What’s the answer to America’s educational woes? Two Harvard PhDs suggest that American public schools are the answer to Japan’s economic woes, that American schools are the gold standard when it comes to graduating innovators and risk takers. I edited the dissertations of these two Japanese scholars ten years ago. Both argued that Japan couldn’t extricate itself from ten years of recession, then known as the Lost Decade, because its school system didn’t produce the creative class that America’s schools did. Since then, there’s been another ten consecutive years of recession. These scholars noted that America enters and exits recessions. They attributed the exits to America’s creativity and they credited America’s schools for engendering that creativity.
There was a recent article in the New Yorker where Chinese people wondered why China hasn’t been an innovator for thousands of years. They recognized that China is quite clever in copying Western inventions, but bemoaned the lack of homegrown innovation. I urge you to look at the list of things invented in America at Wikipedia. It’s a staggering list. The Egyptians beat us to paper because they were around four thousand years ago and we weren’t, but the vast majority of the things that constitute modern living were first made in America. If those two Harvard PhDs are right, then America’s push to standardized testing and standardized schools could eventually be our economic undoing.
I’ve had the privilege of interviewing hundreds of people who collectively oversee millions of American workers. One is an M.I.T. PhD graduate who works at I.B.M.
“Whom do you hire?” I asked.
“I’m not real concerned with GPAs,” she replied. “I look for people who can recover from failure since 95% of what we do at I.B.M. is fail.”
I’ve had other corporate executives tell me that they too don’t chase those with high GPAs, for they’ve learned that many of them are grade chasers, avoiding the tough courses and the possibility of failure for the luster of a number. These executives told me that they look for someone who took the tough courses. If a candidate earned something other than an A, but took another hard course, that person is that much more attractive.
Executives also tell me that they need people who can collaborate, that “the systems and challenges are so complex that no one is brilliant enough to work alone anymore.”
So, if we’re to prepare our students for the professional challenges that await them, rather than chase higher test scores, we should continue to nurture creativity and provide opportunities to collaborate and fail. “Fail” might seem harsh, but failure sets up the opportunity to rebound from failure.
Lastly, the PhD at IBM, a woman who oversees 800 employees and has hired scores of them, said that if she had to choose between hiring a software engineer with a full focus on software engineering and a software engineer with an art minor, all other factors being equal, she’d hire the engineer with the art minor. “That engineer is more likely to consider a problem from a different perspective.”
Looking across the Pacific, the grass of higher test scores seems greener to America’s politicians who determine pedagogical policy. However, the view from Asia is one of a lush and creative America, one that extricates itself from recession again and again through the verve of its creative graduates, and one that has leveraged diverse education into world class innovation.
Katie McKy might just be the most booked children’s book author for school visits in the upper Midwest. She visits about 100 schools a year and has taught and entertained more than 300,000 children in the last decade. She also writes for many business magazines and so has had the opportunity to have CEOs, VPs, and COOs go off the record and truly say what they like and don’t like about America’s graduates. Read about Katie at http://www.katiemcky.com.