The Two Camps: Dystopia Or Utopia?

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“Our observation is that the experts engaging in the current debate about knowledge work automation tend to fall into two camps – those who say we are heading inexorably toward permanent high levels of unemployment and those who are certain new job types will spring up to replace all the ones that go by the wayside – but that neither camp suggest to workers that there is much they can do personally about the situation.”  – McAfee and Brynjolfsson via Only Humans Need Apply: Winners and Losers in the Age of Smart Machines

And while the debate rolls on, we just don’t know which way the scales will tilt for the future…dystopian or utopian?

How much of an affect will this digital and technological disruption, especially in regards to automation and artificial intelligence, have on society?  Will it be eradication, augmentation or freedom from jobs and work?  Will we be facing technological unemployment or technological freedom from employment?  Will safety nets such as Universal Basic Income or a “Robot Tax” as Bill Gates has mentioned, be necessary to keep people and the economy running?

Let alone, all of the other issues and concerns that are rising up from this digital and technological disruption and the advent of artificial intelligence, such as data privacy and surveillance, algorithmic bias, digital manipulation, cyberattacks and cybersecurity, and technological transparency.

But these are concerns that we must be wary towards, the growing societal shifts and changes we must have awareness of, and the plethora of questions that we must be asking of ourselves.

We can either choose to let the future happen to us, or we can determine ourselves to be designers of that future.

As Davenport adds in Only Humans Need Apply, “This was what economics Nobel laureate Robert Swiller had in mind when he called advancing machine intelligence “the most important problem facing the world today.”  He elaborated, “It’s associated with income inequality, but it may be more than that.  Since we tend to define ourselves by our intellectual talents, it’s also a question of personal identity.  Who am I?  Intellectual talents are being replaced by computers.  That’s a frightening thing for most people. It’s an issue with deep philosophical implications. Are we having these conversations? Is this being discussed in a proactive manner, rather than waiting for reactive response?  Are we discussing beyond the fiscal, welfare ramifications, to the wellness issues that may accompany the trajectory we have set ourselves towards.”

While we can never be completely sure of what kind of future we are hurtling towards, much of the current data and surveys do show that most people are at least nervous or somewhat concerned about the advancement of today’s technological capabilities, especially regarding Artificial Intelligence.  As Allan Dafoe, associate professor of international politics of artificial intelligence at Oxford shares in the Vox article, The American Public is already Worried About AI Catastrophe, “People are not convinced that advanced AI will be to the benefit of humanity.”

Concerned or not, it is difficult to forecast a future that is divided so glaringly by such different viewpoints and divided camps on where this technological and digital disruption is headed.  As Davenport shares in his book Only Humans Need Apply, “Silicon Valley investor Bill David and tech journalist Mike Malone, writing recently for Harvard Business Review, declared that “we will soon be looking at hordes of citizens of zero economic value.”  Whereas, when we look to the outlook of the other camp, we find CNBC shares, “By 2020, artificial intelligence (AI) will generate 2.3 million jobs, exceeding the 1.8 million that it will wipe out.  In the following five years to 2025, net new jobs created in relation to AI will reach 2 million, according to the report.”

At some point, we must become not only much better at building up our forecasting skills for the future, but determining how we better prepare our students for not only a very non-obvious future, but a future that is in the throes of constant and an accelerated pace of change.  As Chief Economist for the World Economic Forum Jennifer Blanke shares, “disgruntlement can lead to the dissolution of the fabric of society, especially if young people feel they don’t have a future.”

And it is up to us to make sure that our children and students are not left staring at a bleak horizon, but are so well-equipped that they will need sunglasses from the glare beaming off the brightness of the future.

In some ways, we have to begin to “robot-proof” our future generations from the outcomes of this digital and technological disruption.  The interesting thing about what is often considered “robot-proofing” are actually just extremely important skills and skillsets that we would want our children and students to carry into the future anyways.

Skills such as adaptability, agility, learnability, cognitive flexibility and elasticity, complex problem solving, critical thinking, leadership and decision making skills, creative and innovative thinking, adaptive thinking, sense making, computational thinking and technological skills, growth mindset, interpersonal communication skills, emotional intelligence, diversity and cultural intelligence, and social and emotional skills and skillsets.

More than ever, educators and education must have a deeper awareness and better understanding of the societal shifts that are occurring, as preparing students for an automated future has become a very different proposition.

We need to feel a sense of urgency and agency in determining how we prepare our students for the future, acknowledging that both of the camps that McAfee and Brynjolfsson spoke of previously are a possibility.  But in the end, we have to begin to acknowledge that no matter what future we find ourselves facing, different skills and skillsets will be needed for our children and students to negotiate the future in a much more positive manner.

For these reasons, as well as the societal shifts and changes we are currently and will be witnessing in the future, we are going to have to determine not only how we become much better at building up the foundational skills, but then determining the variety of other skills that must be integrated within and built upon those foundational skills.  It is in this AND mindset that we determine how we work towards a more equitable future for all students.  Which means providing individual access points and supports for all students in their growth and mastery of both the foundational, as well as the future skills that will be needed for positive access, options and ability to traverse a world that has become much more digital, automated, and artificially infused.  Skills that are much harder to automate and will be much more in-demand, no matter what camp the future fall into.

“There is an understandable temptation to focus exclusively on smaller, possibly more feasible, policies that might nibble at the margins of our problems, while leaving any discussion of the larger challenges for some indeterminate point in the future. This is dangerous because we are now so far along on the arc of information technology’s progress. We are getting onto the steep part of the exponential curve. Things will move faster, and the future may arrive long before we are ready.”  -Martin Ford Rise of the Robots: Technology and the Threat of a Jobless Future

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