Steve Denning’s Forbes article, “Roger Martin: How ‘The Talent’ Turned Into Vampires” also sheds light on why we need to rethink our education paradigms:
How did America—a country dedicated to the proposition that all men are created equal—become one of the most unequal countries on the planet? Why do the nation’s leaders now spend so much of their time feeding at the trough and getting ever more for themselves? Why has public-mindedness in our leaders given way in so many instances to limitless greed?
These questions are being raised, not in some anti-capitalist rag from the extreme Left, but in the staid pro-business pages of the Harvard Business Review, in a seminal article by Roger Martin, the former dean of the Rotman School of Business and the academic director of the Martin Prosperity Institute: “The Rise and (Likely) Fall of the Talent Economy.”
One key factor, argues Martin, is a fundamental shift in nature of the economy. Fifty years ago, “72% of the top 50 U.S. companies by market capitalization still owed their positions to the control and exploitation of natural resources.” But in the latter part of the 20th century, a new kind of organization began to emerge: an organization that prospered not by natural resources but through “the control and exploitation of human talent.”
“By 2013 more than half of the top 50 companies were talent-based, including three of the four biggest: Apple, Microsoft, and Google. (The other one was ExxonMobil.) Only 10 owed their position on the list to the ownership of resources. Over the past 50 years the U.S. economy has shifted from financing the exploitation of natural resources to making the most of human talent.”
This inequality is also addressed in a new book, The Vanishing Middle Class: Prejudice and Power in a Dual Economy, by Peter Temin, an economist from MIT. Temin argues that, following decades of growing inequality, America is now left with what is more or less a two-class system: One small, predominantly white upper class that wields a disproportionate share of money, power, and political influence and a much larger, minority-heavy (but still mostly white) lower class that is all too frequently subject to the first group’s whims.
Temin identifies two types of workers in what he calls “the dual economy.” The first are skilled, tech-savvy workers and managers with college degrees and high salaries who are concentrated heavily in fields such as finance, technology, and electronics—hence his labeling it the “FTE sector.” They make up about 20 percent of the roughly 320 million people who live in America. The other group is the low-skilled workers, which he simply calls the “low-wage sector.”
In the past 50 years, our economy has dramatically changed but our educational system has changed very little. What worked over 50 years ago when most of the economy was driven by the control and exploitation of natural resources is no longer working now that our economy is based on making the most of human talent.
As pointed out by Sir Ken Robinson, our current education system is modeled on the interest of industrialization and has caused chaos in many people’s lives.
You can’t just give someone a creativity injection. You have to create an environment for curiosity and a way to encourage people and get the best out of them.
~ Sir Ken Robinson
The Underground History of American Education by John Taylor Gatto explains that at around the turn of the 20th Century, the new purpose of schooling—to serve business and government—could only be achieved efficiently by isolating children from the real world, with adults who themselves were isolated from the real world, and everyone in the confinement isolated from one another.
Only then could the necessary training in boredom and bewilderment begin. Such training is necessary to produce dependable consumers and dependent citizens who would always look for a teacher to tell them what to do in later life, even if that teacher was an ad man or television anchor.
[L]earning is the human activity that least needs manipulation by others; that most learning is the result not of instruction but of participation by learners in meaningful settings. School, however, makes them identify their personal, cognitive growth with elaborate planning and manipulation.
~ Ivan Illich
Everyone can create.
Creators spend almost all their time creating, persevering despite doubt, failure, ridicule, and rejection until they succeed in making something new and useful. There are no tricks, shortcuts, or get-creative-quick schemes. The process is ordinary, even if the outcome is not.
Creating is not magic but work.
Life can be much broader once you discover one simple fact: Everything around you that you call life was made up by people that were no smarter than you and you can change it, you can influence it, you can build your own things that other people can use.
Once you learn that, you’ll never be the same again.
Genes do have a huge influence on everything we are, but that influence is constantly subject to interaction with our environment. Intelligence *is*, very simply, a set of skills that a person acquires or does not acquire in his or her life. IQ is a snapshot of where that person’s skills are in that particular moment.