The Pitfalls of Output-Focused Education
AI Continues To Redefine the Fundamentals of Education.
Output-oriented thinking has been at the core of higher education for decades. Essentially, this paradigm holds that the primary goal of education is to produce graduates who can be measured by the institutions producing them, and who are also capable of creating measurable outputs themselves – whether that be research publications, successful start-ups, or other tangible outcomes. In this sense, the primary purpose of universities has been to produce graduates who contribute to the economic growth and prosperity of society.
This approach has been largely successful. Graduates from universities around the world have gone on to make significant contributions to their fields, and the overwhelming preference for output in education has been instrumental in driving innovation and economic growth. However, while there are clear advantages to this approach, I would argue that it is time for us to re-evaluate its relevance in light of the growing impact of AI.
One of the biggest problems with output-oriented thinking is that it tends to prioritize short-term gains over long-term benefits. When the primary goal is to produce measurable outputs, there is a tendency to focus on achieving those outputs at all costs, even if that means ignoring broader considerations.
Another related problem with the output-oriented approach to education is that it tends to undervalue the importance of skills such as creativity and critical thinking that are often difficult to measure or quantify. When the focus is on producing outputs, there is a tendency to overlook the importance of the process itself – the creative problem-solving, experimentation, and collaboration that are essential for advancing knowledge. If we are not cautious, we are at risk of moving forward with a mindset that is too narrow to deal with the complex and unpredictable challenges of the 21st Century.
Enter AI
As artificial intelligence continues to develop, many of the tasks that have traditionally been associated with output-oriented thinking will become redundant. We are already seeing this in a number of industries.
As a consequence, there will be less of a need for humans to focus on producing measurable outputs in what we might call the repetitive task domain. The good news it that there will be more room for us to focus on developing the skills and abilities that are uniquely human – like creativity, empathy, and critical thinking.
Of course, this is not to say that measurable outputs are no longer important. In many fields, outputs will continue to be a key metric of success, and it is important that we continue to train students to be capable of producing high-quality work.
But - and this is the new part - we need to recognise the limitations of this approach and work to create more holistic and human-centered approaches to education alongside of what we already know. In doing so, we will be reassured that skills like critical thinking are instrumental in an AI-driven world.
Moving Forward
On a fundamental level, we need to start valuing the process of learning and discovery as much as the final output. It is crucial that we equip our students with the ability to analyze, synthesize, and apply knowledge in real-world scenarios. Higher education has been too preoccupied with students’ and researchers’ ability to generate output in the form of projects, assignments, and academic papers. Of course, writing is a great way to develop skills and knowledge, but a more thorough engagement with ideas and their impact on society has often been secondary to sitting tests, passing exams, peer reviews, etc.. I propose we reconsider the need for strengthening the ability to deeply engage with ideas and their implications.
To do this, we need to shift our focus away from short-term gains and towards long-term benefits, and encourage students to think about the broader impacts of their work in society and the environment. This means instilling a stronger sense of ethics and social responsibility in our students. Education should be about using your knowledge to make a positive impact in the world.
Clearly, in order to make these changes, we will need to develop new modes of understanding collaboratively across a range of sectors and stakeholders. This includes educators, policymakers, employers, and students themselves. It will require a fundamental shift in mindset and a willingness to embrace new and unfamiliar ways of thinking.
But if you think about it, this shift is inevitable.
Final Thoughts
The speed with which AI continues to transform society makes it abundantly clear that an output-oriented approach to education is no longer sufficient. If we want to ensure that our students are equipped with the skills and abilities they need to thrive and make positive contributions in a rapidly changing world, we need to embrace a more holistic and human-centered approach to education.
I argue that it is time for us to re-evaluate the core of education in light of the changing landscape of work and the growing impact of AI. The genuine exploration of new trajectories for education will require unprecedented willingness to embrace new and unfamiliar ways of thinking, but I believe that this shift is not only necessary, but inevitable for the future that awaits us all.
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Thank you for sharing this piece, Jeppe.
It speaks to the current optimism surrounding AI, certainly. But it also speaks to a similar hope that has persisted in K-12 spheres for the last decade (at least). In that context, progressive teachers, scholars, leaders, etc. have desperately wanted to see learning move beyond high stakes testing, standardization, grades, schooling, etc. The push has been to focus on soft skills, mastery, student empowerment and agency, real-world learning, etc. instead.
Pieces like yours help keep this conversation alive. Sure, they offer sobering check-ins as to the immense inertia when innovating systems. But they also offer hopeful reminders that, though the promise of the past 10 years has not been realized, it may yet be.