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