Category: Professional Responsibilities

A Student Told Me She Hated Nature

matthewpiercyClassroom Environment

“Look deep into nature, and then you will understand everything better.” Rather wise words attributed to Einstein, someone who identified more with humility and curiosity than wisdom. Yet, I thought of this quote recently when a student surprised me by adamantly declaring, “I hate nature!” I could not stop thinking about it. In the moment, cautious of my tone, I recoiled with “Hate nature? But we and all life IS nature!”  I did not go into a diatribe of how we breathe nature. Eat from nature. Live in (and hopefully “with”) nature. There was a reason for her words and I wanted to know more. Her three words made me wonder if our connection to nature might shape our attention. 

As much as I would rather not admit, surely this student is not the only one who does not appreciate nature. Or doesn’t appreciate it YET.  In a time when many scientists call our era the Anthropocene, humans inextricably are reshaping the planet. Nurture, or lack thereof, and nature both are in flux. Systems are being built which remove us from nature, meanwhile not only harnessing our attention but capitalizing on it.

Nature not only restores my attention but my whole being. Sitting in the garden, the mist comfortably falling upon my skin, birdsong filling the air. Relaxing in a myriad of ways and in direct opposition to the algorithmic battles waged for my attention.  As a teacher, the longer I am in the classroom, the more I recognize how the forces competing for attention grow stronger every year. I wonder, might 2026 be the quiet moment before a storm? Moreover, if yesterday was not “the time,” today is. We can no longer wait for a “tomorrow,” The choices we make are hopefully as conscious as they are powerful. Choices that lead to habits. Habits formed to help guide attention. I wake up thinking, with utmost intentionality, of the importance to influence the next generation (even the “nature haters”) to remember nature. Not something outside of us. Nature is what we are.

 

A decade can pass rather quickly. It is hard to comprehend how it was 2016, and the octogenarian and world-renowned biologist, E.O Wilson, was sitting in the row in front of me. He was about to speak at the International Union for Conservation of Nature (IUCN) World Conservation Congress. I didn’t even know who he was. My mom would say moments like these could lead others to believe I possibly was born under a rock. Nonetheless, Wilson made an impression. Speaking about his “Half-Earth Proposal,” Wilson advocated for conserving half of the Earth’s land and sea to prevent mass extinction. This aligned with his integrity, what he knew to be true and with who Wilson was. Akin to Dr. Seuss’s Lorax, Wilson had been “speaking for the trees” for years. In effect, 18 years prior he said, “We are drowning in information, while starving for wisdom.” Mind you, this was nine years before the iPhone! Our pockets free of “smart”phones and yet we already were “drowning” in information.More digitally connected but rapidly removing ourselves from what truly connects us. 

 

Attention Is the New Currency

The modern attention economy pervasively captures students through algorithms and constant distraction. I say “students” but none of us really is immune to the design. “When you combine this business model with powerful handheld devices that are always connected to the internet, algorithms being weaponized to extract as much of our time and attention as possible, and hundreds of billions of dollars of investment, suddenly the societal impacts become worrisome.” Author Cal Newport shared this ten years ago in Deep Work. Social Media platforms like TikTok, Instagram, and YouTube are designed to not only capture our attention but to hold it. Essentially, more time spent on a platform, the more money made. If you think your dopamine reward system is not being tapped into, grab a post it note and just tally how many times you check your phone throughout the day. A Washington Post article titled, “Why constantly checking your phone can drain your focus and memory,” cites how  66% of Americans use their phone within 10 minutes of waking up. Further, the article has exceptional graphics to show the data, facts that are contrary to common underestimations of how often one checks their phone. Later in the article, the following is shared, ”German researchers from Heidelberg University found that after just 72 hours without smartphone use, brain activity began to mirror patterns typically seen in substance withdrawal.“ 

Authors Johann Hari and Jonathan Haidt have significantly impacted my thinking. Both also have me reconsidering my own tech use. Hari’s bend is how our attention is not “lost,” but rather “stolen.” Whereas Haidt argues that we delay putting phones in children’s hands due to the detrimental impacts as a result phone-based childhood instead of play-based. In the Anxious Generation, Haidt’s correlational data can be a bit of a deep dive. Yet, there certainly is something to say about the undeniable synchronicity of increased screen time and the uptick in anxiety and depression of girls, but also what Haidt calls, “the retreat from the real world among boys.” Hari and Haidt in many ways are screaming from the mountain tops. But are we listening? 

Some are.

In fact, over 30 states now have policies governing cell phone use in schools. Several counties also have nationwide bans of cell phones in schools. These policies certainly can and do help. And yet sometimes, it feels like just a drop in the ocean.

 

Maybe It Begins With a Seed

The question becomes, if attention is being captured everywhere else, where can students learn to focus again? I caught up with the student who shared, “I hate nature.” It took some probing but I came to find out that her definition of nature is simply, “bugs.” A teen from the world’s largest metropolitan area, her experience outside the city is limited. She certainly is not alone. A growing body of research shows that when children lose regular contact with nature, there tends to be a decline in well-being. Further, creativity and their attention also are negatively impacted. One of my favorite studies by researcher Ming Kuo found how students with classroom views of green landscapes showed better concentration and academic performance. Just looking at nature, passive exposure to greenery, can measurably improve one’s attention. Exposure to nature may not immediately create a love for the outdoors. But it may quietly help restore attention.

 

Our school, here in Hawaii, set against a backdrop of green rolling pastures and clear blue skies possibly is not eliciting a love of nature for my student. But, maybe it is serving her ability to pay closer attention and we don’t even know it! Still, work needs to be done in redefining nature. And this begins with experience. Planned for the fourth quarter is a unit where we spend time in our school’s garden. I already saw the student’s downturned smile when I mentioned how we would be growing plants from seed. Something no student in my high school class has yet to do. I still remember planting seeds in Dixie cups: carefully watering and moving them in the sun and shade throughout the day. When I was in my early twenties I visited my childhood home and was struck to see how the redbud sapling I was given in 1st grade as a part of National Arbor Day had grown to 30 feet. Fast growing, redbud trees often grow up to two feet a year. The intent of our growing plants and being in the garden, is primarily about exposure. It also provides for the opportunity to focus and be away from screens. 

 

I can’t help but think about how these experiences might be seeds themselves. And what if…What if attention grows the same way a tree does? 

Two feet a year?

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“Bomb” on Campus

matthewpiercyProfessional Responsibilities

My colleague and I walked a divergent path to class, stepping through the forest and talking about traditions. We spoke about their value, potential drawbacks, and what it means to be reverent. At first, I simplified reverence to authority, something tied to patriotism, religion, and unquestioning respect. Rigid traditions that can hold us back. Yet, a quick turn of events would leave me reflecting that reverence is more than that. Like all things, how we see and define it continues to change. Perhaps we might find a little more reverence in our schools and in our lives.

An Unexpected Discovery

As we ambled toward class, we were surprised to see an excavator and three members of the school’s maintenance team, arms akimbo, standing beside a large hole. My colleague joked, “Hit a water line?” We exchanged small talk, noted the men’s reserved demeanor, and continued on. Later, during class, students noticed police vehicles speeding past and then stop at the edge of the forest.

The scene reminded me that my home, Hawai‘i Island, carries a long history of military training. With this,, hidden dangers. Parts of the island were and remain used for bombing practice, artillery exercises, and live-fire training. Unexploded ordinances (UXO) are weapons that were fired, dropped, or placed but never detonated. As a homeowner, I occasionally receive letters from the U.S. Army Corps of Engineers, informing me of surveys to ensure residents’ safety. Thousands of UXO remain. Hawaii News Now reported that, “Over the past two decades, those contractors have found more than 2,700 unexploded ordinances in the Waikoloa Maneuver Area.” They may look old, or even “interesting,” but not always like bombs. Decades later, they are still extremely dangerous.

After class, my colleague quipped, “Students sure were excited by all the police activity. I guess the ‘broken water pipe’ is an unexploded ordinance.” The men’s tight-lippedness now made more sense. But later that night, an email appeared in my inbox: “Important Update Regarding Discovery on Campus.” It was not UXO.

The message explained that the maintenance team had stumbled upon human remains. Police, the Department of Land and Natural Resources, and an archaeologist had been consulted. “Initial observations indicate that the remains may be very old, likely dating back to ancient Hawaiian times,” the email read. “Our priority is to address the matter with care and discretion…We approach this with the utmost respect and cultural sensitivity owed to those who came before us on this ʻāina (land).” Reverence.

Sacred Ground, Dangerous Ground

In Hawai‘i, it is common to talk about energy and the term used is “mana.” Attempting to put into words, mana means the spiritual power or life force in land, water, objects, places, people, and ancestors. Just yesterday, I shared a conversation with a student about mana. Earlier in the week, I drove our girls’ basketball team over Mauna Kea, considered by many to be the tallest mountain in the world measured from sea floor to peak. Some days, the mountain’s energy can be felt. On this trip, several student-athletes and I felt nausea and intense headaches. This was not the terrain, the bends in the road, nor the elevation, as we had made this journey many times without incident. Mana is real.

Mauna Kea is sacred, a boundary between worlds and a living ancestor. Yet our military still trains here, at Pōhakuloa Training Area, where the highest concentration of unexploded ordnance remains. Reverence?

Listening to the Bones

Days later, the hole in the forest was cordoned off with bright orange fencing. In Hawaiian culture, as in many cultures, burial sites are sacred, and bones are believed to retain mana. Cultural practitioners and archaeologists will take time to survey and map the site. They will kneel at the edge of the burial, brushing away centuries of soil. Each bone will be uncovered slowly, as if waking from a long sleep. Nothing rushed, every gesture deliberate, every act a reflection of reverence. One of the challenges in Honolulu’s rail project (begun in 2011 and expected to be finished in 2031) is surveying, protecting, and relocating burial remains to honor ancestors and safeguard the living community.

Becoming Reverent

Need we stumble upon human remains to find more reverence in our lives? Reverence as great care. Here in Hawai‘i, it is common to honor land, water, and ancestors. Not as objects to manage, but as relationships to nurture. Might we as teachers hold the same reverence for our students? What about for our profession? What if reverence was not something we simply held, but something we became? To become reverent in teaching is to deeply respect the work of shaping minds and hearts.

In the words of Steve Jobs, “We’re here to put a dent in the universe.” But perhaps, instead of leaving a dent by force, we add a spark. As teachers, let us live up to the trust placed in us. Dedicated, responsible, connected.

Reverent.

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Education Still Has Time to Choose Humanity in an Age of AI

matthewpiercyInstruction

Surely I am not the only educator who is tired of watching lipstick being put on pig after pig. Apparent improvements on the surface without really addressing what is required. Intentions and measures taken to raise test scores, create policies around AI usage, and nail down portraits of graduates.  Each might appear successful but ignores the deeper issues.  I only trust 2026 will result in letting the pig be a pig. This possibly requires discomfort as we remove the veneer, are more honest, and see things for what they are. Notably also, for where we currently stand. Then, and only then, might we address what truly is priority. Seemingly, I consistently keep coming back to the power of slowing down. Society is not becoming any less rushed or distracted, so we must learn to consciously do this, slow down. AI this. AI that. Everywhere we turn, AI. Important it clearly is, however it is imperative we gather our thoughts and our selves. Reflecting on what matters most, so as to protect the very human values that make us who we are.

When Outsourced Systems Stop Seeing People

Over the holidays, several hours passed me by as I tried to fix a holiday flight issue. The “support” I received was outsourced and scripted. My frustration mounted as a result of loud background noise at a busy foreign call center. I could barely hear or understand. At times I questioned if I was even communicating with a human. With each phone call, chat, and e-mail, my sense of helplessness left me feeling like I was free falling into an abyss. What contributed most to this, was that it did not appear that anyone was truly  listening or moreover, willing to take ownership.

At one point I surprised myself with the nerve to ask, “Who is responsible here?” Only to be met with, “I don’t understand sir.”

“Uggh!” Not one to give up, I trudged on.

A reader may wonder what this has to do with education. Everything!

Efficiency at What Cost?

Just as no company can outsource responsibility without losing trust, schools cannot outsource learning or human connection without losing purpose. A similar frustration I felt shows up in classrooms and throughout the current decaying education system. The quest for efficiency, blended with AI tools may accelerate the “knowledge” economy but, such automation may just be racing us further apart as humans. Einstein warned, “It has become appallingly obvious that our technology has exceeded our humanity.”  Specifically, he was concerned that ethics were lagging behind as weapons had become powerful enough to destroy humanity. AI is the “weapon” at our doorstep in 2026. More than two and a half years ago, professor Ethan Mollick shared with McKinsey Global Institute imparted AI wasn’t a future threat but was already reshaping the world of work and learning. A tremendous amount has happened in the last couple years. For comparison, the number of transistors on a CPU (computer chip) is said to follow Moore’s Law, doubling roughly every 18–24 months. This led to computers becoming exponentially faster, smaller, and more powerful over time. Until recently, Moore’s Law was haunting growth. AI scaling however, is traveling even faster, doubling in capability in 6-12 months! Such breakneck speed requires even more consideration of and for ethics. Anthropic, an AI research company and public benefit corporation focused on building safe, reliable, and helpful AI systems, is best known for its Claude family of large language models (LLMs). In an article titled, Anthropic’s “Soul Overview” for Claude Has Leaked, Anthropic revealed how they “want Claude to support human oversight of AI,” and to “behave ethically” and “genuinely helpful to operators and users.” So, whilst companies train AI to be ethical, we each may be wise to not give up our own governorship, deciding for ourselves when AI truly helps us instead of just making things faster. 

Human Needs in an Age of AI

To know our needs is critical. Students, teachers, schools, businesses, and all society at large. In an Education Week article titled, “Rising Use of AI in Schools Comes With Big Downsides for Students,” AI is reported to have a negative impact on student to teacher relationships and peer-to-peer connections. Furthermore, the authors cite a report by the nonprofit Center for Democracy and Technology in which “seventy percent of teachers worry that AI weakens critical thinking and research skills.” AI is and will only continue to have an enormous impact on how we are learning. And yes, we, similar to all species, need to adapt. Yet, our human needs are far more stable.  Thus, knowing our needs is critical. So, what exactly is it that we need?

1. Connection: Students need to feel seen, heard, and understood by real people.

Funs Jacobs points to human connection as the answer of what will become more valuable when intelligence becomes a commodity? For more, see:

Human connection will thrive in an AGI world

2. Belonging: Learning happens best in environments where students feel safe and included.

Global Online Academy (GOA) serves students, teachers, and leaders and is comprised of member schools from around the world, including independent, international, charter, and public schools. For more about how they are addressing belonging, see: Belonging Beyond the Bell

3. Meaning: Students need learning to connect to their lives, experiences, and the real world.

After more than two decades in the classroom, this is why I teach Capstone and Entrepreneurship. For Getting Smart, purpose means integrating content and skills outcomes with real-world problems and tasks that students find meaningful. For more, see:The Importance of Purpose-Based Learning in K-12 Education

4. Challenge: Growth requires struggle, thinking, and problem-solving. Process and not just answers.

Gallup reported in 2024, “Less Than Half of Gen Z K-12 Students Say Their Coursework Challenges Them or Gives Them the Opportunity to Do What They Do Best.” For more, see: K-12 Schools Struggle to Engage Gen Z Students

5. Responsibility: Students must develop agency and have an opportunity to not just collect knowledge, but be able to do. This includes ethically using tools, including AI. Yong Zhao said it best in a recent visit to The Knox School, “Learning, is no longer about collecting information. It’s about doing. And in this co-evolving relationship between humans and machines, we must teach students to think critically, act ethically and create value…The goal of education is simple: help every child find their unique greatness. They won’t know what it is until they try. But give them space, support and the chance to fail fast – and they’ll discover it.”

The Cost of Chasing Outcomes

Tis’ the season for grade 12 students to hear from universities on their admittance. The push into these schools is often IB curriculum and AP classes. This is not to be a slam of either curriculum, and yet both receive critiques of how pedagogy is often bent on an overemphasis on structure, compliance, and formulaic inquiry. For students and educators alike there may even be burnout. What runs the risk of getting lost is what truly matters most: knowing students as people, creating space for thinking, academic struggle and responding to the moment, rather than the “checklist.” Or, even the feeling that the ends could ever justify the means. The 5 on an AP exam, the college essay, or even an acceptance letter is hardly “an end.” And the means?  Regardless of school or curriculum, many students are utilizing AI in responsible ways. Yet, shortcuts are common as students push towards a perceived illusory finish line. Automating their learning shortchanges them of the very purpose, learning. All the while, increasing the demand for “real” connection.

A Vote for Humanity

Some are predicting 2026 to be a year in which low-tech (maybe even no tech?) instruction will rebound. Balance is what I hope for. Absolutely, mastery of how to use AI is an essential skill for K12 grads and beyond. And yet so are seminars and oral defenses. Consciousness and intent are critical if we are to ensure that technology does not exceed our humanity. This nexus we are living amidst is exhilarating, inspiring, and frightful. It may even feel like a burden to bear. Yet, what may be our greatest fortune is that we have not crossed over yet. We still have a choice. Education that chooses humanity helps students connect, belong, find meaning, embrace challenge, and take ownership of their learning. 

Make a vote for humanity. I am. 

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Comfort Zones Closed for the Summer

matthewpiercyPlanning and Preparation

As school winds down, are you tempted to wind down too? What if instead of settling into comfort, this summer became your launchpad for growth? Summer is the perfect time to intentionally get uncomfortable. There is a great deal of truth in the saying, “If comfort is your compass, you’ll never discover what you’re truly capable of.” For me, getting uncomfortable is to travel with groups of teens to unknown destinations. What might it be for you this summer?

This summer challenge yourself to be more like a lion than a housecat. English author, humorist, and satirist, Sir Terence David John Pratchett is attributed with saying, “The Egyptians thought the cats were gods. The cats haven’t forgotten.”  The life of a house cat is often seen as ideal and enviable because it represents a version of existence filled with comfort, consistency, and low-stress living. House cats usually have safety without responsibility, unlimited rest and relaxation, and reliable food and care. They chose when and whom to engage, on their terms. And most compelling, they sleep 16-20 hours a day and without guilt! Yet, and this is said with emphasis. Yet…due to a house cat being confined, their health is at risk Obesity, muscle atrophy and joint deterioration, as well as mental and sensory decline are all negative impacts of a life indoors. In effect, this is serious because maybe it isn’t curiosity this killed the cat. Rather, comfort kills the cats!

This is not an article about cats. Rather, it’s about being a lion. This is in the context of getting uncomfortable and taking risks. It is about calling on the symbolic strength, courage, and intentionality of a lion. Instead of waking up late every day this summer, sitting poolside, or just lazing about, we might challenge ourselves. To step outside our comfort zone and begin to build or improve upon healthy habits. For me, this often reverts back to my relationship with technology.

Lions Grow Through Challenge, Not Comfort

To begin, it might help to simplify where we might want to grow into three categories: Physical, mental & emotional, or spiritual well-being. An EdSurge article titled, “Why Educator Wellness Matters“ imparts, “Research indicates that educator wellness directly affects education quality, student achievement and school climate. With alarming teacher burnout and attrition rates, making educator wellness a priority is critical for the sustainability and success of our education system.” Some summer goals to turn into habits may have to do with finding more time for physical activity. Or, maybe the prioritization of quality sleep is a habit which develops.

We may want to challenge ourselves with mental and emotional well-being goals. How this might look is connecting with others, with nature, or even just with ourselves. As well, supportive networks can be developed. Two intriguing opportunities recently shared with me are The Voyage and Living Systems Leadership Retreat for Women.  The Voyage is a 5-day ‘walking retreat’ which involves daily guided trail hikes (5-13 miles) combined with immersive cultural activities like paddling and surfing.  The experience aims to help men get out of their head, explore their next path, foster brotherhood and connection, and build resilience through physical challenge and reflection. The Living Systems Leadership Retreat is for women and will be offered in partnership with Biomimicry 3.8.  Participants will learn more about how to use nature’s wisdom to create regenerative solutions to the multitude of challenges we face. Watching an introductory recorded webinar from this past January may be a worthy hour spent learning more about biomimicry—a practice that draws on the genius of nature’s ecosystems—and applying evolutionary intelligence to inform leadership, partnership building, and decision-making. Possible habits to benefit mental and emotional well-being are innumerable. For example, spending time in nature or just being intentional about slowing down. Both may reinforce presence, clarity, and a regenerative rather than reactive pace. For those especially intrigued by the work of Biomimicry 3.8, you may want to plan ahead to the summer of 2026 and consider participating in “Living Systems Leadership Retreat for Women” (Sign up here to be included on a mailing list and you will get information as soon as it is published).

And then there’s the spiritual. This could include attending a retreat. One crowd favorite is Joe Dispenza retreats (learn more here). Considered spiritual but not religious, they focus on inner transformation, consciousness, and the idea of connecting with a “greater intelligence” or universal energy. Another idea is to participate in a service project, whether local or abroad. This can deepen compassion and perspective. One example is Habitat for Humanity. And then there always is the option to engage in summer reading. Again, the reminder is to get uncomfortable. Challenge yourself to a sacred text or maybe something you never would pick up and read. For example, “The Book of Joy” by the Dalai Lama.

Lions Don’t Waste Energy, They Act With Purpose

Lions don’t chase every opportunity and nor should you this summer. Be deliberate. Choose something meaningful. And do not underestimate routine. Building a new habit takes intentionality. You don’t need to overhaul your entire life, just commit to one small, bold change at a time. Hopefully the few minutes it has taken to read this, is motivation enough to start. But probably not. James Clear says it best, “”Motivation often comes after starting, not before. Action produces momentum.”

Five point plan:

  1. Whatever it is, make a plan – Choose one thing you’ll do each morning before checking email.
  2. Start – Set the alarm 15 minutes earlier and just begin.
  3. Stick to it – Use habit stacking or a visual tracker.
  4. Seek support – Ask a friend to join or check in weekly.
  5. Celebrate wins – Post a note on your fridge: “Today, I did it.”

And stay centered on growth. A lion’s strength is forged through movement, challenge, and engagement with its environment. We humans are the same,  grow through action, not passivity. My university roommate used to chide, “If you aren’t living on the edge…you are taking up too much space.” I’m not sure I agree with the need to live on the edge, however, staying comfortable actually weakens us.

Use the summer to get uncomfortable. To grow.

For you.

And in doing so, for your students.

Build the kind of daily life that ”Future-You” will thank you for. Not because it was easy, but because it was worth it.

Lions don’t wait for permission to lead—they rise. So can you.

ROAR!

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From Rigid to Ready: The Shift Toward Flexible, Skill-Based Learning

matthewpiercyInstruction

The conversation no longer should be about the world our students will enter. Rather, it needs to be about the new world we awake to each day. The telephone, radio, airplane all impacted the world. The ability to connect in new ways. Next was the internet. Now, not only connection but the quickened pace and high rate of change is mainly because of new technologies like Artificial Intelligence (AI) and automation. Changes that are not just happening in some jobs; they are impacting nearly every job. The skills needed for jobs are changing too. More than one-third of the top 20 skills needed for the average job have changed since 2016, and one in five skills is completely new.  Long gone are the days of simply reading, writing, and arithmetic. According to World Economic Forum, Future of Jobs Survey, 2024, the top three skills predicted to be in demand between 2025 and 2030 are AI and big data, networks & cybersecurity, and technological literacy.

Worldwide, in 1900 only one person in a hundred studied post secondary. A century later, the ratio was one in five people. Seemingly the path was clear: go to school, get a degree, get a job, and possibly keep that job for life. Education resembled a “factory,” physical buildings and set times. A linear, fixed approach. The institution, as most of us have known it.  However, it is now shifting. And needs too! If we are to keep up with the demands of the modern world.

Moving Towards a New Way of Learning

We are transitioning to what’s being called the new learning economy. Author Jeffrey Selingo says it best, “No matter what, it’s clear that education rather than be an iterative approach early in life is becoming more akin to streaming entertainment: it’s always on, and in the case of education, it will be lifelong.” A few ways the  learning economy is fundamentally different than the traditional approach includes:

  • It’s about the individual learner: Instead of being centered on the school or college, the focus is on each student’s needs and path. Individualized learning is becoming highly valued.
  • Learning is flexible: It will happen in various ways and places, not just in a classroom at a set time. Think about how your students consume entertainment like TV or movies now – they can watch it whenever and however they want (streaming). Students want that same flexibility in learning – they want to learn in person, online, or a mix of both (hybrid). This flexibility allows students to balance learning with other important things like work or gaining experience.
  • Focus is on what you learn: The measure of learning is shifting from how much time you spend (like traditional credit hours, which were compared to “shelf space” in old TV schedules) to whether you have mastered the material. The time it takes might vary for different students.
  • Learning is lifelong: The idea of a single degree setting you up for life is less common. The new learning economy offers continuous learning, where people can dip into education when they need new skills for different jobs or careers throughout their lives.

Sidebar: In 2021, I began teaching for Global Online Academy and have not looked back. All three tenants above have factored into my favorable experience.

This shift towards new ways of learning brings us to a core question: what matters more in this new learning economy—degrees or skills?

Why Skills are More Important Than Ever

In this revolutionizing world, just having a degree is no longer enough. While employers still value a degree as a sign of discipline, what they are beginning to value most is if a candidate has the specific skills required for the job. We are seeing a movement away from what is known. It’s more about what a person can do. For example, in 2024, Microsoft and LinkedIn looked at how AI will reshape work and the labor market broadly, surveying 31,000 people across 31 countries. One of their findings was that leaders are more likely to hire a less experienced candidate with AI skills than a more experienced one without them.AI skills are increasingly important, however in a broader sense, there are two main types of skills to focus on:

  1. Foundational Skills: These are broad skills needed in many jobs. Beyond just communication and teamwork, they include human skills, basic digital skills, and business skills. Developing these skills across different areas can help people earn more and move between jobs more easily. Skills like navigating ambiguity and doing things you weren’t specifically asked to do are becoming necessary for everyone, not just certain jobs like journalism. Problem-solving is also a critical human skill.
  2. Specialized Skills: These are skills specific to certain jobs or industries. Knowing how to use particular software (like Tableau, Adobe, or Salesforce) or having skills like data visualization or analytics can lead to significantly higher salaries. Employers are actively seeking these precise skills. One example is of a graduate who had trouble getting a job even with multiple degrees from a prestigious institution, but earning certificates in Salesforce skills was “critical” to landing a job.

Embedding both foundational and specialized skills into education is a key way institutions can help students succeed.

What This Means for K-12

Our students are growing up in this new learning economy. And they will work in it. My students from just a few years ago already are! While K-12 structures have unique considerations, the underlying trends suggest a need to prepare students for the future by helping them build key skills like problem-solving, communication, and digital literacy, while also encouraging them to manage uncertainty. Since students will likely learn in flexible and online ways throughout life, it’s important to teach time management and independence. This I have definitely seen in working with grade 12 students in yearlong Capstone projects. Instead of rushing through content, we stand to gain a tremendous amount when we focus on true understanding and mastery. This requires us teachers (and students too!), to recognize that learning does not stop after school. Consider how AI might support personalized learning, and remember that K-12 is a crucial part of the entire learning ecosystem that connects to college and the working world.

The need for education globally is immense. Preparing students for this future by emphasizing flexibility and building essential skills is a significant opportunity and challenge. It’s about helping individuals succeed in a constantly changing world. Organizations like Global Online Academy (GOA), which is a nonprofit founded and run by educators and focuses on learner-centered, modern practices and skills, is but one example of what this new approach can look like.

Educators, schools, and policymakers must not wait any longer to sit comfortably (or uncomfortably) in the status quo. Act with purpose is imperative—reimagining what, where, and how we teach—to ensure students thrive in a world where change is constant and learning never stops. A world where systems not only allow for autonomy and flexibility but encourage it. A whole new world might be imagined, one of bold invitation, instead of dogged compliance.

Students are ready for it.

And the world won’t wait.

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Peeling Back the Layers of Teacher Appreciation

matthewpiercyPersonal

Are educators really appreciated? Tomorrow, May 10, marks the end of Teacher Appreciation Week. In the early years, appreciation can be quite pervasive, little ones sharing handwritten notes with big hearts and occasionally there is the parent who shares a thank you note. Oftentimes for just a day, or sometimes for a week, schools recognize Teacher Appreciation to celebrate and honor teachers for their dedication and hard work. A nice gesture and yet as a career educator, I cannot help but ponder the true value society pays to teachers.

Until 2013 no one was measuring teacher status.  Enter the Varkey Foundation and its mission to improve standards of education and also raise the status and capacity of teachers throughout the world.  The measurement tool they developed is called the Global Teacher Status Index (GTSI). The GTSI is a score between 0 and 100 and the number summarizes information from teacher surveys using Principal Component Analysis. China scored the highest with a perfect score of 100.  Really China?  Whereas Brazil and Israel were at the other end of the spectrum at just 1 and 6.5 respectively. The United States fell somewhere in the middle with a score of 39. Since the Varkey Foundation’s origins, GTSI is now being used with 35 countries. Interestingly enough, key findings in the United States report include:

  • The U.S. public believes teachers are not paid a fair wage and should earn at least $7500 more annually
  • 50% of respondents also believe teachers should earn based on student performance
  • 78% believe teachers are influential, the fourth highest of all countries surveyed
  • When US respondents were asked to rank 14 professions including doctors, nurses, librarians, and social workers in order of respect (with 14 being the highest and 1 the lowest), headteachers were ranked the 6th lowest of all the countries surveyed

So, there is evidence of how the status of teachers in the United States can improve. 

 

Recognition Runs the Gamut

Having taught every grade from three to twelve, in public and private, rural and urban settings, as well as in three States and four countries outside of the United States, it is a bit surprising how teacher appreciation is similarly experienced. Even across the decades. Appreciation or recognition is a sort of hit or miss. Imperative is that we as educators have it within ourselves. Appreciation.  For ourselves and the not only noble but extremely impactful profession. I say “hit or miss” because the experience is largely dependent on administration and parent committees.  Even at the same school, a teacher could have a completely different feel from one year to the next. In one school I taught, teacher appreciation simply meant the delivery of a typed form letter in our mailbox from our principal. Completely impersonal. At another school, with a legion of teachers, we all received a plastic baggie of homemade, albeit stale, cookies. I’ve received Starbucks gift cards for $10.  A delicious array of food for a luncheon one year. A the same school, the very next year, a masseuse was at school all day and we could sign up for 20-minute chair massages. In another school, a last-minute attempt was made to put on a lunch, barely a step up from the cafeteria. One year I remember how teachers were able to select two gifts from a wide array of offerings. I chose the $20 gift card to my favorite local coffee shop and a bottle of whiskey. Yep, there was an assortment of hard liquors. Teacher appreciation and recognition run the gamut. Far from standardization and absolutely a reflection of a school’s culture. Possibly a small act or even a big effort, however as a teacher I would venture to guess that  I am not alone in stating that it does mean something to us.

Whatever is done, if anything, what is important is that teachers truly feel appreciated. That was definitely not the case at the school where the mediocre lunch was served. To top it off, the first people in the lunch line were not even teachers!

 

Insights from a Hybrid Educator

In person, I facilitate one section of grade 12 capstone. During the pandemic and ever since, I have enjoyed teaching two courses for an online school as well. In a certain sense, this hybrid role allows me to sit on the periphery of traditional mainstream education. Almost like a meteorologist, I see the storms coming, often how they make landfall, and yet I never get “wet.” Keen always to learn, when I hear about opportunities in education or they cross my screen, I want to know more. One such example that recently appeared as a recommendation on my LinkedIn feed, led me to to reflect more on this topic of teacher status and appreciation. Curiously I looked at the job description and how this “leading ed-tech company” was helping districts and schools address staffing shortages and also expanding school’s course offerings. They were looking for a part-time teacher who would be on a 1099 contract. This means there are no benefits and in effect a large percentage would end up being paid in taxes. The role was to teach grade 9-12 students AP courses via Zoom. A prospective applicant could appreciate how they explicitly outline the expected time commitments. “In a typical week for one section, online teachers can anticipate their core work as teaching (four hours) and planning/grading (about two hours). Online teachers also engage in coaching, professional development, and recurring team meetings (typically one hour on average per week, though varies week-to-week) for a total weekly commitment of six to seven hours.”  The pay? $40 an hour. That means approximately $300 a week. Or, post taxes more like $200.  I don’t know about you and where you live but $200 does not cover a whole lot. Is this a reflection of the low status of educators? Possibly a mere glimpse of the true value not being “paid” to teachers.

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Approaching the “Finish Line”: Lessons from Reflectors, Savings, and Hawaii

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What might I share that will be worth your time to read? For many teachers (and students!) energies and attention right now are being funneled into the finish of yet another academic year. Though there is so much still to be wrapped up, the end will likely come quickly. In an effort to finish the year strong, let us look more closely with wisdom at what appear to be three completely unrelated items: reflectors, savings, and Hawaii.  Hopefully not only a connection becomes clear but also an understanding of the necessity to prioritize a vision of the future tempered with an intention to live in the here and now.

 

What If I told You a Reflector Could Save Your Life?

While I was in university, one outdoor outing particularly stood out. As I traipsed across a snowy mountainside, not a care in the world, in an instant I found myself facing nature’s wrath in a battle for survival. Underfoot, an unstable mass of snow broke free, followed by a deafening roar. The cloud of snow and ice hurtled to catch me, faster than 320 kilometers (200 miles) per hour. Scientists calculate a fully developed avalanche can potentially weigh as much as a million tons. This feeling of despair or race against time might be parallel to a teacher’s experience. We would hope not, but what did Orwell say about reality? That it exists in the human mind, and nowhere else! In the mountains of the western United States alone, there are approximately 100,000 avalanches each year. I would argue, that across our myriad of classrooms, we witness many more “avalanches.” Where time is lost to all meaning, consumed by the suffocating weight of “snow” or “to-dos”.

But, what if…

“What if” is a powerful phrase. Emboldened by infinite possibility, it invites us to explore alternative realities. Those Orwellian possibilities maybe existing in our minds and nowhere else. But, what if, by design, our schools, classrooms, and all that we experience in education were backed in trust? This ultimately comes down to the essentials of establishing strong and meaningful relationships. For outdoors people this may be a “relationship” with their gear, a testament to the saying that there is no such thing as bad weather, just bad gear. More than 150 brands of outdoor gear utilize a patented reflector (RECCO®) as a rescue technology to help find people lost in the outdoors or buried by avalanches. If something so tiny as a reflector has the potential to save someone’s life, or moreover build trust, what might this say about the potential inherent in our schools and amongst us as educators? The “avalanches” we perceive are far from being unstoppable juggernauts. We have this!

 

16x is a Lot

Bestselling author James Clear asserts, “Most people need consistency more than they need intensity.” He reflects on how consistency is what ultimately leads to progress. A difference in intensity and consistency is compared to going out to run a marathon versus not missing a workout for two years. Or, jumping cold turkey into a silent meditation retreat as opposed to finding silence daily. Such consistency has a level of patience and also requires discipline. Virtues in a sense and both are also steeped in vision. Recently I was dismayed to read how according to Northwestern Mutual, Americans think they will need $1.46 million to retire. Yet, they have on average only saved $88,000. That is 16x under what they think they need. Sixteen times!  Imagine having sixteen times more students. A few years back I felt overwhelmed teaching 104 students. That number would now be 1,664 students! Or, what if we lived 16x longer? 73.4 years would mean 1174.4. 

So, ultimately besides consistency, patience, and discipline, a bit of vision is necessary. As educators hopefully, we can see the “finish line.” Some maybe are even preflecting on how they may begin the next academic year. Yet, what we do with today is critical. We cannot afford to miss the here and now.  The fact is, the future depends on it! 

 

Determine Your Truth

Though I feel fortunate to call Hawai’i my home, I am not proud to share how the beauty and fragility of resources are largely unprotected.  According to the Department of Land and Natural Resources, “As of 2023, Hawai‘i only invests $9 per tourist back in the environment, and less than 1% of the state budget goes towards conservation. We currently face an estimated conservation funding gap of $360 million per year.” Though this example has elements of both reflectors and savings, we consider it  for another reason. Ultimately, it is about protection. A friend recently waxed poetically on what he  terms the “underbelly” of conservation. Though the word “conservation” has its roots in the Latin “conservationem,” meaning “a keeping, preserving, conserving,” might the word have taken on a different meaning in reality? One with emphasis on “con.”  Where charisma, deception, or opportunism are what ultimately courses through the veins. A truth painted by lies. 

And how might this relate to us as educators?

As we continue to drown in information, artificial or not, we are being summoned to think. To read and watch widely and to listen to learn. One mandatory course within The International Baccalaureate (IB) Diploma Programme (DP) to support this is the Theory of Knowledge (TOK). Students take TOK to develop critical thinking skills by analyzing knowledge claims and to gain interdisciplinary understanding by exploring connections between different subjects. Within the context of the College Board, the Advanced Placement (AP) Seminar is similar to TOK, seeking for students to develop critical thinking, research, and communication through interdisciplinary exploration of complex topics. Regardless of the curriculum, a school subscribes to, the intention is for students to be able to determine truth. Their truth. This is only possible if we take time to reflect critically on not only what we might know or think we know. It also requires us to pay close attention to the diverse ways of knowing and a multitude of perceptions. 

So, slow down. Listen a little harder and look. Though the “finish line” is in full sight, go slow to go fast. And enjoy the “ride.”

 

Our Mindset and Actions are Omnipotent

As we navigate the tumultuous currents and possibly perceived “avalanches” of education, let us not overlook the significance of reflection but also a deep understanding of the necessity to prioritize a vision of the future tempered with an intention to live in the here and now. Building trust, fostering consistency, and embracing patience are all necessary ingredients to this recipe we call “education.” Just as a tiny reflector embedded in our jacket (RECCO®) has the potential to save our lives, our mindsets and actions are omnipotent. Instead of counting down the days, might we delve into the depths of critical thinking with students, and embrace the moments we have left with absolute intentionality and purpose?  “Your mission (insert your name), should you choose to accept it, is to serve as a beacon of guidance, inspiring those you teach to navigate the complexities of the world with purpose, integrity, and joy.” 

I accept.

IN THE RHYTHM OF NATURE: EMBRACING PATIENCE IN EVERYDAY LIFE

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“Place-based education? We have it all,” a colleague recently quipped. Though I agree, I am not so declarative. Instead, I seemingly find myself routinely in quiet appreciative contemplation of the place I live. Fittingly, this past week a friend shared an invitation to attend a storytelling event titled, “Where I Live.” Several eloquent stories were told and afterward, I was left considering my own stories.

As much of the world transitions out of Winter and into Spring, central to “my story” is the role of patience. Akin to deciduous trees which lose their leaves and go into a sort of hibernation, the changing of seasons even in the Tropics, provides us an opportunity to become more aware, grounded, and maybe even grateful. So long as we are patient. Years ago I gave up the snow and cold, so trees shedding their leaves is no longer a part of my autumn-to-winter experience. Instead, winter now signifies whales, waves, and wind. “The original www (World Wide Web),” I kid.

Learning from Great Masters

I awaken exhilarated not from the deep rest but by visions of how the Pacific stretches in the early morning unwrinkled, illuminated in various hues of blue. Paddling out on my 11-foot board I often stand alone, watching whales. Humpback whales to be precise. Approximately 10,000 whales make the 10,000-mile sojourn each year. More will leave than arrive, as these warm waters are for breeding. The whales will eat nothing while here. Yet, upon their return to polar waters, they can consume up to 3,000 pounds of food daily! Though such facts intrigue me, it is the humpbacks’ size and grace that motivates me to paddle out and wait. Rebecca Giggs, author of “In Fathoms: The World in the Whale,” she describes whales as complex and enormous, with lives and abilities that make them masters of the seas. To see a whale is to feel veneration.

Some days I see no whales. Yet, I paddle out whenever possible, pleased to patiently wait. Usually, there is complete silence until I hear air being expelled, sometimes the blow results in a cascade of mist. Legally, one is not allowed to get closer than 100 yards from a whale. Atop a 3-inch table of epoxy, nor would not be wise to be aside the hulking mass of 60,000 pounds. However, there have been times when an utter sense of awe rivaled my patience, and whales have approached me. Gliding beneath and sometimes aside me, more than one whale has risen, rolled on her side, and met my stare. To look into the eye of a whale ensues much emotion and, primordial connection. It is patience, the wait for such encounters that allows for such reverence.

Waves are Nature’s Patience Test

Just as winter means whales, the season also brings world-class waves to the isles. During December, January, and February storms brew far north in the Pacific, sending long, rolling swells. Waves sometimes towering over 20 feet high, crash onto the north and west shores. A common refrain from Civil Defense is “Heed all advice from ocean safety officials. When in doubt, don’t go out.” Yet, it is times like these that resonate most with a surfer’s heart, maybe even speeding it up a beat. High surf is more invitation than warning. Regardless of how active the ocean is, surfing requires patience. At least surfing the “right wave.” Either prostrate or sitting atop an even smaller board, many factors are taken into consideration. The wave’s shape and size are a priority. Also how the crest peels is important, so it is not too steep. Speed is weighed in, fast but not too fast, or maintaining balance may be difficult. To ride a wave is often a fleeting moment, followed by a great deal of work paddling back out and through crashing waves. World class South African Surfer, Shaun Tomson says it best, “Surfing teaches patience. On land, surfers cannot will a swell to appear. They have to wait for nature to make the call. So surfers wait. They keep their eyes on the horizon and they wait.” Sitting astride my board, staring as far as my eyes can see, the sun sinking low. These moments in wait are sometimes as enjoyable as gliding atop the wave.

Chilled by the Wind and Rain of Kīpuʻupuʻu 

Where I live, over two thousand feet above the ocean, the weather can be described as windy or windier. There is no happenstance that the mascot of the school where I teach is kamakani, “wind” in Hawaiian. Trade winds, blowing from NE to ENE direction account for 70% of all winds in Hawaii. The origins of the name “trade winds” date back to the mid-15th century to the mid-17th century and what is called, the Age of Exploration and Overseas Expansion. Sailors recognized the trade winds as a reliable way to navigate and they used the predictable easterly winds for westward voyages across the open oceans. Though summer months may in effect be even windier, it is the type of wind that has me equate winter with wind. Kīpuʻupuʻu, one of at least 58 names for the different winds of Hawai‘i Island, is specific to this place high in the hills and means “chilly wind and rain.” These winds and rain are known for their side-sweeping direction. Patience has a role when Kīpuʻupuʻu winds and rain prevail. One must not imagine hard, knowing how verdant and sweeping hills will illuminate and birds will fill the air in song.

Asked to Change the Rules of the Game

Telling “my story,” I think about how place plays a pivotal position. So too does patience. A lifelong lover of basketball, I helped coach “women’s” basketball this past winter. “Women’s” is wrapped in quotes because it is yet another “w”. Several moments stand out from the season and yet one is indelibly etched as “to be remembered.” A moment that required patience. A player challenged, “If we just hit the top corner of the box, can we count that?” The question, asked honestly, came amidst a drill where players kept missing what is termed “the easiest shot in basketball,” standing 45 degrees and just three feet from the basket. This was a lesson ultimately based on geometric laws. An example of compound motion which combines vertical and horizontal motion. The ball is heaved, follows a three-dimensional trajectory, bounces off the backboard, and goes through the rim and eventually the net. Two points. If only you use the backboard, the keys being the angle of incidence and angle of reflection. Mastering this shot, called a “bank shot” requires a bit of understanding of angles, distance, and also timing. Yet, true mastery comes through repetition and muscle memory. This very drill might just have been “the magic” behind why shooting averages improved so much.

However, at this penultimate practice, the player whether earnestly or entitled asked, “If we just hit the top corner of the box, can we count that?” yearned to shortcut not only the rules of the game but the very essence of geometry itself. My dumbfoundedness resulted in the space for players to ask about spin, height, ball pressure, etc., and how these all might need to be factored in. True, true, and true. And yet, counting a basket meant scoring it. So, “NO! We could not just hit the top corner of the box and count it!” Though I wanted to scream, “Just do the drill,” I calmly bit my bottom lip; somehow, somewhere finding the necessary level of patience to listen, respond kindly, and refocus players’ attention on the mechanics necessary to score.

Letting Patience Be a Unifying Force

Basketball season is over, the winds are settling down, the waves waning, and the whales are all headed north and eastward. I sit contemplatively, reflecting on a life deeply connected to nature’s rhythms. Patience emerges as a guiding principle and I will it blossom. Already I am excited to await another winter and the majestic return of whales and exhilarating waves. Patience is a necessity. The Kīpuʻupuʻu sweeping across the hills and the moments on the basketball court helped me realize the value of this patience. My understanding but also hope, is to understand how every experience shapes a distinct narrative, and how it is patience that holds the potential to serve as a unifying force. If we can be comfortable, if even for just a little while, to step aside, wait, listen, and learn. Only then will places be in a prime position to teach us.

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“URGENT” COP28 AND EDUCATION: BETWEEN ILLUSION AND IMPERATIVE

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Just yesterday I was asked by a student’s parent, “If you could wave a magic wand at anything in education, what would it be?” Being in a continual state of reflection of all-things-education, I did not hesitate to answer on a more global scale. What tops the “in need of a magic wand” list for me is authenticity. This includes the overemphasis on standardized testing (high-stakes college admissions tests too!), as well as the need for education to serve as a mechanism for “real world” applications. After our conversation, I thought back on an article I wrote in April of 2021 for Getting Smart titled, “Transforming the Landscape of Education”. In it, I alluded to “personalization, authenticity, and transferability”. As I attempted to make more sense of all I observed on a recent visit to Dubai, I used the same “trifocal” lens.

The point of a December visit to Dubai was to attend COP28 and the United Nations Climate Change Conference. The fact that Dubai hosted COP28 was not only ironic but may have added insult to injury. Past summits have not exactly resulted in an active addressing of global climate change. The need to “walk the talk” is entirely relatable to educational rhetoric. A close friend of mine is increasingly growing impatient with dialogue. He shared the proverb “ready, fire, aim,” a reminder to not delay any longer in taking action. It is likely to fare even better than planned action. There may even be truth behind the devil smiling when we sit and make plans. Besides, don’t we already know enough about the problems, to know what to do?

A past colleague shared recently how the director of his school boldly decided to add Capstone and Advanced Placement (AP) curricula to their existing International Baccalaureate program. Not because it was best for students but because the school, the director used the word “business,” is in a “saturated market.” Keeping up with the Joneses and a dependency on economic models may not be the best strategy for the long game and is not in the best interest of preparing learners for the exciting and uncertain times we already face. Rather, the nexus is in providing students with pathways of personalization. Where the learning they do makes a difference today and prepares them for tomorrow. Albeit, as tangible as growing vegetables or doing interview projects with the elderly. Approaches akin to this are about inclusivity and equity. Not exactly a pervasive feeling in Dubai, where upon arrival at the airport the taxi driver professed, “Dubai is for rich people.” This was a sensible claim after my near interrogation and uncovering how he works 10 months a year, 7 days a week, and 12 hours a day. On a purely commission basis and in a country with no minimum wage, if my Math was correct, his annual earnings are around $14,000.

Stripping Away All Pretense

Though I was in Dubai for just a week, I came away feeling like it could be summed up in a single word. Mirage. A rather ostentatious one too. Though it is clean, an international business hub, and virtually faces none of the social ills such as homelessness and drug abuse plaguing so many cities in the United States, I quickly brushed up against a reality not congruent with the facade. A city of superlatives. The world’s tallest building, biggest fountain, etc., etc. Skin-deep appearances are to be kept. Handbags which cost thousands of dollars, possibly as much as the annual salary of a taxi driver, and flashy sports cars. Dubai is about a mortgaging of the future and an incessant development of Herculean scale. The United Arab Emirates is an immigrant nation, where just 12% of the population is Emirati. A nation built literally out of the sand in just five decades. Income inequality and labor rights remain chief concerns. Head wounds that seldom even receive bandaids. One must not dig deep to learn more about how powerful and profitable construction companies are.  As well as their omnipotence. Often, the businesses and the government are one.

Before this year’s climate talks, there were already reports of labor rights abuses at the very site of COP28. Built to host EXPO 2020, the European Parliament boycotted the event and called on Member States to not participate because of human rights abuses. Even with an abundance of glitz and glamor, a visitor need not strain their eyes to see inequity. Lining the highways are labor camps, and concrete housing structures more resembling prisons than homes. Yet, employers who have 50 or more employees and pay less than AED 1,500 per month (approximately $400) are required to offer housing. There are even more labor camps out of sight and surely out of mind. After all, most visitors to Dubai are here to see what they want to see. Nonetheless, the city skyline, technological advancements, and recent sustainable labels attached to nearly everything are marked by contradiction. In a twisted manner, sustainability is being employed. “Political and business leaders in the UAE understand that burnishing environmental credentials are incredibly important for presenting the country and cities like Dubai as modern,” says Professor Natalie Koch, a specialist in political geography at Syracuse University. Regardless of whether or not the truth is being told and/or sold, there are two things humanity is unable to run from. They are truth and the future.

What the future holds for the United Arab Emirates appears to be precarious. Even more so, as “development” shows no intention of decelerating. Sands shifting is a very real phenomenon, even if left undisturbed, “sands are in constant motion” determined by a recent study published in Nature Communications. What might this say about cities springing out of the desert in such a short time? The impact of millions of people has the sands unfathomably shifting. Ecological disruption, waste, extreme temperatures, and water scarcity are as “authentic” as the sun’s morning rays. The extremes one would expect of a desert are ignored, attention being directed toward the world’s largest artificial islands, colossal shopping malls, or a top-rated water park. Some of which have the gall to be marked “sustainable” even. How long this delusion might last is only a matter of time. One cannot help but marvel at how befitting 19th-century poet Percy Shelley’s words were in “Ozymandias”. A visionary depiction of collapse. Inevitable decline where the unethical smacking of “sustainable” and other “green” labels is merely pretense.

“My name is Ozymandias, king of kings:

Look on my works, ye Mighty, and despair!”

Nothing beside remains. Round the decay

Of that colossal wreck, boundless and bare

The lone and level sands stretch far away.”

Breaking the Hostage State: Climate Talks, Education, and Action

In education I often find myself asking, “What is normal”? The education system we currently know has been around for only 150 years. A system designed for control and mechanization, we often are encrusted in yesterday’s ways of thinking. Much bolder approaches must be taken. Where there is not only inspiration but aspiration. Where we gladly throw out the bath water to save “the baby.” The design of choices IS ABSOLUTELY POSSIBLE and can happen quite quickly. Consider how in my lifetime humanity has burned 80% of all the fossil fuels ever burnt. Humanity can consume what it wants…and fast!

Climate talks and education are riddled in politics. Commonplace traditional schooling is not being addressed to scale, similar to the accelerated rate the earth is heating up. Neither education nor COP are fully responding. Though the science is clear, how can we applaud the slowing down of burning fossil fuels? A much more immediate plan with actions to stop burning fossil fuels is what is needed. Professor Daniela Schmidt of the University of Bristol sums up the necessary immediacy in action, “The time for talking is over. Delaying change further is indefensible. Pretending that reducing emissions by 2050 is enough and ignores the dangerous, life-threatening consequences of our anthropogenic heating of the planet.” Similarly, it is crucial to prioritize the designing of optimal learning experiences for students NOW, rather than focusing solely on a distant future. United World College is pioneering a course in partnership with the International Baccalaureate called, The Systems Transformation Pathway. It is divided into three components (Core curriculum, Enquiry into impact areas, and Impact area specialization). Though a stand-alone course, the Systems Transformation Pathway is a beginning. One bent on action orientation and focused on authentic real-world learning instead of being classroom-based and exam centered.

The framing of climate talks and movements forward in education must be free of politics. 2500 oil lobbyists at this year’s COP28, a number far more than the indigenous representation, was counterproductive and was purely a positioning for argument. Abolitionist and orator, Frederick Douglass said it best, “At a time like this, scorching irony, not convincing argument, is needed.” Could there be more irony that a nation built on oil wealth, spearheading discussions on sustainability and environmental preservation? If that is not scorching enough, consider how COP29 is set to be in a city (Baku, Azerbaijan) where one of the world’s first oil fields developed 1,200 years ago! A coming home or maybe an origin story of sorts, as climate talks bent on transitioning away from fossil fuels are hosted by a nation where oil and gas account for 90% of their exports.

Just as nations face a transformative imperative, shifting from fossil fuels, so too must education. Where we embrace personalization, authenticity, and transferability. Climate talks and the future of education can no longer be held in a “hostage” state. A situation where there is almost a spellbound freezing in one’s tracks. Or worse yet, a dishonest celebration leading to a plan of even more far-flung crisis. Nor can we tolerate any longer the diversionary wag-the-dog approach, where there is an amalgam of calculating, “If others do not act, I don’t have to either.” This is not only self-destructive but devastating to humanity. The time for truth and action is now.

Could COP, “Conference of the Parties,” be a “Championing Of Planet” or might it remain a “Center of Pantomime”? The choice is ours.

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THE INTERSECTION OF NEPOTISM, AI, AND HUMAN INTELLIGENCE: NO SHORTCUTS

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Face it, we live in a world of volatility, uncertainty, complexity, and ambiguity (VUCA). Even here in Hawaii, a place where much of the world thinks of as paradise. There is an increasing necessity to not only look at the facts but to apply our HI. No, not HI as in the abbreviated form of Hawaii. Rather, HI as in Human Intelligence.  To think for oneself. Not to kid oneself either. Legislation in Hawaii passed in 2010 a requirement that single-family dwellings being built must have solar water heaters. Four years later, all single-use plastic carryout bags were prohibited. As we come upon the tenth anniversary of this ban, we still need to focus and see the forest through the trees. Much remains to be done in Hawaii if we are to truly become more sustainable. The photo above, taken from my home, is but one example. Seeing the whole picture is necessary. A beautiful coastline, open space, and yet the neon green arrow points to where diesel oil burns for energy. A shortcut of sorts.

Education in the AI Era: Shortcuts and Consequences

Recently a colleague encouraged me to install Brisk and Origins as Chrome extensions to detect the misuse of AI and plagiarism. To catch out students who opt for shortcuts. Ultimately though, my energies are more into teaching how to use AI as a thought partner of sorts as from personal experience I’ve garnered an understanding of how AI has the potential to create deeper learning. Surprisingly, however, I have found that many students are reluctant to utilize AI. Though initially drawn to it, students have shared how if used ethically, AI often creates more work. More work? Or, more learning?

An invitation for more “work” is not one usually accepted. Increasingly this appears to be true. As students juggle academics, athletics, the fine arts, and all else whirling in their busy lives I sometimes marvel at the choices being made. For example, many students today have a much more “unique” approach to reading than a few generations ago. Maybe you remember the time, PI (pre-internet), when just had the book and maybe a copy of Spark Notes you purchased in a physical book. Today with the ubiquity of resources, instead of delving into the depths of a book, more traditionally or straightforwardly, students resort to a cunning shortcut. But there are no shortcuts. Watching videos, reading websites, and doing everything BUT reading the book, is a search to reach comprehension without the hassle of exhaustive reading. Ionically this makes the process a whole lot more laborious than just sitting back and reading the book!

Similar to the clever game of intellectual maneuvering to “read” a book, these past months as students apply to universities, I have wondered to what degree students are being used by AI. Opting for the long and winding road, interested in mastering the art of shortcuts, is an inaccurate portrayal being demonstrated to admissions departments? A colleague of mine advises, “Reality will surely strike.” Universities are likely to feel the brunt of who students “really” are and what students can do themselves. AI might be a tool that helps a student jump through the hoop, but once admitted might they be ill-prepared? If so, what might this mean to the future workforce?

The Shortcut Myth

The current conversations of AI and ethics remind me of the nepotism I confronted early in my international teaching career.  “But Matthew, Martin is a ​​Dueñas (surname),” chided the director of the school. I was unfamiliar with the power of a last name and had never experienced such favoritism.  “Matthew, the Dueñas never fail.” All I knew was that Martin had done nothing all year. He knew, his family knew, and the director knew. Yet, ultimately I would be asked to change his grade. I stood my ground and let the director know that it would have to be her to do such a thing, not me.

There is a Chinese saying that goes “Wealth does not last beyond three generations.” This can be likened to a similar belief depicted in the American expression, “Shirtsleeves to shirtsleeves in three generations”. Later in my international teaching career I would have a chance to see this adage playing out and would once again confront nepotism. This time, however, in a different region of the world. The fading of generational wealth was evident as I was introduced to hard-working and determined grandparents who were the builders and first generation of wealth. Students’ parents often were the maintainers and were able to preserve the wealth. Yet, various students, the third generation, were either being pushed through their education or accustomed to taking shortcuts. Unaware that there are no shortcuts. Ultimately, they would be inheriting companies and positions of power in which they were ill-equipped to perform. In effect, they were on the path to becoming the squanders of the families’ wealth.

Nepotism, seemingly in the DNA of many cultures and industries, shares a kinship with the advent of AI as a shortcut. They both illustrate a preference for the familiar over the uncharted. Nepotism prioritizes kinship over meritocracy, while AI prioritizes convenience over authenticity and understanding. I continue to be a proponent of AI, recognizing that it is here to stay. It can and should be used as a tool. Also, one of the elephants in the room is the “shortcut myth.” AI may be just as students report, “more work.” However, when leveraged with honesty, as a tool, an addition, not a replacement to our Human Intelligence, results may generate greater opportunities, broader perspectives, and deeper understanding. In contrast to the constraints of nepotism, possibilities loom.

Meanwhile, it may help if we remember, there are no shortcuts.

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