1. Class 11: Final Notes on Critical Engagement

2. Information or Creation? “information economy” - what is it? What are value-added activities in the information economy? (and what aren’t all that valuable?)

3. Right/Left Brain (Pink) Left brain - sequential, functional, logical, literal, textual, analytic, ordered, rules-based Right brain - simultaneous, metaphorical, aesthetic, emotional, contextual, synthetic, complex, holistic, association-based More orientation than exclusivity - we use both all the time (e.g., recognizing danger) Unless neurologically impaired, both can be exercised and developed

4. Three Trends Abundance Asia Automation

5. Abundance The developed world has most its basic needs sorted out - people don’t necessarily need more stuff New product releases - not about need but want (and engineering that want…)

6. Automation Products are increasingly produced by machines (e.g., robotics in manufacturing) But so are professional services - e.g., DIY law, accounting - even coding in cases

7. Asia Alliteration! (Think globalization - also includes BRIC countries and elsewhere) Global work transfer - not just cheaper manufacturing labour but also cheaper info. economy labour Many qualified scientists, doctors, lawyers, accountants in BRIC - often available at a fraction of Western salary

8. Rise (and Flight) of the Creative Class (Florida) Creative class growing in number and power both Talent, technology and tolerance drive creative class Creative people thrive in creative communities - and leave those that aren’t National/worldwide competition for creative talent that can be influenced by policy – e.g., Florida’s own departure to Toronto

9. The Conceptual Age: High Concept, High Touch Previously privileged left-brain talents - increasingly automated, outsourced In age of abundance, goods and services must not just be functional but appealing Creativity - not just information processing - is the real value-added activity More complicated than following rules - must be able to manipulate and create them to new ends

10. Implications for Education and Employment A troubling trend in higher education – standardized testing (and teaching to the test) and programmatic learning via rubrics But creative class defines rules, not just follows them! Mimickry of instructions is not education – e.g., McCloud’s notion of surface vs. idea/form Failure of educational system as well – Wesch video

11. Grown Up Digital (Tapscott, 2009) “a generation bathed in bits” – echo/Gen Y (1977-1997) Technology as “air” – integral and seamless part of lived experience Intergenerational conflict – norms, values, and potentially brains of Gen Y conflict with more traditional boomer era or more cynical Xers

12. Eight Norms of Gen Y Freedom of choice and expression Eager to customize and personalize Scrutiny of decisions made – demanding and discerning Corporate integrity and openness Play and entertainment in work, education and social life Collaborative, relationship building approaches Speed is of the essence Interest in and capacity for innovation

13. Concerns Is Gen Y as creative and innovative as they claim? (again with rubrics – going through the motions isn’t creative!) Is structured existence engineered by “helicopter parents” creating a new generation of perpetual adolescence? Is there time to reflect on creation, especially when speed is of the essence? Is privilege of experience and play taken too far? (Gladwell’s 10,000 hour hypothesis – genius takes hard work!)

14. What can/must I do? Be prepared to engage reality critically and creatively Engage both right and left brain skills Live up to the promise of your generation – and be aware of the concerns of other generations There are no instructions on how to do this – comfort with unstructured environments and creating the rules of the road is important Sound hard? It is - but it’s more rewarding financially and intellectually