|Most jobs have tedium as a pre-requisite. No one does tedium|
better than a machine, but we still demand that kind of work
for humans... to give them self worth?
The graph on the right is from that article and it highlights how repetitive jobs are in recession as machines more effectively take over those roles. As educators this leaves us in a tricky situation because we oversee an education system modelled on factory routines that is designed to fit students into repetitive labour (cognitive for the 'smart' office bound kids, manual for the other ones).
|Between neuroscience and freeing ourselves of academic prejudices|
(ie: creativity happens in art class), we could be amplifying what
human beings are best at instead of stifling it. (from Newsweek)
Ironically, just at the time where human beings might have technically developed a way out of having to justify their survival all the time they are also crippling their ability to do what humans do best. In recent years creativity,as critically assessed in children, is diminishing. The one thing we are able to do better than machines is being systemically beaten out of us by outmoded education systems and machines that cognitively infect us with their own shortcomings!
Machines offer us powerful tools for a wide variety of tasks. I use digital technology to express my interest in the natural world, publish, and learn, but for the vast majority of people digital technology is an amplifier of bad habits and ignorance. Many people use the personalization possible in digital technology to amplify their own prejudices, juice their brains like Pavlovian dogs in empty games, and all while living in a cocoon of smug self justification.
In the meantime the education system keeps churning out widget people designed for a century ago and the digital attention economy turns their mental acuity into a commodity.
Rise of the machines indeed.