, well over the age of 25 and 25% have children (CLASP, 2011).

Online education will continue to be a significant factor in how education will be delivered in the years to come and as a technology that will improve the efficiency of the academic environment.

Resources:

Center for Postsecondary and Economic Success (CLASP). (2011). Retrieved from http://www.clasp.org/admin/site/publications/files/Nontraditional-Students-Facts-2011.pdf

Gobry, P.E. (2012, December 11). What is the flipped classroom model and why is it amazing? (with infographic). Forbes. Retrieved from http://www.forbes.com/sites/pascalemmanuelgobry/2012/12/11/what-is-the-flipped-classroom-model-and-why-is-it-amazing-with-infographic/

Tabarrok, A. (2012, November 12). Why online education works. CATO Unbound. Retrieved from http://www.cato-unbound.org/2012/11/12/alex-tabarrok/why-online-education-works

Thomas, I. M. (2013, August). An Academy for all: Sal Khan-through Khan Academy-wants to provide free education to everyone. The Costco Connection. Vol. 28, No. 8

First Blog

As I near the half way point in my doctoral studies, I realize as an Education Specialist, how important it is to: participate in the human community, to advocate for people with disabilities and to articulate and spread the information and knowledge I come across that can help others in their educational goals.

I have created this blog to share my research and thoughts on the topics that deal with Special Education.  I hope that this site will serve others who may find some of my insights and references helpful.