This week, Education Futures presents a series on Education 3.0. For a little background on this new paradigm of human capital development, you may wish to start with this chart on Education 3.0, or view this presentation on SlideShare.
This is my take on the future of education. Just as there are various conceptualizations of what Web 2.0 and future Web 3.0 might be, there are various conceptualizations of the Education 1.0 – 3.0 spectrum. Derek Keats shared one model he created with J. P. Schmidt a couple years ago, and a simple Google search provides links to various other frameworks or conceptualizations. My model focuses on the feedback-looped, transformative relationship between technology and society, and extends the relationship to transformations in human capital development. In brief,
- Society 1.0 refers to pre-industrial, industrial and information age society that was based on linear, task-oriented relationships. The role of the corresponding Education 1.0 regime was to create graduates that would perform well in jobs with easily defined parameters and relationships.
- Society 2.0 refers to the knowledge-based society that is driven by globalization and the growth of networking technologies. In this paradigm, information is no longer as important as the knowledge that’s created as we interpret information and create meaning. Increasingly, people are becoming more valued for their personal knowledge rather than their ability to perform tasks. Moreover, rapidly evolving information and communications technologies allow us to socially construct knowledge in new ways (i.e., through Twitter, Facebook and other social networking tools). The role of Education 2.0 is to develop our talents to compete in a global market with new social relationships, and where we are able to leverage our knowledge.
- Society 3.0 refers to an emerging innovation-based society that is not quite here, yet. This is a society that is driven by accelerating change, globalized relationships, and fueled by knowmads. In an era of accelerating change, the amount of information available doubles at an increasing rate, and the half-life of useful knowledge decreases exponentially. This requires innovative thinking and action by all members of society.
Borrowing from the New Paradigm model that I recently published in On the Horizon, basic characteristics of the 1.0 – 3.0 spectrum may be summed in this table:
|
Paradigm |
|||
| Domain | 1.0 | 2.0 | 3.0 |
| Fundamental relationships | Simple | Complex | Complex creative (teleological) |
| Conceptualization of order | Hierarchic | Heterarchic | Intentional, self-organizing |
| Relationships of parts | Mechanical | Holographic | Synergetic |
| Worldview | Deterministic | Indeterminate | Design |
| Causality | Linear | Mutual | Anticausal |
| Change process | Assembly | Morphogenic | Creative destruction |
| Reality | Objective | Perspectival | Contextual |
| Place | Local | Globalizing | Globalized |
We will dive into more detail on these trends throughout the week.
What about education? This week, we will examine how Society 3.0 impacts Education 3.0:
- The role of schools in Education 3.0
- The role of technology in Education 3.0
- The role of teachers in Education 3.0
- The role of parents in Education 3.0
- The role of communities in Education 3.0
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