Why America's obsession with STEM education is dangerous - The Washington Post - 0 views
www.washingtonpost.com/...4-ab77-9646eea6a4c7_story.html
STEM innovation humanities maker education article
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Consider the same pattern in two other highly innovative countries, Sweden and Israel. Israel ranks first in the world in venture-capital investments as a percentage of GDP; the United States ranks second, and Sweden is sixth, ahead of Great Britain and Germany. These nations do well by most measures of innovation, such as research and development spending and the number of high-tech companies as a share of all public companies. Yet all three countries fare surprisingly poorly in the OECD test rankings. Sweden and Israel performed even worse than the United States on the 2012 assessment, landing overall at 28th and 29th, respectively, among the 34 most-developed economies.
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Jill Bergeron on 30 Mar 15These are some very interesting stats on how placement on international tests do no correlate the innovation and achievement of a country.
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“This country is a lot better at teaching self-esteem than it is at teaching math.” It’s a funny line, but there is actually something powerful in the plucky confidence of American, Swedish and Israeli students. It allows them to challenge their elders, start companies, persist when others think they are wrong and pick themselves up when they fail. Too much confidence runs the risk of self-delusion, but the trait is an essential ingredient for entrepreneurship.
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America overcomes its disadvantage — a less-technically-trained workforce — with other advantages such as creativity, critical thinking and an optimistic outlook.
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Jack Ma, the founder of China’s Internet behemoth Alibaba, recently hypothesized in a speech that the Chinese are not as innovative as Westerners because China’s educational system, which teaches the basics very well, does not nourish a student’s complete intelligence, allowing her to range freely, experiment and enjoy herself while learning
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Mark Zuckerberg was a classic liberal arts student who also happened to be passionately interested in computers. He studied ancient Greek intensively in high school and majored in psychology while he attended college. And Facebook’s innovations have a lot to do with psychology.
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Tasks that have proved most vexing to automate are those that demand flexibility, judgment, and common sense — skills that we understand only tacitly — for example, developing a hypothesis or organizing a closet.”
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This doesn’t in any way detract from the need for training in technology, but it does suggest that as we work with computers (which is really the future of all work), the most valuable skills will be the ones that are uniquely human, that computers cannot quite figure out — yet.
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Innovation is not simply a technical matter but rather one of understanding how people and societies work, what they need and want.
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A broad general education helps foster critical thinking and creativity. Exposure to a variety of fields produces synergy and cross fertilization. Yes, science and technology are crucial components of this education, but so are English and philosophy.
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the American economy historically changed so quickly that the nature of work and the requirements for success tended to shift from one generation to the next. People didn’t want to lock themselves into one professional guild or learn one specific skill for life.
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In truth, though, the United States has never done well on international tests, and they are not good predictors of our national success. Since 1964, when the first such exam was administered to 13-year-olds in 12 countries, America has lagged behind its peers, rarely rising above the middle of the pack and doing particularly poorly in science and math. And yet over these past five decades, that same laggard country has dominated the world of science, technology, research and innovation.