We Need to Stop Asking Students What They Want to Be When They Grow Up
The question, "What do you want to be when you grow up?" is a staple in our classrooms. It's often asked with the best of intentions by aiming to inspire dreams and ambitions. However, as we move further into the 21st century, this question is becoming increasingly problematic. The future of work is shifting rapidly, and the jobs that exist today may not be around tomorrow. So, is it time to reframe the question? Absolutely.
The Changing Landscape of Work
The world of work is undergoing seismic shifts, largely driven by technological advancements and globalization. A case in point is the rise of remote work, a trend that has been accelerated by the COVID-19 pandemic. According to a study by Upwork, it's estimated that 22% of the American workforce will be remote by 2025, an 87% increase from pre-pandemic levels. This is a clear indicator that traditional office jobs are evolving, and new forms of employment are emerging.
The implications of this shift are profound. For one, it challenges the conventional wisdom that equates career success with a 9-to-5 job in a physical office. It also opens up opportunities for a more diverse workforce by breaking down geographical barriers that previously limited employment options.
But it's not just the 'where' of work that's changing; it's the 'what' as well. According to the World Economic Forum's "Future of Jobs Report," 50% of all employees will need reskilling by 2025 as the adoption of newer technologies increase. Roles in areas like artificial intelligence, data science, and cybersecurity are expected to be in high demand, while others in manual or clerical functions may see a decline.
This rapid transformation underscores the need for adaptability and a lifelong learning mindset. As educators and mentors, we have a responsibility to prepare the next generation for a future that defies easy prediction. The jobs that today's students will hold tomorrow may not even exist yet, making it crucial to focus on transferable skills and adaptability.
By understanding these trends and incorporating current research into our educational strategies, we can better equip our students for a future that is both uncertain and full of possibilities.
A Shift in Perspective
Instead of asking our students what they want to be, we should be encouraging them to think about the problems they want to solve and the skills they want to acquire. This approach has several advantages:
It’s Future-Proof: Problems like climate change, inequality, and public health are likely to persist, making the skills to solve them always relevant.
It’s Skill-Based: Focusing on skills rather than job titles prepares students for a variety of roles and industries.
It Build a Better Identity: It allows children to build an identity based on their abilities and interests, rather than a job title.
Our Role as Educators
Our classrooms should be at the forefront of this paradigm shift. And our focus needs to be on developing essential skills like critical thinking, problem-solving, and adaptability. These are skills that not only make students employable but also prepare them for life itself.
Here are some age-specific strategies that teachers can employ to cultivate these skills:
K-2: Build Foundations
Critical Thinking: Introduce simple problem-solving activities. For example, use story problems in math to encourage students to think through solutions.
Imagination: Incorporate imaginative play into the curriculum. Allow students to build, draw, and create as a way to express themselves.
Adaptability: Use a variety of teaching strategies and materials to expose students to different ways of learning. This helps them become more adaptable to new situations.
3-5: Expand Horizons
Critical Thinking: Use open-ended questions in discussions and encourage students to explain their reasoning. This could be in the form of classroom debates or Socratic seminars.
Imagination: Introduce creative writing or art projects that allow students to explore different perspectives and worlds.
Adaptability: Begin to introduce project-based learning where students must adapt to work in teams, manage time, and navigate challenges.
6-8: Deepen Understanding
Critical Thinking: Incorporate real-world problems into the curriculum that require research and critical evaluation. For example, ask students to investigate a local environmental issue.
Imagination: Use multimedia tools to allow students to create presentations or digital stories that require them to think creatively about content and delivery.
Adaptability: Engage students in role-playing exercises that require them to adapt to different viewpoints or cultural perspectives.
9-12: Prepare for the Future
Critical Thinking: Introduce complex issues that have no easy answers and require thoughtful analysis. This could be in subjects like ethics, politics, or advanced science topics.
Imagination: Encourage independent projects that allow for self-expression and exploration in a subject the student is passionate about.
Adaptability: Use real-world simulations or internships to expose students to workplace environments where they must adapt to new roles, technologies, and expectations.
By implementing these strategies, we can help students at every level develop the critical thinking, imagination, and adaptability skills they will need to navigate an ever-changing world. This is not just about making them employable; it's about equipping them for a fulfilling life that is not defined by a job title but by their ability to contribute meaningfully to society.
The future may seem shocking when analyzed through the frameworks of the present, but that's all the more reason to prepare for it differently. Let's shift the narrative from job titles to problem-solving and skill acquisition. So, the next time you're tempted to ask a child what they want to be when they grow up, consider asking them what problems they want to solve instead. You might just be surprised by their answer.