It’s back-to-school season, so there’s a strong chance you’re reading or writing posts from people getting you jazzed about the work ahead in the 2016-17 school year. Maybe you’re attending a back-to-school kickoff or orientation or induction or whatever fills out your buzzword bingo card. If you’re doing any of the above, someone is likely to remind you of the impossible task before today’s educators – Preparing students for jobs that don’t even exist yet.
Well, that’s terrifying. It’s terrifying for students, and it’s terrifying for teachers.
“What do you want to be when you grow up, Zac? You know what, don’t even answer, because that job will be done by a robot and whatever job you will be able to get is beyond comprehension.” Maybe that’s a stretch, but you get my point.
Instead, I’ve got two points to fight the IMPOSSIBLE FUTURE blues:
- This isn’t our first rodeo. Before the Industrial Revolution, we couldn’t quite conceive of the jobs for which we were preparing students. Before the computer revolution, who knew we’d need to figure out GUI programming? Before globalization and the Space Race and the Internet and so many other societal seismic shifts, those in teaching roles could not fully conceptualize the jobs for which they were preparing students. And while that system had many inefficiencies for preparing the students in our care, it always will. The future moves fast, and it’s a big world. All we can do is our best and keep learning. So, when you hear someone say our job is to prepare students for jobs that don’t exist yet, think to yourself, “It always has been.”
- The present is full of plenty of jobs that need doing. While I’m not necessarily talking about honest-to-goodness W-9 requiring and W-2 generating jobs, I am talking about the jobs any news program will remind you need attending to. Rather than throwing the dart of preparation at the invisible dartboard of future employment, let’s aim our schools and classrooms at the targets we have in front of us. Climate change is a thing we’re 99.5% is a real thing. What if we turned our science curriculums toward saving the glaciers, the coast lines, and the polar bears? Ask students who haven’t yet learned not to come up with creative solutions to turn their beautiful imaginations toward poverty, systemic racism, strengthening the republic, sustainable energy, and interconnected economic systems. And, then give them the resources, lessons, and teaching they need to start figuring things out rather than telling them, “The adults have this.” Because, we don’t.
While we may not have the codex on the jobs employers will be hiring for as our students leave our care, we have a pretty good line on the problems educated, informed, collaborative, thoughtful citizens will need to solve. And that’s what we’re working to create, right?