Redefining the Goal of Education | Kevin Fleming | TEDxMSJC | Summary and Q&A

TL;DR

Challenging traditional education metrics and redefining goals for student success.

Key Insights

• 🥅 Traditional education goals may not guarantee career success.
• 🎓 Cognitive dissonance in education stems from unmet expectations.
• ⌛ Shifting from time-oriented metrics to skills-based assessment can enhance learning outcomes.
• ❓ Personalized learning and essential skill mastery are crucial for career readiness.
• 🧑‍🎓 Reevaluating education goals is essential to address underemployment and student loan debt.
• ❓ The focus should be on achieving individual potential and fulfilling career paths.
• 💱 Changing mindsets towards adaptable learning structures can benefit learners.

Transcript

Transcriber: Adriana Slezáriková Reviewer: Walaa Mohammed Have you ever done everything you were supposed to do yet still failed? Think of a time when you did everything by the book. You even accomplished your goal, but you still didn't reap the rewards you were promised. Well, when we have a goal in mind and we achieve it, but then when we still ... Read More

Questions & Answers

Q: What is cognitive dissonance in the context of education?

Cognitive dissonance occurs when achieving educational goals doesn't result in expected rewards, leading to confusion and dissatisfaction.

Q: How did the speaker challenge traditional education goals?

The speaker advocated for a shift away from focusing solely on college completion towards personalized learning and essential skill mastery.

Q: Why is the Carnegie unit criticized in education?

The Carnegie unit's emphasis on time rather than meaningful skills impedes flexible delivery models and undervalues individual learning preferences and capabilities.

Q: How can individuals help shift education goals?

By advocating for changing outdated metrics and embracing holistic career development, individuals can contribute to a more effective education system.

Summary

In this video, the speaker shares their personal experience of achieving multiple degrees and then facing the harsh reality of being burdened with student loan debt and underemployment. They highlight the gap between the anticipated rewards of education and the actual outcomes many people experience. The speaker argues that the focus in education should shift from solely achieving degrees to a more holistic approach that includes personalized learning and skill development.

Questions & Answers

Q: What is the term psychologists use to describe the gap between anticipated rewards and actual outcomes?

Psychologists call it cognitive dissonance, which refers to the feeling of discomfort or conflict that arises when our beliefs or expectations do not align with reality. In the context of education, it is the disconnect between the promised benefits of obtaining degrees and the actual job prospects and financial security individuals experience.

Q: What was the speaker's personal experience with education and career outcomes?

The speaker, as a first-generation college student, followed the traditional path of obtaining multiple degrees with the belief that it would unlock numerous career opportunities. However, upon graduation, they found themselves burdened with over $250,000 in student loan debt and underemployed. Despite their academic achievements, they felt like a failure due to the lack of financial security and meaningful employment.

Q: What does the chart presented in the video show?

The chart, called a whisker plot, illustrates the median earnings of full-time workers in America based on different levels of educational attainment. It highlights the significant range of earnings for individuals with associate's degrees and bachelor's degrees, emphasizing that the same degree does not guarantee equal value in the job market. Surprisingly, individuals with two-year degrees can sometimes earn more than those with bachelor's degrees or even some doctorate degrees.

Q: What is the current focus of education and its intended outcome?

The current focus in education is often solely on college enrollment, retention, and completion. The intended outcome is the conferral of diplomas and degrees, seen as symbols of successful learning. However, the speaker argues that this narrow perspective neglects more holistic metrics, such as aligning individuals' personalities, preferences, passions, professions, and purpose, to adequately prepare them for life after graduation.

Q: What does the speaker believe needs to be shifted in education?

The speaker suggests two important shifts: metrics and mindset. Firstly, the reliance on the Carnegie unit, a metric that measures learning based on seat time and credits, should be replaced with a focus on meaningful skills and accomplishment. Secondly, there needs to be a mindset shift that expands the concept of learning beyond the classroom and values all forms of learning, whether it occurs through traditional schooling or other experiences like apprenticeships or work-based learning.

Q: What negative effects does the speaker believe focusing on the wrong goal in education has?

Focusing solely on college completion and degrees can lead to high student loan debt, underemployment, job dissatisfaction, and the questioning of the value of higher education. The speaker highlights declining college enrollment and the mass exodus from public education as indicators of the need to refocus our educational goals. They argue that prioritizing the wrong goal in education leaves many learners feeling unsatisfied and ill-prepared for the new economy.

Q: How did the speaker's perspective change after learning a technical skill?

The speaker's perspective changed after earning an industry credential in geographical information systems. This technical skill lifted them out of working poverty and opened up new career opportunities. It made the speaker realize the economic realities behind the cognitive dissonance they had experienced earlier. They began to understand the value that technical skills hold in the labor market, and it inspired them to dedicate their career to changing the goal of education.

Q: What did the speaker hope to achieve by climbing the ladder within higher education?

The speaker aimed to gain decision-making power by reaching positions of influence within higher education. They believed that by being in the executive cabinet, they could change the education system from within. Their intention was to challenge the old thinking, policies, formulas, and agreements that have been in place for many years. However, after realizing it would be challenging to enact significant change within the system, they made the difficult decision to affect change from the outside.

Q: What did the speaker discover while working with institutions globally?

By working with institutions globally, the speaker realized that many students face overeducation and underemployment, leading them to dissatisfaction and uninspiring career paths. The speaker identified that the problem lies in the focus on the wrong goal in education rather than lack of funding, learning assessments, support services, or faculty ratios. They observed that institutions that embrace different goals and shift their mindset see positive changes, such as investment in apprenticeship programs, competency-based education, and flexible learning modalities.

Q: How does the speaker compare the two approaches to playing with Legos?

The speaker uses the analogy of playing with Legos to highlight the different approaches to learning. One approach is following the instructions and building an exact replica of the picture on the Lego box, which represents the traditional path of following a predefined educational curriculum. The other approach is dumping out the bucket of Lego pieces and envisioning something unique in one's mind, representing a more creative and individualized way of learning. The speaker emphasizes the importance of valuing both approaches and recognizing the value of every building block of learning, regardless of the chosen path.

Q: What does the speaker propose as the new goal in education?

The speaker suggests customizing learning to help every individual become their best self. They advocate for a shift in focus to holistic career development and essential skill mastery. The new goal should be to prepare learners for life after graduation, equipping them with the necessary skills, adaptability, and readiness for fulfilling careers aligned with their passions and purpose. By embracing this goal, education can truly change and lead to motivated, fulfilled individuals who contribute positively to society.

Takeaways

The speaker urges a redefinition of the goal in education, shifting the focus from college completion and degrees to personalized learning and holistic development. They emphasize the need to shift metrics away from seat time and credits and towards meaningful skills and accomplishment. Additionally, a mindset shift is proposed, recognizing the value of all forms of learning and blurring the boundaries between traditional education and experiences outside the classroom. By adopting a new goal of customized learning, education can prepare individuals for fulfilling careers and empower them to become their best selves.

Summary & Key Takeaways

• Cognitive dissonance arises when educational goals don't align with expected outcomes.

• The focus on college completion may not lead to financial security or fulfilling careers.

• Shifting metrics and mindsets towards individualized learning can enhance career readiness.