Monday, July 26, 2010
Read Chapter 3 of A Whole New Mind
The chapter entitled "High Concept, High Touch" discussed our transition from the Agricultural Age into the Conceptual Age. Society is presently realizing that we need to supplement our well developed high tech abilities with abilities that are both high concept and high touch. We are learning to value greater creativity, artistry, and play. Both right and left brained activities are needed for the Conceptual Age.
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Ilene, I found it very interesting that corporations are looking for MFA's more than MBA grads. This is probably as important a shift in thinking as the industrialization of America. Our kids won't know a world that isn't wired and instantly accessable. It makes me wonder if we will become more cynical as we are bombarded with unlimited info and opinions. We will definitely have to become much smarter consumers of information.
ReplyDeleteI found it refreshing to hear that qualities of imagination, joyfulness, compassion and uplifting are beginning to be recognized to be just as valuable qualities as a high IQ.
ReplyDeleteCrossing over to the ever changing world of technology and visual learning is very hard when trained in the text book tradition. Students are craving it teachers are learning it.
ReplyDeleteI think that those qualities of imagination, joyfulness, compassion and uplifting that Yar-Yar mentioned are so important, but are also qualities that many young people are missing today. I don't think this is necessarily their fault, but rather is a by-product of our uber-technological society. Young people spend so much time being entertained by technology, communicating through technology, and completing their work through technology that they have lost some of that human connectivity. Educators need to refocus their teaching strategies to encourage students to work cooperatively, whether using technology or not; however, teachers also need to provide guidelines for working cooperatively and using technology that encourages students to be respectful and give CONSTRUCTIVE responses - helping them develop those feelings of empathy and that ethic of caring that Pink presents in Chapter 3.
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