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Articles and research by John Moravec.
The future belongs to curious, passionate individuals unafraid to take intellectual risks, not to those who are passively obedient and skilled at following instructions. Society rewards creativity, innovation, and a willingness to embrace uncertainty, not compliance.
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Our mainstream education systems are caught in a damaging obsession with measurement, yet they consistently measure the wrong things. Schools meticulously track test scores, attendance, and graduation rates, acting as if these numbers genuinely define learning.
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Education often mistakes knowledge for information, reducing learning to the storage and recall of facts. Students are tested on their ability to recall information, not on their depth of understanding.
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Este artículo sostiene que la realidad no es opcional en la educación ni en la vida pública. Examina cómo se descartan los hechos por conveniencia política y por qué debemos defender instituciones democráticas basadas en evidencia.
Read articleRecent developments illustrate how easily facts can be dismissed when they become politically inconvenient. Donald Trump’s return to the presidency of the United States signals a shift from mere pressure tactics to the outright dismantling of government agencies focused on public health, equity, climate monitoring, and air traffic control oversight, among other critical areas.
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In a world defined by rapid advances in science, technology, and the very structure of work, a university degree can become obsolete faster than a banana browns on your kitchen counter. The old paradigm of “earn your diploma, land a career, follow a predictable path” no longer makes sense in what many call an Age of Disruption (see, for example, World Economic Forum, 2023).
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For too long, education has been structured around control. Students are placed on predetermined paths, told what to learn, when to learn it, and how their success will be measured.
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Education is failing its most fundamental test: preparing people to be human in a complex, interconnected world. Schools claim to shape the leaders, innovators, and citizens of tomorrow, yet they still operate on outdated models that prioritize compliance over curiosity, standardization over self-awareness, and competition over collaboration.
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The modern internet is aging, and the cracks are showing. For nearly three decades, we have built online spaces rooted in structures that, while groundbreaking at the time, now struggle to serve the ways we live, work, and learn today.
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This article argues that failures involving educational technology are symptoms of deeper problems in how learning is designed. It calls for using technology to transform learning rather than simply reproducing old practices.
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Last week, I had the privilege of presenting the closing keynote at the International Meeting on Educational Innovation and STEM Teaching hosted by Instituto Tecnológico de Buenos Aires, Argentina, where I shared my perspectives on the urgent need to rebuild higher education from the ground up and on the importance of pre active leadership.
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This article examines how misinformation is designed to spread and why education must respond. It argues for learning approaches that build critical judgment, media literacy, and democratic resilience.
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The integration of artificial intelligence into educational settings is rapidly transforming the landscape of teaching and learning. As AI becomes more common in schools, strong policies are needed to use it effectively and ethically.
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Esta mañana, la Real Academia Sueca de Ciencias otorgó a Daron Acemoglu, Simon Johnson y James A. Robinson el Premio Nobel de Ciencias Económicas 2024.
Read articleThis morning, the Royal Swedish Academy of Sciences awarded Daron Acemoglu, Simon Johnson, and James A. Robinson with the 2024 Nobel Prize in Economic Sciences.
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David Wiley’s recent post at Improving Learning got me thinking about the rise of “generative OER” for content creation and customization and how AI is reshaping educational content. He also touches on the idea of “open prompts” and “open weights” as emerging forms of OER, enabling users to adapt content for specific needs.
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Over 20 years ago, I crafted the knowmad concept while a PhD student, investigating the future of work at the University of Minnesota. A few years later, I wrote a blog post with a general definition … and then things took off, catching me off guard.
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In recent talks in Argentina, Spain, and Colombia, I delved into the competencies essential for “knowmads” in the age of artificial intelligence (AI). This transformative era requires a shift in how educators approach teaching and learning, and it’s critical to understand what this means for teachers today.
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