Class 11:Final Notes on Critical

Engagement

Information or Creation?“information economy” - what is it?What are value-added activities in the

information economy? (and what aren’t all that valuable?)

Right/Left Brain (Pink)Left brain - sequential, functional, logical,

literal, textual, analytic, ordered, rules-based

Right brain - simultaneous, metaphorical, aesthetic, emotional, contextual, synthetic, complex, holistic, association-based

More orientation than exclusivity - we use both all the time (e.g., recognizing danger)

Unless neurologically impaired, both can be exercised and developed

Three TrendsAbundanceAsiaAutomation

AbundanceThe developed world has most its basic needs

sorted out - people don’t necessarily need more stuff

New product releases - not about need but want (and engineering that want…)

AutomationProducts are increasingly produced by

machines (e.g., robotics in manufacturing)But so are professional services - e.g., DIY

law, accounting - even coding in cases

AsiaAlliteration! (Think globalization - also

includes BRIC countries and elsewhere)Global work transfer - not just cheaper

manufacturing labour but also cheaper info. economy labour

Many qualified scientists, doctors, lawyers, accountants in BRIC - often available at a fraction of Western salary

Rise (and Flight) of the Creative Class (Florida)Creative class growing in number and power both

Talent, technology and tolerance drive creative class

Creative people thrive in creative communities - and leave those that aren’t

National/worldwide competition for creative talent that can be influenced by policy – e.g., Florida’s own departure to Toronto

The Conceptual Age: High Concept, High TouchPreviously privileged left-brain talents -

increasingly automated, outsourcedIn age of abundance, goods and services

must not just be functional but appealingCreativity - not just information processing

- is the real value-added activityMore complicated than following rules -

must be able to manipulate and create them to new ends

Implications for Education and EmploymentA troubling trend in higher education –

standardized testing (and teaching to the test) and programmatic learning via rubrics

But creative class defines rules, not just follows them!

Mimickry of instructions is not education – e.g., McCloud’s notion of surface vs. idea/form

Failure of educational system as well – Wesch video

Grown Up Digital (Tapscott, 2009)“a generation bathed in bits” – echo/Gen Y

(1977-1997) Technology as “air” – integral and seamless

part of lived experienceIntergenerational conflict – norms, values,

and potentially brains of Gen Y conflict with more traditional boomer era or more cynical Xers

Eight Norms of Gen YFreedom of choice

and expressionEager to customize

and personalize Scrutiny of decisions

made – demanding and discerning

Corporate integrity and openness

Play and entertainment in work, education and social life

Collaborative, relationship building approaches

Speed is of the essence

Interest in and capacity for innovation

ConcernsIs Gen Y as creative and innovative as they claim?

(again with rubrics – going through the motions isn’t creative!)

Is structured existence engineered by “helicopter parents” creating a new generation of perpetual adolescence?

Is there time to reflect on creation, especially when speed is of the essence?

Is privilege of experience and play taken too far? (Gladwell’s 10,000 hour hypothesis – genius takes hard work!)

What can/must I do?Be prepared to engage reality critically and

creativelyEngage both right and left brain skillsLive up to the promise of your generation – and

be aware of the concerns of other generationsThere are no instructions on how to do this –

comfort with unstructured environments and creating the rules of the road is important

Sound hard? It is - but it’s more rewarding financially and intellectually