In July, I wrote about learning thresholds, and how we could use technology to define and attain learning thresholds. I was reading Diane Halpern’s “Thought and Knowledge” yesterday, and came across a passage that explains my thinking about learning thresholds, memorization, and critical thinking. It reads:
…thought is powerful only when it can utilize a large and accurate base of knowledge (page 5).
The preceding part of that line is also important in the context of learning in today’s world “…knowledge is powerful only when it is applied appropriately”.
Never before has the world had a greater need of people who can use critical thinking skills, and never before have we had a greater paucity of critical thinking skills – when compared to the total number of ‘educated’ individuals.
The large and accurate base of knowledge has taken precedence over everything else. And, as the sheer amount of information continues to increase to amounts truly unimaginable at a human scale, the obsession with the large and accurate knowledge base threatens to overwhelm, us with multitudes of memorizers who have no concept of thinking.
My problem is not with ‘a’ large and accurate knowledge base, but with ‘the’ large and accurate knowledge base. Those charged with the preparation of the next generation of thinkers have often spent years, if not decades, accumulating and conceptualizing their sliver of the world, and are rightly called experts in their fields. However, that expertise, in no way, prepares them to teach novices how to think. And the current state of affairs in higher education doesn’t allow for subject experts to become learning experts. These experts who focus on more and more information,with more and more classes, programmes, degree schemes, areas of study focus so intently on their field of study (as they are rewarded to do) that they have no conception of what the problem is. Except that they know that their students are not becoming the experts they think they are training them to be.
Nowhere is this better illustrated than in the recent findings that over 95% of university leaders thought their graduates were well prepared for the world of work, while about than 10% of business leaders agreed (see below). We are so out of touch with reality, we are rapidly losing the credibility that we are banking on to carry us through the disruptive innovation digitization has landed us in.
We can, and need to do better.
I found the evidence – and here it is:
“…(in) Inside Higher Ed‘s 2014 survey of chief academic officers, ninety-six percent said they were doing a good job – but… in a new survey by Gallup measuring how business leaders and the American public view the state and value of higher education, just 14 percent of Americans – and only 11 percent of business leaders – strongly agreed that graduates have the necessary skills and competencies to succeed in the workplace.”