If you really want to know about the future, don't ask a technologist, a scientist, a physicist. No! Don't ask somebody who's writing code. No, if you want to know what society's going to be like in 20 years, ask a kindergarten teacher.
Interpretation
The quote emphasizes the importance of understanding societal change through the perspective of educators rather than technical experts.
Clifford Stoll highlights the idea that the future of society is shaped more significantly by the values, knowledge, and emotional intelligence imparted by educators, particularly kindergarten teachers, than by the technological advancements or scientific developments proposed by technologists and scientists. This suggests that the foundational experiences and social interactions fostered in early education play a crucial role in shaping the future culture and behavior of individuals in society.
In practice
In a speech about the future of technology, one might quote this to emphasize the role of education.
Data isn't information. ... Information, unlike data, is useful. While there's a gulf between data and information, there's a wide ocean between information and knowledge. What turns the gears in our brains isn't information, but ideas, inventions, and inspiration. Knowledge-not information-implies understanding. And beyond knowledge lies what we should be seeking: wisdom.
Data is not information, Information is not knowledge, Knowledge is not understanding, Understanding is not wisdom.
... the first thing his education demands is the provision of an environment in which he can develop the powers given him by nature. This does not mean just to amuse him and let him do what he likes. But it does mean that we have to adjust our minds to doing a work of collaboration with nature, to being obedient to one of her laws, the law which decrees that development comes from environmental experience.
The first object of any act of learning, over and beyond the pleasure it may give, is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily.
We want the world our children inherit to be defined by the values enshrined in the U.N. Charter: peace, justice, respect, human rights, tolerance, and solidarity.
I was really aware, even while it was happening, that the discovery of arts education in my life sort of saved my life.
Bureaucratic solutions to problems of practice will always fail because effective teaching is not routine, students are not passive, and questions of practice are not simple, predictable, or standardized. Consequently, instructional decisions cannot be formulated on high then packaged and handed down to teachers.
I learn something not because I have to, but because I really want to. That's the same view I have for performing. I'm performing because I really want to, not because I have to bring bread back home.
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