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Re-Thinking Education – Preparing People for the Digital Century
Publication date: February 28, 2014.
Global Edition
© Copyright 2014 by Billy Fitzgerald. All rights reserved.
Table of Contents
1. Introduction
2. Using this Booklet
3. Before We Begin
4. Asking the Correct Questions is Critical
5. The Fallacy of Scarcity
6. Weaknesses in the Existing Educational System
7. The Emerging Trends Impacting Education
8. Pathways to Progress
9. Further Reading and Other Resources
10. The Final Word

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1. Introduction
This booklet aims to stimulate thought and debate on education, resulting in a society better prepared for
the challenges of the Digital Century.
This booklet will assist every individual to achieve his/her highest potential. We all gain when people
develop educationally, culturally and spiritually.
The social cost of poverty is very high. We do not know if the child who did not get a decent education, or
was forced to drop out of school for economic reasons, would have made an outstanding doctor, engineer,
carpenter, plumber, nurse or teacher.
“The great work of the present for every man, and every organization of men, who would improve social
conditions, is the work of education - the propagation of ideas. It is only as it aids this that anything else
can avail. And in this work every one who can think may aid - first by forming clear ideas himself, and then
by endeavoring to arouse the thought of those with whom he comes in contact.”
Henry George, Social Problem, 1883 [P243]
The objectives of this booklet are to:
 Highlight weaknesses in the existing educational system.
 Examine the emerging trends and their implications for education.
 Empower people to take responsibility for their own education by addressing the
weaknesses and embracing the trends.
The ideas, tools, tips and techniques in this booklet are based on many years of research, observation, and
work experience.
In the interests of transparency, I am not a professional educator. I worked for about 25 years in the
financial services industry, and have spent about the same amount of time teaching economics to adults.
Both jobs were ultimately about developing people, a topic that is my passion.
And finally, a booklet on this topic must deal in generalities. There are many fine teachers who are
committed to their work and the people in their care. I do not wish to offend anyone, but please share best
practice with colleagues!

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2. Using this Booklet
Links to reference sources are included and Chapter 9, Further Reading and Other Resources, contains
suggested reading material where you can obtain detailed information on specific topics.
You can print this booklet or read it using either Adobe Acrobat Reader. If you are connected to the
Internet while reading it, clicking on the underlined links will bring you to the web page referenced.
So that you fully understand the issues and make informed decisions, please read the full booklet.
3. Before We Begin
Just some quick words on success. Many people want change, but few people want to change. If you wish
to improve any situation, some action is necessary.
 Focus on what you can control, and do not worry too much about what you cannot
control.
 Plan as best you can – life is uncertain and unpredictable.
 Change slowly, and monitor results. Stay with what is working, and quickly modify or
stop that which is not bringing the desired results. (In the words of the famous investor
Dennis Gartman, “Do more of that which is working, less of that which is not”.)
 Remember that most things fail from lack of discipline, not from lack of knowledge.
4. Asking the Correct Questions is Critical
If we ask the right questions we will get the right answers. Just remember this:
I keep six honest serving men
(They taught me all I knew),
Their names are What and Why
and When
And How and Where and Who
From Rudyard Kipling, “The Elephant's Child".
As for the consequences of not asking questions, please view this short video:
https://www.youtube.com/watch?v=JKjhtN6iUX0
5. The Fallacy of Scarcity
Although we may not realize it, the idea of scarcity permeates much of our thinking. There are only so
many college places, well-paid jobs, and opportunities.
Why this emphasis on competition, what about creation and co-operation? What comes naturally co-
operation or competition?

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True, humanity seems to have unlimited wants and resources are limited. There is only so much space,
water, time, and materials.
Look around you? Taken as a whole, do you see any evidence of shortage, of scarcity?
Yes, there are individuals, far too many individuals, who do not have enough. But look at the waste, the
unused. (It is estimated that 40% of food in the U.S. is wasted.) Look at the boarded up buildings, while
people sleep in train stations, bus depots, or on the street.
Where is the scarcity? There are problems with sharing, and we could be much more efficient in what we
do.
With a moment’s observation and reflection you will see work to be done and under-employed and
unemployed people to do the work.
This waste and under-utilization of resources is compelling evidence of flawed policies. I put it to you that
the root of these flawed policies rests in our education system.
6. Weaknesses in the Existing Educational System
Having hired and managed many people, most of them recent college graduates, I believe that our current
educational system suffers from the following weaknesses:
Premature Specialization
In a rapidly changing world, why do we ask young people, emerging from childhood into adulthood, to
choose their area of specialization?
Would it not be better to spend more time building a comprehensive understanding of the world? No matter
what happens in a person’s life, knowledge of history, geography, basic science, civics and economics will
be to their advantage. Much attention should be given to the basic skills required to be proficient in any
subject, namely mathematics and language.
How many people gave their lives for civil liberties, and we, the fortunate, struggle to name those liberties
and our liberators?
It is saddening when you encounter intelligent, knowledgeable people who cannot express themselves
clearly. The value of knowledge without the ability to communicate it must surely be diminished.
There is some academic work on the question of specialization, and the link to it is below. While the
mathematics is beyond me, intuitively I favor adaptability over productivity. If I have the former I can get
the latter.
http://www.iza.org/conference_files/SUMS2011/andre_m6831.pdf
“Basic skills of numeracy and literacy are obviously essential for the workplace. But they are only a small
part of what education is for. Truly ignorant companies obsess about plugging narrowly defined gaps in the
current workforce to meet today’s requirements. They forget that the qualification they should really seek
from candidates is a demonstrable flexibility to meet tomorrow’s demands.”
Extract from “Skills are more than the sum of school data” by Andrew Hill, Financial Times February 25,
2014

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Lack of Structure
A brief history of the subject can be very enlightening. A sense of history can place the people, material,
discoveries, decisions, and conclusions in the context of their time. Information is more likely to be
retained when it is related to other information.
Certain topics intuitively should be taught as a package. For example, accounting is the language of
business, so some understanding of business organization and operation is critical. In physics, knowledge
of mathematics is essential.
When my mother went to college in the early 1940s, when studying accounting she was required to take
penmanship! She also studied comparative religion, and I challenge you to think of a better frame of
reference to understand this complex area.
Ethics, Morals and the Decline of the Religious Dividend
Questions of ethics and morals should be embedded into the teaching of a wide variety of topics.
In teaching English Literature, for example, it is appropriate to ask if a certain character has behaved in an
acceptable manner. In science, just because we can do something does not mean that we should do it.
For some moral questions there will be no clearly correct answer, and we all have to become comfortable
with uncertainty.
In my own area of expertise, economics, the moral compass has been mislaid. We teach about “profit
maximizing firms” but at what cost? What about the social and environmental costs of running a business?
Is private property always the correct choice? Then we have the matter of soaring inequality. We cannot
address this?
As an aside, for a variety of reasons the role of religious orders in education is declining. Society will miss
the countless, uncompensated hours given by religious communities to the formation of the whole person;
in the classroom, in sport, in recognizing and dealing with moral and ethical issues, and instilling in many
people a genuine concern for social justice.
The scandals were and are shocking. Not only did certain individuals commit serious crimes but those in
authority failed in their duty of care.
We should recognize however, that many members of religious communities have made outstanding
contributions to society, and often provided education to those that no one else served.
Lack of Co-ordination between Educators and Employers
A friend, a senior executive, recently failed a professional re-certification examination. When I asked him
how this could happen, he replied that what they did “in the field” and what was taught and examined often
varied.
It should be obvious that academia and industry should meet periodically to discuss training for both
current and future requirements. Undoubtedly, this essential conversation is occurring in certain cases.
However, the process needs to be institutionalized, and incorporate the feedback of businesses both large
and small, the not-for-profit sector and government.
Please do not wait for anyone else to get the conversation going – get in touch with others. By engagement
we are all changed.

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Lack of Passion for the Subject Matter
Inspire a life-long interest in a subject!
Both the body of knowledge and the state of the art change rapidly. For example, in medicine new
discoveries and techniques are announced almost daily. Economics provides a plethora of new theories,
often resulting in new policies that affect the daily life of many people.
Please reflect for a moment on your own experiences in school and/or college. Did you encounter an
inspirational teacher? Did he or she instill in you a deep interest in a particular subject or topic?
Not only must teachers remain current, those who are taught must update their knowledge and skills. The
slogan “Lifelong Learning” needs to be accompanied by serious action.
Unfortunately, there are many people who have no passion for their occupation, let alone critical matters
such as politics or economics. When teaching adults I am often shocked by how little some people know
about their business or employer. Personally, I consider such people more likely than not to fail.
One of my colleagues in banking began his morning by reading the Wall Street Journal. He told me that he
wanted to be conversant with current events in the business world. This allowed him to interact with
confidence with his customers and colleagues. Unsurprisingly, this individual has achieved great personal
and career success over an extended period of time.
7. The Emerging Trends Impacting Education
Mainly due to technology, the following trends appear to be well-established:
Instant Access to Information
Access to a wide range of information in various formats via a smartphone or computer is a wonderful
thing.
“I do not need to know this, I can look it up” will likely lead to sub-optimal decisions if (stress “if”) and
when the information is eventually researched. In the interim, useful, actionable, information received is
ignored.
Information is best handled holistically, not as discrete pieces of data.
Modern access to information raises five critically important issues:
1. Context
We need to understand and appreciate how a particular piece of information fits into the grand
scheme of things. We need a frame of reference.
Background information on a particular topic enables new information to be absorbed and
assimilated rapidly, generally leading to better decisions, especially under time constraints.
Information without context is meaningless.

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2. Authority
Is the information provider a recognized expert on this topic? Is the information coming from a
primary source or has it been re-worked by an intermediary?
3. Accuracy
Is the information correct? Has the information been peer-reviewed?
Traditionally, publishing houses provided some element of quality control, and prominent authors
often hired their own fact-checkers. Financial pressures on the publishing industry have reduced
its commitment to quality.
Cautionary tale below:
http://mediamatters.org/blog/2013/11/15/book-publishings-dirty-secret-fact-checking-is/196917
4. Objective
Does the article present a balanced evaluation of the facts? Do the facts support the conclusions?
Is the video / article a propaganda piece disguised as information?
5. Timeliness
Was the information current at the time it was published? Is the information still valid now?
Remember, paper does not refuse ink. For more detailed guidelines on information quality, please visit the
National Institute of Standards and Technology at:
http://www.nist.gov/director/quality_standards.cfm
Massive Open Online Courses (“MOOCs”)
“MOOCs”, a form of distance education, provide access to course materials from a wide variety of
educational institutions.
A very simplistic framework for thinking about the education process is to view education as three
components:
 Information, which should met the criteria given in Chapter 7.
 Analysis, essentially evaluating the information and arriving at conclusions.
 Opinion, what a person may think based on the information and the analysis.
Distance education, including MOOCs, can address information needs and greatly assist in communicating
analytical techniques.
However, opinion is best formed through discussion and debates with peers and instructors. Additionally,
participation in group activities builds mastery of the material. Furthermore, such events allow “life
experience” to be introduced to the learning process.
A final point is that true confidence comes not from passing an exam, but from being able to use the
newfound knowledge in interactions with others and other real world settings.

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Personally, I view MOOCs greatest benefits as providing access to a talent pool and a wider range of
educational materials. To harness these benefits fully, some aspects of traditional teaching, such as practical
examples, problem-solving, projects, and classroom discussion must still be employed.
The Division of Labor and the De-skilling of the Workforce
The division of labor, specialization of tasks within a production process, is not a new trend. Adam Smith
documented the increase in productivity that a pin factory gained through specialization in his book “An
Inquiry into the Nature and Causes of the Wealth of Nations”, published in 1776, and still in print.
If anything, the trend of increasing specialization has accelerated and spread from manufacturing industries
to services.
The “knowledge” is now in the machine, in the software, in the business process engine, so you, dear
reader, do not need to know it. In fact, it is probably better for your employer if you do not know it, so that
you cannot leave and confer an advantage to your new employer.
Probably you have experienced the consequences of de-skilling the workforce. You wanted to get a
problem resolved but the employee did not really understand your problem. Why? He/she did not really
understand the business. Another consequence is a limited ability to cross-sell, to provide a package of
related goods and services.
As the world changes, de-skilled individuals have limited ability to adapt. Do we want people, like
machines, to become obsolete?
8. Pathways to Progress
In my opinion the true objective of an educator is to enable the quotation below to become a reality for
those in his/her care:
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by
their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of
Happiness”
[From the unanimous Declaration of the thirteen united States of America, July, 4, 1776]
We must remind ourselves that it is a noble and gratifying task to assist others to achieve their potential.
Educators should not expect instant results or appreciation! Speaking personally, it is only with the benefit
of experience and hindsight that I came to value all that was done for me.
Taking advantage of the benefits of technology and trying to address the weaknesses in the current
educational system, I offer the following action points for your consideration:
 Attract and Retain Interest in the Subject
Your first tactical step is to get your students interested, even excited by the material that
you propose to cover. No matter how well you have prepared, how thorough your
exposition, it is useless if they are staring out the window.

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[When asked to give a seminar to adults on free trade, with all the connotations of
outsourcing, off-shoring and job losses, I decided to start with a brief video on the
construction of the Brooklyn Bridge between Manhattan and Brooklyn.
Having seen the desire for and consequences of free trade for the citizens of both
boroughs, it was only a hop, skip and a jump to see the same factors at work between
nations.]
 Place High Value on Proficiency in the Native Language
Reading, comprehension, and clear writing are critical skills. Public speaking, debates,
projects, all build proficiency and confidence. Language skills are generally a pre-
requisite for other forms of learning.
 Celebrate the Achievements in Science and Technology
The results of scientific and technical progress are readily observable. Why not use topics
such as flight, space exploration, immunization, as a gateway to teach science? Use
material that resonates with students.
 Emphasize the Integration of the Individual into Society
What information is needed so that an individual can function with confidence in society?
Try history, civics, geography, and basic economics.
 Incorporate “Soul” Subjects
Music, art, comparative religion, and culture are integral to being human. Use “soul
subjects” to stimulate inquiring minds. Explore meaning, values, and commentary
reflected in arts and music.
The Hobart Shakespeareans site is well worth viewing:
http://www.hobartshakespeareans.org/
 Defer Undue Specialization
It is well within an educator’s ability to work out the correct sequencing of courses. Start
with a holistic set of learning objectives and work backwards to the individual steps
required.
 Embed Ethics
Ethical questions should be part and parcel of all education. We may not be able to offer
definitive answers to every question but we must encourage people to question their
world.
On reflection you will realize that you and I owe a tremendous debt to those who
questioned their world and those who gave their lives to earn and defend freedoms that
we take for granted.

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 Harness the Resources in the Classroom
All students, regardless of age and experience, are significant resources. They have ideas,
experiences, and conceptions that frame their understanding. Educators need to work
with, not against, this understanding. Your journey begins from where you are, not from
some other place.
 Go from the Theory to the Practical
We err when we assume that people can make the intellectual leap from theory to
practical applications. Good teachers fill their work with examples, practical applications
and case studies.
Internships and summer employment for students are a powerful mechanism for
education. These jobs not only reinforce technical skills, also teach skills such as
discipline, cooperation, planning, and social skills required in the workplace.
Guest speakers in class add a dash of reality. Class trips to business, industry, or
academic institutions can be informative and inspirational.
[Many years ago I took a business management course with a retired executive from the
retail industry. His oft-repeated line, “you do not have a business unless you have
customers”, is memorable and invaluable advice.]
 Case Studies Add Reality
Studying real world applications of theory shows the relevance and occasionally, the
limitations, of the material.
As an example, almost everyone will agree that mandatory use of seat belts in
automobiles enhances safety and is therefore a socially beneficial. However, studies have
shown that some drivers, believing themselves to be safer, drive carelessly.
A short example on incentives and unintended consequences:
https://www.youtube.com/watch?v=s1doqxnKH8I
Case studies can also be sued to introduce a topic, and then the educator and students can
explore the underlying theories.
 Use MOOCs in Group Settings
While access to courses and materials online confer tremendous advantages, I think that
some element of group interaction is vital.
Study that can be effectively handled by the individual alone should be delegated to
him/her. Reviews of the material, the formation of opinions and the ethical questions, are
best managed in a group setting.
Students build proficiency with the through interaction with peers and educators.

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9. Further Reading and Other Resources
“The evils that begin to appear spring from the fact that the application of intelligence to social affairs has
not kept pace with the application of intelligence to individual needs and material ends. Natural science
strides forward, but political science lags. With all our progress in the arts which produce wealth, we have
made no progress in securing its equitable distribution.” Henry George, Social Problems, New York, 1883.
Apprenticeships
http://www.apprenticeships.org.uk/
http://www.nytimes.com/2013/05/05/business/enstitute-an-alternative-to-college-for-a-digital-
elite.html?_r=0
Declaration of Independence
http://www.archives.gov/exhibits/charters/declaration_transcript.html
Forbes
http://www.forbes.com/education/
Honora “Nano” Nagle
http://www.presentationsistersunion.org/aboutus/default.cfm?loadref=130
“Teachers need real feedback”
http://www.ted.com/talks/bill_gates_teachers_need_real_feedback
United States Department of Education
http://www.ed.gov/

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10. The Final Word
Just some quick comments for your consideration:
 Plan your lessons, and never lose sight of your objectives, even if you slip on the timing.
 Regard those that you are trying to teach as your partners.
 Don’t lie. You may have to control information but do not change it.
 Take time for explanations. This is particularly important when dealing with young
children.
 You cannot be expected to know everything. Offer to research information (or assign the
task) when there is a gap in the available information.
 Remember that you may not be the best person for every task. Bring in talent when you
need it, and offer to share it when have it.
 Treat all students equally and encourage all to participate in activities.
 Acknowledge all contributions to discussions, quizzes and other activities.
 Make connections with different ideas and subjects.
 Learning should be interesting, rewarding and fun! Even the “dismal science”,
economics, is good for a few laughs!
We can make a better life for all, provided we do not think that tomorrow will look like yesterday. Be
creative. Take small experimental steps, replicate what is working and quickly stop activities that do not
bring the desired results. Good luck!
If you have any questions or comments, please email me at billyfitzgerald@yahoo.com or write to:
Billy Fitzgerald
Accredited Asset Management Specialist
32-44 30th
Street, Apt B1
Long Island City
NY 11106-2914 USA