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Future Scenarios of Educational Environments


Gabriel Mario Rodrigues – Chairman of the Board of Directors of ABMES

“he Future classroom will be an open and changeable place where teachers and students can meet the needs of introspection and friendship, love and fun, beauty and conviviality. It is a ‘Platonic academy’ where the theory is cultivated and, at the same time, a ‘Renaissance workshop’ in which practice is practiced. It is a pedagogical community where one does not teach destructive competitiveness, but rather, solidarity competition.” (Domenico de Masi)

I have already commented on the activities of Vanderlei Martinianos technological education consultant here on the ABMES blog (The School in the Clouds), which gives the warning: “Prepare for the Fifth Industrial Revolution”.

Martinianos was regional director of the Institute for Research and Development in Applied Neuroscience (Institut de Recherche et Développement en NeuroSciences Appliquées – IRDNA) in France and led the founding of an Applied Neuro-education research institute, Ipane, to radicalize implementation of new educational methods and training of specialized staff for futuristic schools, as well as certifying and applying knowledge of the area.

He was also part of the project team to create a unit of the revolutionary École 42, in Paris, a free study space, without a teacher, without evidence, that does not issue a certificate of completion and a selective test for admission based on brain patterns and logical performance.

Specialist Denise Da Vinha [1] states that in education, as in any other application of science, “estimating changes in the future is a product of trends, probabilities, global and regional contexts, attitudes, scalability and, above all, engagement for changes in behavior patterns. ”

Martinianos presents himself at events in Brazil and abroad as a futurist in education and discusses how mankind can prepare for “a strong transformation in the teaching and learning processes.”
In an interview with the Gazeta do Povo, he explained what it means to be a futurist in education: “It’s a professional that combines two skills, dedication and focus on educational processes and that follows the premises of the international movement of futurists.”

They are people who care about the context of tomorrow and glimpse possible scenarios, bringing possibilities in view of the actions of the present.

Based on what Denise Da Vinha considers as rules for estimating the future of any aspect of business, knowledge or life, we have listed three fundamental attitudes:

1) to know the history and developments relevant to the current status quo of the theme, that is, the way of seeing the world and things – undeniably technocentric, but almost paradoxically highly empathic: it is an exercise of overcoming concepts, practices and paradigms, since it is necessary for the teacher to develop new mental trails and a new way of observing, analyzing and concluding about the world around him and where he acts professionally;

2) to know what establishes the current status quo of this theme, that is, what makes it what it is today: what is at stake is the transformation of the vision of the process of “teaching and diploma” to that of “Education and training”, what is at stake is the need for innovation in models of active learning, by teachers and courses;

3) to follow and know the elements of incremental and disruptive innovation that intervene on the status quo of the theme: classrooms will lose their walls and win the world, because students will no longer go to class for “content” all areas are plentiful and abundant and are at a click of the fingers and at the palm of the hands. In this context, the greatest value of a teacher will be his expertise in transforming content into knowledge, knowledge into meaning, meaning into insights and insights into innovation. Thus the role of the teacher will be to mentor, inspire, engage, stimulate collaboration and share responsibilities.

Martinianos points out that here in Brazil the futurist movement is still timid, but the theme becomes more evident considering the US, Canada and Europe, especially Italy and France, where there are several futuristic compositions.

“In particular, despite living in France, I have a good inclination in the US futurist movement, especially with an organization called Humanity Plus, which is composed of several scientists and philosophers linked to the current Google chief engineer, Ray Kurzweil, the main motivator and leader of the so-called transhumanist movement. In France, this movement is called technoprogressiveness. ”

One of the courses that Martinianos considers relevant to bring to Brazil is the Engineering of Educational Technologies, which should have broad training and focused on solving complex problems in education.

The professional would have to have among the skills necessary for his/her performance: knowledge in technologies in education; strategic and structured project management; abilities to deal with human resources and with the understanding of man’s cognitive processes, especially neuro-education; mastery of at least two languages ​​and an understanding of the application of innovative pedagogies for education that is in line with the 21st century.

“It is paramount that this new professional accompanies the evolution of the various technologies observed by the futurist movement, the implications of technology in education, and its direct relationship with Moore’s Law (Gordon Earl Moore, co-founder of Intel Corporation) 2].”

Aware of all this scenario, Martinianos predicts that education will tend to not be anymore a part of the educational conglomerates we have today, since technology companies tend to dominate education, leaving Harvard or other similar institutions behind, to feel obsolete.

He is emphatic in stating that virtually all schools are out of the loop for a time governed by computers that will compete in intelligence with men. Only those who make the complete review of educational processes will stand. This will be a time of great opportunities and risks.

Considering the almost “evangelistic” role of futuristic education, Martinianos warns the educational sector that this new movement needs to be “as democratic as possible.”

“Unfortunately, this is a movement that excludes a good part of the population, which tend to be swallowed up by aggressive technological processes if it is not already prepared.”

What is frightening as a negative aspect of this process of exclusion is that there will be massive elimination of jobs and a recessive flow that will shake the world’s economies, according to the prediction of several economists.

On the other hand, we will soon have a time when it will be possible to have an instantaneous analysis of brain waves and our synapses, receiving evaluation through software and devices, such as clocks or smart glasses with ultra-sensitive sensors, on how our focus is on a given day, or whether we are actually retaining and learning in the environment in which we are inserted. The learning diagnosis will be instantaneous, “on demand”.

Today we have a wristwatch that tells how many steps the person gave, whether it fell, how much sleep or calories they consumed. In the near future we will have one that will know how much the person has read, what he has withheld from information and how much of the brain’s capacity is being used, for example.

The world is changing and who does not change their way of acting and interacting professionally will miss the subway of history.
[1] Expert in Active Learning Methodologies and Design Thinking for Education
[2] According to this law, published in an American scientific journal in the 1960s, electronic devices will become every two years on average twice as fast, 50% cheaper and smaller. This law governs the entire computer market today, and is observed by the large companies of the GAFA group (Google, Apple, Facebook, Amazon), because through its application can accurately predict technological trends. For example, you know that in 2020 a computer will have a performance x, a price y and a speed z, and in this same reasoning will be the computers in 2040 until this Law comes to an end and we enter into a new computational paradigm, which will be that of Quantum Computation. To Google’s Kurzweil, who developed the ‘Law of Accelerated Returns’, an extension of Moore’s Law, the machines will be smarter than men and will compete with them. Bringing the concept of physics from uniqueness to education, machines will not only be smarter than men, but will not need them to learn.