Youth Futures - GYPL Integrative Seminar 03 Nov 07
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Youth Futures - GYPL Integrative Seminar 03 Nov 07



Arthur Harkins and John Moravec presentation from Global Youth Policy Leadership seminar 03 November 2007

Arthur Harkins and John Moravec presentation from Global Youth Policy Leadership seminar 03 November 2007



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Youth Futures - GYPL Integrative Seminar 03 Nov 07 Presentation Transcript

  • 1. Youth Futures: Leapfrogging from Century 18 to Century 21 For: GYPL Integrative Seminar 03 November 07 Arthur Harkins John Moravec
  • 2. The New Context Paradigm
    • Increasing importance of creative human capital
    • Increasing rates of change
    • Increasingly inaccurate predictions
    • Increasing need to create preferred futures
    • Increasing sense that kids must share creation of new futures with adults
  • 3. …also…
    • Today’s kids participate in an increasingly globalized world
    • Industrial society has given way to the knowledge-based society
    • …which is already starting to transition to an innovation and creativity society
  • 4.
    • Which paradigm do we place our kids in?
  • 5. First Proposition Set
    • Kids are vastly under-utilized as human capital
    • Kids can be brought into full relationship with the exploding knowledge/innovation economy
    • Advanced educational technology will be required
    • “ New” Workforce incorporating kids will be more creative and much larger than present workforce
    • “ Shadow Schools” are one approach to the re-integration of children, adults, and the economy
  • 6. Legacy: USA Century 18
    • Farming/agriculture economy
    • Family based enterprises
    • Kids learned at home
    • Kids worked at home
    • Kids were engaged cross-generationally
    • Adults could learn from kids
    • Kids contributed at all economic levels
  • 7. Legacy: USA Centuries Late 19th- Mid-20th
    • Industrial economy
    • Job/wage/salary based enterprises
    • Kids learned increasingly at schools
    • Kids worked at low level, sometimes dangerous jobs
    • Kids were engaged cross-generationally as chattel, hirelings, or de facto (and de jure ) slaves
    • Kids learned from adults within division of age and labor formats
    • Kids still contributed at all economic levels
  • 8. Lasting Legacy Effects: USA Century 21
    • Emerging knowledge/innovation economy is stunted
    • Integrated activities between adults/kids are highly limited
    • Kids and adults learn less and less from each other
    • Adults anxious about/fear learning from kids
    • Kids separated from adults, following legacy industrial economy model
    • Kids work mainly at menial tasks
    • Kids still contribute to all economic levels, but at far lower levels than possible, feasible, and desirable
  • 9. Moving from Legacy Millstones to New Futures
  • 10. Leapfrogging…
    • means leadership rather than catching up.
    • means using advanced (wireless) technologies to assist students and teachers
    • technologies permit moving from memorization to creative and innovative knowledge production
  • 11. “ New” Workforce Effects: USA Century 21 - Leapfrog
    • Emerging knowledge/innovation economy can get a quantum boost
    • Integrated activities can partner kids with adults
    • Adults are eager to learn from kids
    • Kids and adults learn more about each other
    • Kids and adults partner and collaborate, teaching to and learning from each other
    • Kids work increasingly at creative tasks
    • Kids still contribute to all economic levels, but with better distribution of effort than in the past
  • 12. What’s it Going to Take?
    • Voluntary establishment of “Shadow Schools”
    • Voluntary participation by kids and adults
    • Screened volunteers representing retired staff, graduate students, professionals, etc.
    • Donations and grants for insurance costs, food, transportation
  • 13. What Should be Avoided?
    • Pressures on NCLB-strapped teachers
    • Pressures on adults and kids to participate
    • Competition with legacy school functions and personnel
    • Race, class, and attitude challenges
    • Low expectations and standards
    • Undue fanfare
  • 14. What Should be Sought? (Leapfrog!)
    • Top-flight volunteers from all appropriate sectors
    • Use of latest technologies, including Beta devices and software from partnering companies
    • Excellent Web connectivity among Shadow Schools
    • Collaborative relationships with similar schools in the US and abroad
  • 15. Second Proposition Set
    • Mirror the creative workforce first and foremost
    • Functionality first and foremost
    • Technology supports reliable functionality
    • Every kid and adult a Creative
    • Every kid and adult an Innovator
    • Global leadership from Day 1
  • 16. What is Our Role Today?
    • Discuss merits/problems
    • Discuss enhancements
    • Discuss alternatives
    • Discuss implementation scenarios
    • Discuss early planning options
    • Discuss involvement of school partners
    • Discuss involvement of industry, business partners
    • Discuss involvement of technology collaborators
    • Discuss help from funding sources for insurance, food, transportation
  • 17. Some Questions
    • Is “Shadow Schools” the right language?
    • How about “Innovation Institutes” (or “Creativity Labs” or “Creativity Centers”)?
    • Can/should the U of M and other colleges get involved as collaborators?
    • Should a Web entity be established for creativity and innovation among kids/adults and their collaborators?
  • 18. Which Would You Rather See in the Next 5 Years?
    • Kids starting corporations with adults or kids learning to despise “smart people?”
    • Kids working for Microsoft and Google or kids running drugs?
    • Kids looking forward to exciting futures or kids awaiting death or prison?
    • Kids who can change the world for the better or kids dismissed by the world?
  • 19. Responses – Fire Away!!