This “huge reach, limited profitability” problem is characteristic of the digital economy as a whole. As the George Mason University economist Tyler Cowen wrote in his 2011 e-book, “The Great Stagnation,” the Internet is a wonder when it comes to generating “cheap fun.” But because “so many of its products are free,” and because so much of a typical Web company’s work is “performed more or less automatically by the software and the servers,” the online world is rather less impressive when it comes to generating job growth.
he secretive, long-running, organized, well-financed campaign to centralize, standardize, and privatize American education is on track. To follow the campaign, follow the money. Standardized or not, there are at least two dozen reasons why faith in the core curriculum is misplaced. Here are three: (1) Humankind’s hope for the future lies, as it always has, in the richness of human variability. We differ in experience, situation, aspirations, attitudes, abilities, interests, motivations, emotions, life chances, prospects, potential, and luck. To survive and prosper, these differences need to be exploited to the maximum. The core curriculum minimizes them. (2) Knowledge is exploding at an ever-accelerating rate. Whole new fields of study unimagined even a few years ago are emerging. The explosion isn’t just going to continue, it’s going to accelerate. Thinking we know enough to lock ANY curriculum in place — much less one that’s more than a hundred years old — is either naïve or malicious. (3) The future is unknowable. Period. Even if it were possible to standardize and program kids, we don’t know — NOBODY knows — what they’ll need to know next week, much less for the rest of their lives. They may need technical skills no one now has, or the ability to survive on edible weeds and a quart of water a day. Neither the Common Core nor the tests that manufacturers are able to write can take adequate account of an unknown future.
Kids learn. Period. School or not. It’s natural. They do it using an extremely efficient system for organizing knowledge to construct understanding. If they’re helped to move from constructing understanding, to understanding how they construct understanding, they move to new levels of learning and creativity.
WHAT I might have said to my son’s friend is that it is incontrovertible that sometimes things get done better when you’re doing something else. If you’re writing and you get stuck, and you then make tea, while waiting for the kettle to boil the chances are good ideas will occur to you. Seeing that a sentence has to have a particular shape can’t be forced; you have to wait for your own judgment to inform you, and it usually does, in time. Some interruptions are worth having if they create a space for something to work in the fertile unconscious. Indeed, some distractions are more than useful; they might be more like realizations and can be as informative and multilayered as dreams. They might be where the excitement is.