The emergence of design thinking in the twentieth century . . . lies in a concern to connect and integrate useful knowledge from the arts and sciences alike, but in ways that are suited to the problems and purposes of the present.
All men and women require a liberal art of design to live well in the complexity of the framework based in signs, things, actions, and thoughts.
–Richard Buchanan, “Wicked Problems in Design Thinking”
The world is not getting any simpler.
Ok, I have a firm grasp of the obvious. But let’s be clear and clichéd: children today will inherit a world we can hardly imagine Little of what we teach them will be relevant even 10 years from now. What, then, do we do to help our educational system, which always changes at a glacial pace, keep up with an increasingly shifting and complex world?
A.J. Juliani and John Spencer’s new book, Empower (2017) offers a reframing of the issue when they write: “Our job as teachers, parents, and leaders is not to prepare kids for ‘something,’ our job is to help kids prepare themselves for ‘anything.’” Such inspiration is wonderful, but what does this preparation look like? What are its implications for education?
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