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Wisdom Factories: AI, Games, and the Education of a Modern Worker
AI will be the work experts, so humanity must supply wisdom. This requires upending a century of educational dogma. AI (Artificial Intelligence), such as ChatGPT, is creating quite a stir. Educators are focused on student cheating or integrating AI into classrooms. Workers and business leadership worry about the future of work and whether they’ll be a part of it. Human resources professionals aren’t sure how to find or even measure the talents of AI-compatible professionals. Parents are concerned whether schools can change in time for their kids to benefit. Wisdom Factories addresses each of these concerns but emphasizes changes to the educational model. AI creates a far more significant school reform imperative. Schools are not on the right track to prepare students for AI automation. Dr. Dasey reckons with an unavoidable conflict — schools currently spend most of their energy teaching students to do what AI does best. They teach expertise, and AI gobbles expertise. The solution for schools and work is to focus on wisdom skills like critical thinking, creativity, big-picture judgements, and relationships. These complement AI, not compete with it. Unfortunately, schools are not making great progress against those learning goals. It’s thwarted by very ethos and organization of expertise-dominated schooling. Learning wisdom can only be done well with a new educational model that’s nearly upside down from the current one—a model that changes the curriculum, teaching, and even the structure of schooling. Experience, play, meta-knowledge, and multidisciplinary curricula are the new fundamentals. Games that challenge students with complex problems that have no single right answer are the base for accelerated wisdom skills. In Wisdom Factories , readers will ● Technical know-how isn’t a panacea; ● Wisdom and games are inseparable companions; ● Toxic workplaces are associated with expertise, not wisdom; ● Experience deprivation is a major challenge for disadvantaged students; ● Managing AI teams should involve a form of therapy; ● The best way to hire workers is to have them play. AI evolves very rapidly, but we humans don’t. If we aren’t wise, then AI will consume those roles too. Can we create Wisdom Factories before it’s too late? Wisdom Factories blends arguments from AI, neuroscience, psychology, business, and vanguard schooling models. Its arguments express relevant research in plain language with anecdotes from Dr. Dasey’s varied career.
258 pages, Paperback
Published June 20, 2023
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Displaying 1 - 3 of 3 reviews
August 28, 2023
Thank you to NetGalley for the ARC!
This book makes some good points about the disconnect between schooling and learning that increases critical thinking, etc. I agree that much can be learned from games like Minecraft, and that gamifying learning makes things more engaging and less abstract for the students. And it’s true that rote memorization is becoming less relevant, now that we all have a computer in our hands that can tell us everything we need to know. It’s more important to know how to recognize incorrect information than it is to recall random facts.
However, I’m not sure if I agree with his solution of introducing games to the classroom and removing standard instruction. Much of what he was saying about games, I think, also applies to creative projects (which schools do implement: think science fairs, writing projects, arts). You approach an issue that you want to solve, or a result you’d like to produce, and then you whittle down the details of how to execute it effectively. There’s trial and error, personal interest, and more space for repeat iterations until you “get it right.” I guess I agree that less focus on grading and more attention on fixing mistakes would be good. Rather than giving someone an F and moving on to the next lesson, we could take time to see where the students went wrong, what skills they missed, and give them a chance to try again and catch back up at their own pace. Maybe someday in the future, virtual schooling will allow students to learn at their own rate, rather than being lumped in with peers.
Personally, as a librarian, I think the skills he’s desiring to see are best formed through independent learning and life experience. Everyone should have something they care about that they spend time investing in and improving on. Libraries have a lot more flexibility in how we teach skills to people; there are no grades, games are welcome, and everyone moves at their own pace. I think it’s possible to teach these skills outside of a school environment, to people of all ages. I’m open to the idea of schools including more opportunities for this exploration, but I do think it requires personal motivation from the student, which isn’t always going to be there in a child who was forced to wake up and get on the bus that morning. Games might help engage those students, but how much effort a kid puts in to whatever they’re doing is going to vary wildly, regardless.
He makes some good points and brings up some interesting questions, but the writing in this book is really holding it back. Much of it is repetitive; the first five chapters could’ve been summarized in an introduction. He occasionally mentions research that is highly contestable (like left and right brain differences) and just expects you to go with his point rather than providing any real evidence that his position is the correct one. It’s like he just forgot to mention all of the counterarguments to his argument. There are lots of little anecdotes, but not many arguments tying the points together. I just don’t really know what all his points are, or what exactly he wants people to do, or why anyone should attempt it. The writing style is a bit of a slog to get through, too, so it’s hard to stay focused. Had I not been reviewing an ARC, I would’ve given up on the book a few chapters in.
I think if the book was organized better, it would’ve done better. More examples of the actual games he thinks children should be learning from, and the specific skills they would gain from those games, would be much more useful than this abstract philosophical meandering.
This book makes some good points about the disconnect between schooling and learning that increases critical thinking, etc. I agree that much can be learned from games like Minecraft, and that gamifying learning makes things more engaging and less abstract for the students. And it’s true that rote memorization is becoming less relevant, now that we all have a computer in our hands that can tell us everything we need to know. It’s more important to know how to recognize incorrect information than it is to recall random facts.
However, I’m not sure if I agree with his solution of introducing games to the classroom and removing standard instruction. Much of what he was saying about games, I think, also applies to creative projects (which schools do implement: think science fairs, writing projects, arts). You approach an issue that you want to solve, or a result you’d like to produce, and then you whittle down the details of how to execute it effectively. There’s trial and error, personal interest, and more space for repeat iterations until you “get it right.” I guess I agree that less focus on grading and more attention on fixing mistakes would be good. Rather than giving someone an F and moving on to the next lesson, we could take time to see where the students went wrong, what skills they missed, and give them a chance to try again and catch back up at their own pace. Maybe someday in the future, virtual schooling will allow students to learn at their own rate, rather than being lumped in with peers.
Personally, as a librarian, I think the skills he’s desiring to see are best formed through independent learning and life experience. Everyone should have something they care about that they spend time investing in and improving on. Libraries have a lot more flexibility in how we teach skills to people; there are no grades, games are welcome, and everyone moves at their own pace. I think it’s possible to teach these skills outside of a school environment, to people of all ages. I’m open to the idea of schools including more opportunities for this exploration, but I do think it requires personal motivation from the student, which isn’t always going to be there in a child who was forced to wake up and get on the bus that morning. Games might help engage those students, but how much effort a kid puts in to whatever they’re doing is going to vary wildly, regardless.
He makes some good points and brings up some interesting questions, but the writing in this book is really holding it back. Much of it is repetitive; the first five chapters could’ve been summarized in an introduction. He occasionally mentions research that is highly contestable (like left and right brain differences) and just expects you to go with his point rather than providing any real evidence that his position is the correct one. It’s like he just forgot to mention all of the counterarguments to his argument. There are lots of little anecdotes, but not many arguments tying the points together. I just don’t really know what all his points are, or what exactly he wants people to do, or why anyone should attempt it. The writing style is a bit of a slog to get through, too, so it’s hard to stay focused. Had I not been reviewing an ARC, I would’ve given up on the book a few chapters in.
I think if the book was organized better, it would’ve done better. More examples of the actual games he thinks children should be learning from, and the specific skills they would gain from those games, would be much more useful than this abstract philosophical meandering.
October 4, 2023
I recently completed my empirical research about the Future of Work and the impact of Generative Artificial Intelligence (GenAI) tools on the modern workplace. I was intrigued when I discovered the main topic of a new book, “Wisdom Factories” by Tim Dasey, PH.D.
The focal point of the book can be summed up with these questions: what if the core purpose of schooling is off-track? If AI tools can now complete the jobs of subject matter experts, are humans going to be prepared to augment them with supplementary wisdom?
Dr. Dasey believes that educational institutions traditionally invest most of their effort in teaching students to perform the work that is about to be upstaged by AI solutions. However, skills such as critical thinking, creativity, and experience-based judgment are uniquely human qualities.
That said, preparing an education system for this disruptive transition requires a reimagined education model – one that changes the curriculum, teaching, and structure to focus more on the attainment of actionable wisdom. Why change, why now? We must prepare for the inevitable evolution of knowledge work on the horizon.
The job responsibilities of the typical knowledge worker that remain (post-AI disruption) are what Dr. Dasey refers to as “superforecaster” skills. These human qualities are associated with broad-based wisdom. Looking forward, demand in the knowledge worker marketplace will shift from expertise to wisdom. Next, a human’s role is to complement the strengths of AI solutions.
Furthermore, people who are multifaceted and can bridge knowledge silos will be in high demand. These wise individuals are often infinitely curious, have an appreciation for serendipity, and can extract meaning and purpose from the complexity of today’s business environment.
As a recognized change agent in my own profession, B2B tech sales and marketing, I can relate to most of the key points in this book about the dire need for a rebirth of the legacy education system. I also agree that ‘change resistance’ is rampant in both education and industry norms.
In summary, Dr. Dasey has outlined the essence of the compelling business case for education reform. There are many reasons to be concerned about the advancement of AI and its impact on society. These AI-induced challenges are not insurmountable. But we must prepare current and future workers. Our hope, leaders choose wisely when they decide on a course of action.
The focal point of the book can be summed up with these questions: what if the core purpose of schooling is off-track? If AI tools can now complete the jobs of subject matter experts, are humans going to be prepared to augment them with supplementary wisdom?
Dr. Dasey believes that educational institutions traditionally invest most of their effort in teaching students to perform the work that is about to be upstaged by AI solutions. However, skills such as critical thinking, creativity, and experience-based judgment are uniquely human qualities.
That said, preparing an education system for this disruptive transition requires a reimagined education model – one that changes the curriculum, teaching, and structure to focus more on the attainment of actionable wisdom. Why change, why now? We must prepare for the inevitable evolution of knowledge work on the horizon.
The job responsibilities of the typical knowledge worker that remain (post-AI disruption) are what Dr. Dasey refers to as “superforecaster” skills. These human qualities are associated with broad-based wisdom. Looking forward, demand in the knowledge worker marketplace will shift from expertise to wisdom. Next, a human’s role is to complement the strengths of AI solutions.
Furthermore, people who are multifaceted and can bridge knowledge silos will be in high demand. These wise individuals are often infinitely curious, have an appreciation for serendipity, and can extract meaning and purpose from the complexity of today’s business environment.
As a recognized change agent in my own profession, B2B tech sales and marketing, I can relate to most of the key points in this book about the dire need for a rebirth of the legacy education system. I also agree that ‘change resistance’ is rampant in both education and industry norms.
In summary, Dr. Dasey has outlined the essence of the compelling business case for education reform. There are many reasons to be concerned about the advancement of AI and its impact on society. These AI-induced challenges are not insurmountable. But we must prepare current and future workers. Our hope, leaders choose wisely when they decide on a course of action.
August 2, 2023
In his book, Tim Dasey writes something that few authors are self-aware enough to admit: he's a poor writer. Near his book's end, he writes:
"I turned to writing, but that exposed a major deficiency--I wasn't a good writer."
He admitted that he "received no writing instruction" throughout his education, even though he has a Ph.D.
Sadly, it shows in this book.
His PR agent helped him hone in on his message of schools teaching wisdom since he struggled to articulate it. Luckily, his PR agent decoded his cryptic, disjointed writing.
My favorite section of the book was when he wrote about the Quest to Learn (Q2L) school, which serves grades 6-12. It is designed around games. It emphasizes 7 principles:
1. Everyone is a participant.
2. Challenge is constant.
3. Learning happens by doing.
4. Feedback is immediate and ongoing.
5. Failure is reframed as "iteration."
6. Everything is interconnected.
7. It kind of feels like play,
This may be the future of instruction.
It's a pity this book didn't tackle the AI subject since that will utterly transform education.
He implies that AI will never have wisdom. I disagree. It can already do something that many humans cannot: articulate both sides of an argument and not be dogmatic.
"I turned to writing, but that exposed a major deficiency--I wasn't a good writer."
He admitted that he "received no writing instruction" throughout his education, even though he has a Ph.D.
Sadly, it shows in this book.
His PR agent helped him hone in on his message of schools teaching wisdom since he struggled to articulate it. Luckily, his PR agent decoded his cryptic, disjointed writing.
My favorite section of the book was when he wrote about the Quest to Learn (Q2L) school, which serves grades 6-12. It is designed around games. It emphasizes 7 principles:
1. Everyone is a participant.
2. Challenge is constant.
3. Learning happens by doing.
4. Feedback is immediate and ongoing.
5. Failure is reframed as "iteration."
6. Everything is interconnected.
7. It kind of feels like play,
This may be the future of instruction.
It's a pity this book didn't tackle the AI subject since that will utterly transform education.
He implies that AI will never have wisdom. I disagree. It can already do something that many humans cannot: articulate both sides of an argument and not be dogmatic.
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