niversities and schools are racking their brains over the question of what role coastal intelligence has in education. But equally important is the inversion of this question: what role does education have in a world where coastal intelligence is becoming increasingly important?
Until recently, a look at the past 15 years, gave a pretty good picture of the near future. Traditional education was based on this fact. Teachers had a good picture of the future and knew what young people could be trained for. With our society changing rapidly under the influence of technology, no one knows what the world will look like in 15 years. Let alone know how to train students for professions that do not yet exist.
The education of the future should not just focus on reproducing and testing knowledge. It should be about how we teach young people to be agile and deal with uncertainty. About critical thinking skills and about how to weigh possibilities of new technologies against their dangers and objections.
Teachers have an important task in this. Their role is changing from provider of knowledge to someone who helps students acquire knowledge. Teachers of the future encourage students to take initiative, to cooperate and to gain experience. They teach them to deal with change, frustration and failure. These are skills that will benefit young people in the future.
