Education of the future

2024 Author: Seth Attwood | [email protected]. Last modified: 2023-12-16 15:55

The sixth technological order, which has been developing in the world for several years, should be based on the energy of networks and an ensemble of particles. But, as is usually the case with us, we are a little late, but our prospects are better than those of many developed countries.

We are now in the fifth technological order, in which society is based on information energy. Accordingly, the modern education system is the primary tool with which to teach information processing.

When an innovative leap takes place in the world - a change in economic structures, geopolitical shifts that have not been seen for four hundred years - such changes occur that cannot be reduced to changes in the previous essence. For example, try to answer the question: How many real horses are in a 100 horsepower internal combustion engine? Answer: none! With the advent of motors, we switched to a completely different measurement system. The emerging essence has become completely different, it will not be possible to measure it in the old fashioned way, relying on our previous ideas.

Thank God, this issue has not been resolved in the West either, it is being blabbed by the presence of a lot of money and a pile of electronic technologies. The main question is what is education, why is it needed? - not resolved. People who have received a modern education are not competitive. And an education system apart from competitiveness is impossible.

What is the competence of specialists graduating from universities today? Over the past 20 years, the term of competence has been reduced from 30 to 5 years. If earlier you, acquiring any specialty (competence), were sure that practically all your labor activity would be needed, now the first-year student comes to the university, and at that moment his specialty is in maximum demand in the world. After 5 years, a university graduate comes to where he started: his specialty has just died, and he, as a specialist, is no longer needed. Accordingly, before you start teaching people, you must understand what is happening in the world and what are the prospects for the development of this or that competence. You need to create a concept and theory from this understanding, develop courses for the future, approve them in ministries, and this despite the fact that you cannot bear anything from the previous education systems.

In order to create adequate education, the field of learning must be set up with a continuous, electronic, actionable environment that will operate online. For example, imagine: you have a simulator for managing a metallurgical complex, on which both students study and the technologists of this metallurgical complex work. All departments of the university are involved in it: economic physics, theoretical physics, mathematics, electronics, strength of materials … Theory is fully intertwined with practice. If any changes are made, the educational program changes immediately. Universities change their base if it becomes uncompetitive and cannot provide them with a super modern educational program. Thus, a space-time continuum is formed, in which education, production and science interact with each other online, with instant data transfer.

Today, in modern economic conditions, we need to pay attention to the education of professionals 55-60 years old. Now they are the heads of Russian concerns, the turnover of which is, say, $ 5 billion against the norm of $ 15 billion. If you spend $ 50 million on training this person, he will make a profit 2-3 times more literally in the next two years. Why now, in a crisis, spend money on people who, at best, will only graduate from college in 5 years, and in another 5 years will reach at least some managerial position ?! By this time, all of our markets will die.

If we are talking about the knowledge economy, then we must take into account the availability of raw materials, and the methods of processing these raw materials, and the quality of the resulting product, which should be profitable. We live in an information society, where the volume of information has grown by 6 orders of magnitude, that is, a million times. In 1991, computers were equipped with a 1 MB hard drive. It was a giant storage facility. Now a home laptop is designed for a terabyte of information, and there are still additional disks. This suggests that the information society has begun to produce an unprecedented amount of information. We have new raw materials that surpass oil and coal in scale, but we do not know how to process it. This has to be learned. Training assumes: the first level is data acquisition; the second level is data comparison, information synthesis; the third level is the creation of scientific patterns, what we call scientific knowledge; the fourth level - competencies, scientific knowledge, theoretically applied in real life, in economic and social reality. Here, the methodology is taken into account - when you suddenly find something in common in the competences of different industries, and axiology is a system of values.

Cognitive capital is important for the knowledge economy, since a person is the only structure capable of storing and processing large information. This capital is finite, which is why there are specializations of the most varied complexity. Engineers in relation to workers are people who have much more cognitive capacity. The General Designer is a person with unprecedented cognitive capital. For the production of one aircraft you need one genius (general designer) and ten "almost geniuses" working with it. If an airplane consists of 2 million components, then a ship - from 5 million, an aircraft carrier - from 50 million, how many a space station consists of - I don’t even presume to say. In the 70s-80s, the cognitive capital of society ended. Developed countries sent people to universities who were not capable of any thinking at all, with the cognitive capital of a laborer. As a result, they did not become engineers, and a social crisis began in the countries.

Today, two world super companies, backed by the best engineers, have made two commercially incapacitated aircraft, four years late in their release. This is nothing more than a serious crisis of engineering axiology. We must begin to build a different design axiology. As it was before? Whatever the variety of the constructor, the result was a rigidly agreed-upon final product, moreover, from the manufacturer that released this constructor. Can we now make an open source constructor, for which spare parts for all other constructors would be suitable, for example, using special adapters? This is a difficult task, but it needs to be solved.

The semantics of systems says that all systems are the same, they are created according to the same set of laws. The Lord God could not create separately chemical, technological, informational, social, biological systems. Semantics implies that we can find synonymous or antonymic systems, and one of the versions is that there are two types of evolution in human society: one is biological, where the speed is low, the second type is informational evolution … You cannot have a society without informational evolution, information links. These are interrelated things. I'm talking specifically about informational, not social, evolution, since animals also gather in flocks and anthills, but, nevertheless, from the point of view of information, they do not evolve as fast as humans.

Resources are always in short supply. Therefore, the systems do not create anything unhelpful, they cannot afford it. If something stands out - art, science or education - then this direction has the most serious functional benefits. This is an axiom that we often overlook. Take the humanities. Techies tell me that this is not science at all, there is no clarity, rigor inherent in real science. But look at quantum physics. It is vague, blurry. And then, every humanist knows how complex the humanitarian aspects are. From the very beginning, the humanities were engaged in such complex concepts that it was initially impossible to find a mathematical and philosophical apparatus for them! Only after we created the electronic world, began to deal with artificial intelligence, the problem of information transmission, and so on, did we realize how much biological systems are more complex than technological and informational ones, and social systems, which are higher than biological ones, are even more complicated by orders of magnitude. The whole world is now up in arms against the humanities, and meanwhile their time is coming. The problem with the humanities is that they speak the old language, they have ceased to be understood. Their speech needs to be technologized, improved.

We are talking about the concept of "knowledge economy", but knowledge is a literary term, not scientific and not technological. Knowledge is sacred, we cannot use it, process it, and so on. The education crisis in the world began with a return to knowledge. Up to 40% of graduates in Europe, especially humanitarian specialties, cannot repay their student loans. In America, the growing student loan debt today is roughly $ 1.3 trillion. dollars. There are people who graduated from the university 20 years ago, and still cannot pay off the loan, because their work does not correspond to qualifications. The system tells us: if you are such a trained person, show a returnable investment. To get away from collapse, you need to get away from knowledge and return to systems.

The goal of the system is sustainability. In dynamics - adaptability. The system lives and is stable if it adapts to changes in the external environment. If it adapts to the speed of the external environment, it means that it is in a stable state. When it adapts faster than the external environment, we observe the expansion of the system. If slower - degradation. Based on these postulates, it turns out that knowledge is information about energy efficient behavior. Modern knowledge is beginning to be probabilistic: yesterday it was not yet knowledge, but was just information … Based on this definition, learning is a change in behavior as a result of the information received. Taking exams at the institute after the course is a short-term recognition of information. Will you be able to apply this information in 10 or 15 years, even if you once received the highest score for its knowledge? If your behavior has not changed as a result of the information received, then no.