Year 2060: Education Predictions

I’ve been asked to make
predictions for the year 2060, or 50 years in the future. And I thought I would
focus this video on things that I feel
pretty good about or things that I feel are
close to my heart and hopefully things that things
like the Khan Academy might be able to bring about. So the first big change I
expect in the next 50 years– and I actually don’t think it’ll
take 50 years for it to happen. It’ll probably
happen fairly quickly over the next 10 years–
is that the classroom model fundamentally changes. So classroom different. And it’s going to change
from a model like this, and not all classrooms
look like this. There are already
classrooms that are exploring
different types of ways for students to
interact with each other and with the professor. But still, in most
classrooms of the world, especially if you take
the introductory courses at most universities, you’ll
see something like this. You’ll see a professor lecturing
in some way and a bunch of students sitting
in rows taking notes, and then they’ll take an
exam at the end of the term. In probably, frankly, 10 years,
this is going to go away, completely go away. You won’t have people
passively sitting in lecture halls taking notes. So we’re going to move
from a passive model, taking lectures completely–
and this is already happening to a certain
degree– completely to an active, I would call it,
discovery and creative model. So the classroom of the future
will look something much more like this. In fact, you might not
even call it a classroom. You would call it a room or
some type of project room or something like that. And the general
idea is right now all of these resources are spent
for people to passively get information from a professor. When that is
necessary– and there will be times where you want
to learn a little bit of what someone else discovered about
calculus or quantum physics or anything like that–
that’ll be at your own time, at your own pace. And we can pretend like that’s
happening to this gentleman right over there, and
maybe he’s even able to practice some of
those core skills. But a bulk of the time
will be spent doing this, will be doing– building
things, creating things, exploring things. And it doesn’t just have to
be science and technology. These people look like they’re
building some type of a robot. It could be painting a
picture or composing a sonata or choreographing a dance. Whatever it might be,
it’s going to be much more active, discovery-based,
and creative. And actually, one,
I think this is going to happen
technologically, because a lot of the stuff that’s happening
in this model right over here can start to happen
a little bit more efficiently through this model. So it frees up time for this. But it’s also going to
be a social imperative that it happens. If you rewind a
few hundred years– and actually, you
don’t even have to rewind that far–
the bulk of society was kind of involved in,
I’ll call it physical labor. You had a smaller fraction that
was involved in mental labor. So I’ll call this mental labor,
sometimes white collar jobs. Something like filling out your
taxes, that is mental labor. And you had a very small
percentage of society– so this is kind of
historically, and I’m even overstating what it is– a very
small percentage of society spent in kind of
innovation, creativity, art, things like that. So art, innovation,
true science, true pushing the frontiers
of the human experience and human understanding forward. Now, as you get more
and more technology, technology, especially with
the Industrial Revolution, started to automate
a lot of this. And it also made the pie bigger. And so when you have kind of
an industrial society, what happened is the necessity
for physical labor went down. So you had a smaller
percentage of the population that needed to do
physical labor. The mental labor actually
grew, so more people can now be involved in
things like mental labor. And obviously, even automation
is handling some of that as well, but you’ve freed up
more people to do mental labor. And you’ve definitely
freed up a good bit more of resources and people that
can now do the frontier, pushing the envelope, the art,
the innovation, the creativity. Now, if we fast-forward
to the year 2060, I think this is going to
become an extreme form, where almost no physical labor
is necessarily required. People might like to
do it for exercise. So this part right over here
is going to be very, very, very small, especially in
developed countries. And hopefully by 2060, most
countries will be developed. Even the mental labor is going
to be taken over more and more by automation. So a lot of this is
going to be automated. So you’re going to
need less people doing traditional mental labor
tasks– filling out paperwork, filling out your taxes,
things like that. And it’s going to free
up a lot of wealth and a lot of resources and
a lot of people’s hours to do truly artful,
creative, innovative things. And so the bulk of society,
I think, by 2060, if things go well, will be
over here, will be in this kind of creative class. This is where most
people will sit. So it’s actually an imperative
that our classrooms– one, the tools are happening
to make it possible, to make it feasible. But not only that, but it’s an
imperative if society really is moving in this
direction– and I think it is– so that we have
as many people as possible that can do this research
and development, that can do truly
creative activity. Now, a corollary to this
idea that the classroom will be different, that people will
be working self-paced– they’ll be spending a lot more
time working on projects– is that instead of
our credentials being, for the most part, seat-time
based– so right now, our credentials– and
it’s not 100% seat-time. But to a large
degree, most people spend 12– actually, 13
years in K through 12. So that’s 13 years. And then if you get
a college degree, it’s expected it’s going
to be another four years. And there are some
people who are able to tweak this, skip
a grade here or there. But for the most part,
the bulk of people do 13 years and then four years. And then what the variable
is is how well you actually achieved– how well you actually
understood the material. So the variable– so this
thing is relatively fixed, and then the variable is
your level of achievement. Forgot an E, achievement. And this right over
here is variable. So some people go through
the system with straight A’s. They’ve really
understood everything, or hopefully they’ve understood
everything if they got straight A’s. Some people have B’s. Some people get C’s. And that’s why we have something
called a grade point average. It shows that variation
in achievement, even though everyone is kind
of in this fixed seat-time. What we’re going
to transition to, especially once everyone is
learning at their own pace– they don’t have to kind
of move together lockstep in these classrooms–
is you’re going to go to an
achievement-based model where there are achievements
that you are trying to get to, and they can be multiple things. Part of the
achievements could be skills like maybe calculus
or being able to read music or being able to, I don’t know,
understand quantum physics. These would all be
achievements, but you decide how you will learn to
master these core concepts. So it won’t be based on you
have to spend 13 years and then four years going
into debt to do it. You could go to a
formal institution to learn some of
this stuff, or you could learn it
however you see fit. You might be able to be
an apprentice with someone and then eventually
show that you know quantum physics very well. And I can imagine these
achievements would be far more rigorous
than the assessments that are being given right now. They could be oral examinations. They could be
practical examinations. They could be contingent
upon you building or applying some of this information. But what’s interesting about
this is now the seat-time, the time is variable. Let me write this. The time is now the variable. You can do this whenever,
wherever, however long it takes. You could even revisit
things when you’re 40 or 50. There won’t be any
artificial stopping point, that you are 22. You’re a college grad. Now you will not learn
new things anymore. And what’s fixed– and
I won’t call it fixed, because you can always get
more and more achievements. But the achievements will
be at a high standard. It’s a fixed high standard. So that if you get this
reading music achievement, you really do know
how to read music, which is different than
some other achievements. If I get a C in
a calculus class, it’s not clear that I actually
do understand calculus. In fact, it’s not
even necessarily true if I got an A in
a calculus class whether I definitely
understand calculus. So fixed high standards. And I imagine that the
only credentials won’t just be these kind of
subject-based credentials. The most important
part– because remember, the emphasis here is on the
creative, on the projects. And in creative fields,
your real transcript is not your GPA. Your real transcript
is your portfolio of projects, portfolio
of work that you’ve done. So people will get
things like this to show that they
understand specific domains, but the most important part of
the transcript of the future will be people’s
achievements– or I should say, their projects. So maybe I made a robot that can
maybe make toast of some kind. Maybe I’ve painted a
picture, so here’s a picture. Maybe I’ve written
a piece of software that does something
interesting, so some software. So what employers and other
people will really care about isn’t just your GPA
or how much time you spent in a lecture hall. They’ll say, show me the
stuff that you have actually built, that shows that you are
really in this creative class, that you can start
from scratch and create something new and novel. And I also imagine,
because we’ll be getting so much data
while people are actually working on getting some
of their core skills, that you won’t just even have
these, do you know calculus? Do you know quantum physics? You’ll also have metrics,
how hard working were you? How well did you
persevere, especially maybe when you failed first? These would be, I think,
considered to be good things. And on top of that,
you could start to measure, how well
did you help others? So that could be another
achievement, helping others. When you virtually tutor people
or physically tutor people, they rate you. And they say, wow, that
person really did help me. And we can even look
at the data to see whether you had a statistically
significant impact on their results. Now, the next corollary with
this different classroom and this
achievement-based learning is I think the
role of the teacher will change dramatically. And I think it’ll be
in a very powerful way. So the role of the teacher,
rather than being a lecturer and often giving similar
lectures from year to year and always going
at the same pace, the teacher will now
be a coach or a mentor. And anyone who’s ever seen a
great football or basketball coach will tell you that
a great coach or a mentor is a very rich and
important role, and so I think that
the role of the teacher will go up dramatically. And it actually won’t even be
an isolated profession anymore. Right now, in a
traditional classroom, because it’s lecture-based,
you have a classroom of 20, 25, 30 students,
another classroom of 20, 25, 30 students,
another classroom of 20, 25, 30 students. And in each of them,
you’ll have a teacher, often at the front
of the classroom, running class,
lecturing in some way. Because every student is now
working at their own pace at their own time and
the teachers are now spending most of their time
interacting with students, I could imagine a
world where, why have these walls
between classrooms? Why not just have
one larger classroom? Now it’s 70, 75, 90 students. And all three teachers
work together. And so the teachers aren’t
isolated in their rooms. They’re all able to tag team and
play to each other’s strengths. And the students will
have the benefit– instead of having the benefit of
one, I guess, experience base and knowledge
set, the students have the experience base
of all of these teachers. And not only that, they’ll
also be tutoring each other. So in this model, it’s
all going from the teacher to the student. Here, it’s going from
teachers to multiple students and from students to students
and maybe even students to teachers. So it’s going from peer to
peer and multiple teachers to multiple peers. And I think in this
type of a model– because the teacher’s going to
become that much more valuable, because now it is
all interactive. There is no more
passive lecture. There is no giving the
same lecture every year. I think that the
profession of teaching will become even
more prestigious. So my big– and I’m
saying 2060, but I think this is going to happen
over the next 10 to 15 years. So I think by 2020
or 2025 you’re going to have– the
teaching profession is going to become at parity
with professions like medicine or law or engineering in
terms of how much of a teacher can make and how they
are valued by society. So I predict in this
reality teachers, based on today’s money if you
inflation-adjust it, are going to make $150,000
to $200,000 per year. And for any of
those who say, wait, where’s the money for
$150,000 to $200,000 per year, you just should realize
that right now most states– even if you just focus
on public schools– are spending on the order
of $10,000 a student. And even if you had a 25 to
one student to teacher ratio, that means that you have–
so if you multiply it by 25 students, that means you
have $250,000 for the teacher and the facilities and
any other technology. And all I’m arguing
for is that the master teachers, the ones
that are really pushing the envelope
here, should get a bulk of these
resources, as opposed to layers of bureaucracy
and whatever else. Now, the last prediction
I’ll make related to education right
over here– and it’s related to all of this–
is because the actual cost of delivering a lot
of the core material, a lot of the core
practice, over here is going to go close to zero,
because you’ll really just need an internet connection and
maybe your peers who are also learning alongside of you. And it’ll become
even better if you have a really
amazing, experienced, professional teacher with you. But the fourth part
of it is I believe we’re going to get to a
99% global literacy rate, and we’re already close to this
in much of the developed world. But in the developing world,
it’s significantly below this. And obviously, you
can imagine if we do get to this type
of a literacy rate what that means for health care,
what that means for population, what that means for
economic growth, what that means for wars. I think this is a very,
very, very positive thing. And coinciding with this idea
that students around the world are able to get access to
a world-class education, that it’s like having clean
drinking water or electricity, I think you start getting closer
to a global meritocracy, where that student who, right
now she might just be the daughter of beggars
in some part of the developed world, but because she has
access to this material and she can develop herself–
and people will know how she’s developing herself, because all
the data is being logged– we can say, wow, she
has the potential to really be one of the
leaders in this creative class. She has the potential to
find the cure for cancer or find a new way
of doing X, Y, or Z. And so you really can give these
students all over the world the opportunities that
they really should have. And hopefully there will
be a ton of opportunities, because the pie will have
gotten so much bigger that we can support a lot of
these creative endeavors.

100 thoughts on “Year 2060: Education Predictions”

  1. One thing: less people. To make this system work we need to have smaller population (About 1 billion, I think). Because there is just not enough resources for 7 billion. And not all countries will be developed, as the meaning will change. In the countries that is now developed you will have this system and very high standard of life, but in now developing or undeveloped countries you will have the system we have now in developed countries.

  2. As a musician, artist and 11 year veteran teacher I say, that this guy is a tool. He needs to identify some credentials before pontificating such. He has obviously not read Robert Heinlein's "High Crusade". He sounds like a Wersgorix to me! I have so many problems with this video that I will make a MST3K version. I have only watched the first five minutes and am very disappointed. I do hope that it gets better. Be sure that I will identify credentials in my version.

  3. You're the one that's sounding like a tool right now, and I bet you're one of the teachers that's part of today's education problems. You're what I call a moron, and I will now identify but a few of the ways that you are a moron.

    1. You think he has to identify credentials.
    You're the kind of person that will only listen to people if they have some arbitrary piece of paper. This guy is Sal fucking Khan. He has 3 degrees from MIT and 1 from Harvard, probably more than your sorry ass has,

  4. [continued] not like that even matters though, because he's proved his worth with the creation of Khan Academy. Khan is the resource that's taught me more than the pitiful federal school system that you're a part of ever could.

    2. You cited a book with outlining specific relevant content. I also fail to see how Heinlein's science fiction novel discredits Sal's argument. You're use of this argument is equivocal to you throwing a copy of Mein Kampf at a one of the Founding Fathers and expecting

  5. [continued*1] democracy to be completely discredited.

    3. You only watched 5 minutes of his video. I don't know how you determined he was a tool after 5 minutes. Your actions are a clear sign of ignorance. I didn't read "A Critique of Pure Reason" then stop after 5 pages because I had already some how made the decision that Kant is/was an idiot.

    Now, because your an ass that can't look past the idea that someone has to have proper, institution administered verification before they can say

  6. [continued*2] {you're*} something I'll give you my "credentials": I'm a 16 year old high school sophomore who thinks you're a moron. Keep going on strikes to keep your unions alive, and make sure to keep giving me and my peers a shitty education.

  7. this is assuming the world financial system doesnt collapse and force us all to become gardeners or a solar storm doesnt fry all our electronics or we dont decide to have global nuclear warfare or more nuke power plants dont get damaged by freak earthquakes and global warming doesnt destroy arable land and that we somehow discover some limitless sources of energy to fulfill the necessary demands for energy with a growing populace….right?

  8. Dream on.
    Interaction between real humans will allways be the best way to get knowledge and communication across.

  9. Yes less physical labor in 2060. and we'll have color changing crystals implanted in our hands to tell us when it our times up. High school graduation then kaput.

  10. what a beautifully simple system, I'd loved to have had the sufficient amount of time it takes to learn certain skills in school!

  11. With a globalized education how will countries (who fund education) address the desire to socialize children and build historical narratives that explain the world from the nation's perspective- right now states choose which history we teach- what will happen when there is so much more variety? How will countries socialize and build "proud loyal citizens?"

  12. Interesting ideas. However, the achievements system doesn't seem any less broken than grades and polished CVs in assessing how people really are. Look at achievements in video games where people are just running after what gives them some badge instead of exploring for themselves. Great, let people learn on their own but then really do let them alone and don't monitor and assess them all the f#@$ time. How free are you really to go back and revisit something if it immediately shows up somewhere?

  13. These videos are making me think… I don't want my kids(I plan on having them, let's say this will happen max 10 yrs in the future) to go to the schools I had to/chose to go to, because of different reasons which are irrelevant right now but won't be when I'll have to decide whether to put them into schools or not. So I'm thinking on teaching them at home, or better said, tutoring them while they learn through KhanAcademy and all these scientific videos…

  14. … If our generation succedes in changing the way you are accepted to a schooling institute, people will be able to prove their knowledge even though they've never been to a school before – I'm thinking here of something like the A-levels(I chose them because I think most of you know them), in our country you have to do the basic schooling to get to write them but what if a person, 18yrs old, would pay to write it but never set foot into a school before? I'd like my children to learn like that.

  15. I'd like to believe that what you say is true, but I think the ruling classes in developed countries benefit from a lifestyle which depends on there being an underclass to carry out less desirable jobs etc. and will therefore never allow such a radical change in the education system. I'm not saying it won't happen, but I think it will be much slower than your saying it will.

  16. I love how futurists often take ideas from the past. I would be immensely happy if apprenticeships and the guild system in general made a comeback.

  17. This is insane. Actually insane, the fact that it makes understandable, logical sense… just blows my mind. Very inspiring.

  18. Do you think with teachers becoming more like mentors and coaches to their students, will the districts or DoE make a model of classes growing with their mentors and their peers through multiple years of education?

  19. I think (hope) that by 2060 teachers will dissappear as a profession. That means that you are taught Physics by a physicist and Music by a musician. Of course, not all good specialists are good teachers but there's still enough of them, considering that their time will be spent more efficiently. It's also a benefit for a teacher because explaining a complicated subject to a 12 year old is a very efficient way to refine your own understading of your primary job.

  20. We are already doing this in chemistry class, and I am one of the teachers! We're in our second year, and it is very – very – successful. Get in touch with me if you like.

  21. We are experiencing this kind of "teaching" the second year now. I'm very enthusiastic about these predictions, 'cause it really works!!
    By the way, I'm the second teacher in that chemistry class :).

  22. I'm in a constructivist pedagogy course right now and that's basically what this is. It all makes so much more sense than traditional education.

  23. So the profession "teacher" will not disappear after all? Since you just transfer the job from one person to another. And people would still have to be educated in how to educate properly. Maybe not all people who can teach want to. Quite a few factors coming in.

  24. Physical labour will not disappear in 50 years. Not in developed countries, not anywhere. Physical labour will disappear when we can create robots like Asimov described, and they will not be commonplace this century. Depending on resources, maybe "never".

  25. cause i didn't notice, well at least he isn't as annoying as Shitkidhtf, wondering why he isn't hating the Grey Army

  26. I didn't copy by the way and it's, cmd+c and cmd+v (I'm a Mac user get your facts right before you even try too troll)

  27. damn! I want to be 5yo now!
    allthough – I'm affraid – this won't really happen in most of the greedy market economics world

  28. I was homeschooled through elementary school, and I can tell you that your predictions here are basically public school catching up to what I had in elementary school: freedom to discover. I believe kids inherently want to learn. EVERYONE wants to learn. It's just that school is a terrible way to do that. Fortunately, when I came in to middle school and high school, I'd learned how to learn, so while I feel a little held back, I know that I am learning whether it's at school or not.

  29. Oh Sal, I love so much your optimism, and I wish you were right, but I think this a much harder battle against the status quo of education… Maybe I'm pessimistic, but I don't see (at least my country) changing that much in a single decade.
    Of course, that doesn't stop us from trying…

  30. @vwuwpew yeah they are 100% right. I wasn't totally convinced at first until I had 150 greenbacks put into my account! Its really easy all you have to do is answer a couple market research questions each day. Take a look >

  31. How will you make sure the students do learn on their own time? what happpns when you flip the classroom and the student refuses what lectures at home?

  32. I really hope that this becomes the normal by the time i have kids. I want my children to grow up in a world like that. That would be awesome!

  33. I think you're exaggerating with how the paradigm will shift. It's a slow process, I think, and I think there will ALWAYS be a lot of labor that needs to be done. The difference is that more and more of the labor will have a creative aspect

  34. The thing is, not everyone is creative, and many people, including myself, would actually prefer the way things are taught now. I mean, it's not totally teacher –> student. Classes, at least in my school, tend to be more relaxed with more conversing between the class, but still the basic teacher stands at the front and teaches stuff. In fact, the only way that I would improve most of my classes at the moment would be to throw a large portion of the class (the uninterested ones) out of it.

  35. I think the easiest way to see this transformation is in the gaming industry, given game development is a heavily creative process in the first place, even programmers are encouraged to be creative and open thinking when tasked with efficiency.
    Past that its also worthless to have qualifications in the gaming industry if you don't have a sample of your work, you won't get hired unless you can show your true potential in your respective field.

  36. Interesting that the guy who made 1500 math and science videos alone in his closest also has a vision for the future of education. Impressive. That said, I find his future vision less compelling than his web site.

  37. I think the demand for 'master teachers' and continued education is very real. Some select few have already been capitalizing on it by setting themselves up as experts and organizing seminars. If people can see the value in learning they will be willing to pay properly for that knowledge.

  38. they already teach reading like this the students are assigned a seen of hamlet and to read and then the class time will be spend disusing it or there have to write a book report on Moby-Dick. I think for the subject you list tho for the core of them you are correct a small group will be better.

  39. I think 2060 will be more like Idiocracy. It seems like there are way too many stupid people today despite the fact that we have tons of information at our fingertips, but most choose not to learn, not because they can't but because they don't want to. We will get more and more people who refuse to work for anything and just expect to be taken care of. The populace is only as smart as it wants to be. Unless we find a way to take the work out of learning our populace will just get dumber.

  40. You really think government will allow free people to demonstrate how crappily they've been running education since the common school system came into practice >100 years ago?

  41. Helping others just to tick that "helping others" achievement box. What a horrible idea. I like many of the ideas in this video but instead of painting a brave new world, I would have liked to see some self-critical discussion on the effects this will have. For example, will children ever feel they can relax when they could be getting achievements instead of playing and they know other children do? Will adults?

  42. If you don't see
    3rd Millennium Chess then you are a fraud. When you do you will see welcome to the future, now watch your ass and good luck.

  43. I had a history teacher in college last year who read the book!! No joke, he read every single sentence in that book over the semester. while i was playing a computer game with my friends(because lets be honest with each other, no one is going to listen to someone read a book every Monday and Wednesday day for 3 months) I finely got feed up with this because i love history and history can be so much fun, but we have people like him that make it boring as shit.

  44. It made me almost not want to be a teacher, that's how boring this guy was. so i decided i wanted to be history teacher and make history actually fun.

  45. A huge problem I see now is that creative problem. Employers want to see the creative part and they want to see that you can, indeed, execute and apply your knowledge. Because schools don't show application much, we end up having graduates that just have knowledge and no skill. Your alternative would pretty much irradiate this problem.

  46. Too bad his website is really boring. He needs more people and some real integration among topics. Lets get the best teachers videos up there.

  47. Probably the most close-minded video I've ever seen.

    The fact you honestly believe the future of learning and education on a global scale should be 'this' is staggering.

    The future is not going to be anything like this. The future in first world terms will be children completing assignments digitally at home.

    Classrooms or learning centres of any description will not exist in 50 years whatsoever, and the only reason they will is so parents can perform a tax-paying job.

  48. a bunch of nonesense. Todays college system in america is kind of similar to what you are "guessing" and when compared to a european traditional – fixed college systeme americans look dumb. This can not apply to everything, specially engineering and architects, because what you actually learn in college is just the base, just the tip of the iceberg…if you make it more practical, more i decide what to study, technical degrees wont have the required background, and thus inferior

  49. Which is why classes should not be taught, but instead each student gets his or her own curriculum based on how he/she learns.
    However I think his views of the future of the economy are correct, and we'll need more creative people in the future.

  50. I think teachers will resist your vision.  The teaching that I see is still stuck in the 80s and stuck DEEP in bureaucracy.

  51. I do think EXACTLY the same thing.
    already today, the number of researchers grows dramatically.
    I also predict i high rise in homeschooling and self education.

  52. Hi Sal, I'd just like to make a few points.
    First, please watch CGP Grey videos (and others that make education really, really interesting – although his Coffee video is far too one-sided for my taste).  Although you don't need to talk as fast as he does, I think you could learn a few things from him.  Despite your nervousness at TED, your presentation was both interesting and fairly enjoyable.  Unfortunately, while your predictions video was intellectually interesting, it was very boring.  If you produce a basic script/overview to follow, inject spontaneous humor into your videos, spice them up a bit with more graphics and less of your semi-legible handwriting, edit them to further improve them, and work towards the goal of a finished product instead of a first draft, I think you'll have a much larger reach – even if Khan Academy suddenly disappears.  In case it's not clear, I am NOT advocating unbalanced views (like Grey's Coffee video).

    Second, your timetable is off in a way.  The things you mentioned, like active, self-paced discovery learning, and achievement-based learning have been around a long time – some of them for a hundred years or far more.  Progressive and transformational systems are some of the most recent that attempt to change things in the way you describe, including interdisciplinary units and curriculae.  The final stage of mixed classes with multiple teachers is also old hat, be it from the perspective of the old one-room schoolhouses, or the more modern Montessori and Waldorf systems, for example.   Facilitation and teaching between peers as  well as students teaching teachers is also not new (although many teachers don't like the ego-squashing effect of being one-upped by a student).  Sadly, none of this is being  done on a global basis and some countries are way behind the curve while others are shining stars that must simultaneously battle the morons of big business who think  that workers are more important than the global improvement of humanity.

    People like Walter Smith, Guy Claxton, Ken Robinson, Sugata Mitra, you, myself and many others are trying to achieve what you were predicting.  CGP Grey goes even farther in proposing that "Digital Aristotle" (a super-smart, self-improving AI that will do better than teachers) will replace educators.  There are already doctor AIs that are developing the ability to do better intellectually than doctors+nurses+pharmacists put together, but, hey, watch Grey's video about that and the advances in tech (robotics and software) "Humans Need Not Apply".

    In the end, I am not criticizing what you presented and I hope it goes that way (or better).  I'm writing a book series called "Education Can Save the World", the first of which will be for parents, plus novice educators, novice admins and policy makers (politicians shouldn't be making decisions if they don't truly comprehend education but that's the crap we have to fix).  I am merely hoping you can do your presentations in a manner that is more compelling from both the intellectual and emotional sides, without turning it into marketing drivel. 🙂

    And, btw, if you're not good at making a video like Grey does (neither am I) but there are lots of people who can help you do that.  All you have to do is handle the research, script and speaking and let them handle the images, video and background audio (like music and fun noises) to produce WOW videos.  I'd like to see that happen.  A global education that helps as many people as possible achieve their full potential is my passion and dream.

    I just hope that we can keep the greedy plutocrats and oligarchs from subverting it for their own gain.

  53. The video is super interesting, but I can't stand how many times the video says that an "A" means that you completely understood a topic, theme, subject, or others – It's not always true, especially at High School and Primary School.

  54. Even though this is a prediction from a 2010 year stand point and it has only been 5-6 years, do you still stand behind your teacher profit or income prediction as well as the achievement based guided education?

  55. this might gain no notice at all. Nonetheless, I have an important question to ask: Lecture based classes are better for humanities, so where do the humanities go? The humanities will always be important, from politics, to law (I suppose that could go digital), to history for Christ's sake. I think in a lot of subjects there will be a split, as we are currently seeing, to far more apprenticeships than scholarly education. Scholarly education will become what it originally was, it won't be eradicated. Humanities simply don't work in apprenticeship systems.

  56. LOL… those "people who look like they're building some type of a robot", the one in the black shirt, that's.. me! 😀 that photo was taken in 2008, during the final competition for our robotics class.

  57. i don't really think your right, especially about how much physical labor is gonna shrink not sure why you think it will but it was really entertaining

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