The “skills gap” has been blamed for both the persistent high unemployment and the sluggish economic growth we have experienced. Our schools, which have received the bulk of the blame, are only in part culpable. Responsibility must be shared with government immigration policies that have admitted insufficient high-skilled immigrants, and with employers who, for expediency’s sake, have bypassed the training process. But, perhaps even more important has been the decline in cultural lessons and values. We live so much in the present, while focusing on the future, that we have too often ignored the great literature of the past, with their tales of human behavior under myriad conditions and the moral lessons that were integral to the stories.
A consequence of our concern regarding the preparedness of our youth has been a renewed effort to ensure that high school and college students are well versed in STEM courses (science, technology, engineering and math). Since a major purpose of a high school and college education is to get a job, such courses make sense. The practical application of theory is how we build better computers, hospitals, automobiles, bridges, insurance companies and fighter jets.
Our young people face a far more complex world than simply finding and honing a skill for today’s needs. The skills that today seem adequate may not fit needs ten or twenty years hence. Ray Kurzweil, in The Singularity is Near, argued that humans will transcend the limitations of our biology – that the distinction between man and machine will blur more than they have. He writes about this disruptive transformation: “The nonbiological intelligence created in that year (2045) will be one billion times more powerful than all human intelligence today (2005).”
While Mr. Kurzweil’s predictions stretch even the most futuristic imagination, there is no question that the amount of knowledge is growing exponentially. In 1982, with the publication of Critical Path, Buckminster Fuller wrote of the “Knowledge Doubling Curve.” He noted that until about 1900, knowledge doubled roughly every 100 years. Then growth, which had been linear, became exponential. Today, knowledge is doubling every one to two years. There are some who believe we are on track to a doubling every twelve hours. Whatever the real speed, the amount of information available to our children and grandchildren is far vaster than what we had to learn. That fact alone explains, in part, why we are so often surprised by the lack of familiarity the young have with literature, history and geography that we took for granted. It complicates the education process. With so much material available, what should be taught?
Our young do need the skills embedded in STEM courses, or should at least be exposed to them. For no matter our curiosity or the desire to learn, without jobs we cannot survive. Like it or not, we will increasingly become specialized in relatively narrow fields.