The notion of a Central Office must evolve and respond to the diversity of needs and include ways to support collaboration. ![]() With these trends in the workplace, what are the implications for the future of work and the skills needed for future workers? Clearly, workplaces need to distribute the settings where work is conducted. And this trend seems to be increasing as younger workers demand more flexibility in work schedules and alternative workplaces (Hellstrom et al. Couple this with the pressure for greater sustainability, companies now manage workplace design, commuting patterns, air travel practices, greenhouse gas emissions, and food service as part of their operations portfolio. Today’s entrepreneurs want to decide how “they should define and tackle specific problems and tasks, and when and where work should be done” (Ake Ouye 2011). These realities reflect both a demand for more work flexibility and a broader transformation of how we work. With new technologies and digital collaboration tools, co-workers can meet both synchronously or asynchronously no matter where they are located or there preferred working hours. The workplace can span states, continents, and time zones. The practice of work happening in a single place for a fixed period of time has entirely eroded for many professionals today. My concluding remarks emphasize the essential qualities of persistence, passion, and practice for success in life and work.Ī growing body of literature by philosophers, economists, social scientists, and technologists foretell futures of work that crowd around two distinct outcomes: a dystopia of extreme polarization or an Eden of creativity and cultural production (Brynjolfssonand McAfee 2016 Thompson 2015 Sundararajan 2015). I explain how an intensive education in the arts prepares students with passion to engage an uncertain future, even if they have fewer advantages than most American students. 2015)? How do artists think about creativity and how might schools do the same? I consider an educational case study of the Boston Arts Academy and describe teaching and learning at this one institution. This chapter asks a central question about the role of creativity and arts education: how can this emphasis contribute to a more sustainable society and even the future of work (Hellstrom et al. I believe that in order to prepare students for the future that is unfolding now, an educational approach that incorporates creativity and arts-based learning is critical to developing resilient, adaptive citizens that can build the stable families and communities of the future. However, this statement assumes there to be a linearity between the present and the future. Nevertheless, society faces a central challenge of how to better prepare young people for an uncertain future where progress and opportunity-social, economic, and environmental-cannot be assumed.Įducation, on some level, contributes to “the common good, enhances national prosperity and supports stable families, neighborhoods and communities” (Pellegrino and Hilton 2012). Whether the “age of technology and the machine” (Burton 2015) will ever be realized is unclear. ![]() This process is experimental and the keywords may be updated as the learning algorithm improves.Īs long as there have been futurists and science fiction writers, there have been predictions that the future would deliver a world without the drudgery of work and with more leisure time and personal freedom for all. These keywords were added by machine and not by the authors. I offer an educational case study of a highly successful urban public high school for the arts and argue that its intensive arts education model prepares passionate students who can engage with an uncertain future, even if they are less advantaged. Specifically, I demonstrate how creativity and arts learning strengthen students’ ability to manage and navigate that new world and contribute to a sustainable society. This chapter explores how to educate young students for work environments in a very different future. While the concept of work has not disappeared from their predictions, changing technological and global realities have caused a re-imagining of that world. ![]() Those who study the future tend to imagine worlds where burdens are eased and pleasure and personal freedom are elevated.
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