There's a bit of a theme in today's OLDaily revolving around the image in this post, "Let kids do work that matters." This image occurs in the context on a discussion of what counts as 'deeper learning', which is here presented as an objective for schools. It's a hard ask; "If you ask people to do high level work in classrooms in the current culture, they will do low-level work and call it high-level work." We converge on a definition that amounts to "three virtues: mastery, identity, and creativity." It's not a bad definition of 'deeper' but is it a good definition of 'what matters'? So much of our foundational landscape is changing these days, shaped in part by AI but also by a softening of some core myths in society - of the role of jobs, of how we manage power, of what constitutes 'meaningful'. When Canadian Prime Minister Mark Carney said, "We are in the midst of a rupture, not a transition," he was referring to the breakdown of the international rules-based order, but when he cites Václav Havel's The Power of the Powerless it becomes clear that he's talking about how each of us sees ourself in relation to others.
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