How do we educate students for jobs that do not exist yet? Education is preparation for life, and one’s work is a major component of life. Yet the data indicate that the workplace is transforming dramatically. The number of people working in mature and large corporations has declined. The companies that now top the Fortune 500 list are relative newcomers, as most were entrepreneurial start-ups in this generation. Advancements in robotics indicate that jobs requiring repetitive manual labor will become fewer, and advancements in artificial intelligence indicate that jobs requiring low-level intellectual labor will also become fewer. Thus, more people will be working in entrepreneurial firms, and their work will be more higher-level cognitive and creative. At the same time, we educators cannot predict what entrepreneurial firms will come into existence in this generation or what domains of creative and higher-level cognitive effort they will require. So we educators face the challenge of preparing this generation of young people for more demanding kinds of work, to work in more entrepreneurial firms, or even for becoming entrepreneurs themselves. That poses a philosophical and strategic challenge for education: How should we do that? 

Website: 
http://www.opencollegepodcast.com
http://www.StepheHicks.org

Stephen Hicks Books:
Liberalism: Pro & Con
Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault
Nietzsche and the Nazis
Pocket Guide Postmodernism

Contact Dr. Hicks, on Twitter
or visit http://www.StephenHicks.org

Join our email list - http://eepurl.com/dEEsTj
Twitter: @OpenCollegePod @SRCHicks 


EP56 | Ai Entrepreneurial Education Now

How do we educate students for jobs that do not exist yet? Education is preparation for life, and one’s work is a major component of life. Yet the data indicate that the workplace is transforming dramatically. The number of people working in mature and large corporations has declined. The companies that now top the Fortune 500 list are relative newcomers, as most were entrepreneurial start-ups in this generation. Advancements in robotics indicate that jobs requiring repetitive manual labor will become fewer, and advancements in artificial intelligence indicate that jobs requiring low-level intellectual labor will also become fewer. Thus, more people will be working in entrepreneurial firms, and their work will be more higher-level cognitive and creative. At the same time, we educators cannot predict what entrepreneurial firms will come into existence in this generation or what domains of creative and higher-level cognitive effort they will require. So we educators face the challenge of preparing this generation of young people for more demanding kinds of work, to work in more entrepreneurial firms, or even for becoming entrepreneurs themselves. That poses a philosophical and strategic challenge for education: How should we do that?

EP57 | Does Kant Matter

Qu'est-ce que le postmodernisme?

Le postmodernisme est-il une idéologie, une théorie, une époque, un zeigeist, un changement de paradigme, voire même une fin?

What is postmodernism?

Is postmodernism an ideology, a theory, an era, a zeitgeist, a paradigm shift, or even an end?

Bleu Cinéma 55 | Qu'est-ce que le postmodernisme?

In this episode of Open College, Stephen Hicks explores the philosophical underpinnings of education by contrasting pre-modern authoritarianism, modern liberalism, and postmodern critiques. Hicks examines how educational philosophies reflect deeper questions about knowledge, values, and human nature, highlighting the authoritarian tendencies of pre-modern and postmodern approaches. He advocates for modern liberal education, which emphasizes intellectual freedom, critical thinking, and informed judgment, arguing that education should prepare individuals to exercise self-responsible action while respecting diverse viewpoints. Through historical and contemporary examples, Hicks underscores the importance of maintaining intellectual diversity and liberty in educational institutions.

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EP59 | Liberal Education’s Postmodern Critics

In this episode of Open College, Stephen Hicks reflects on the significance of Sam Harris as a public intellectual, drawing from his foreword to Sam Harris: Critical Responses. Hicks explores Harris’s wide-ranging contributions from morality, free will, and consciousness to religion, psychedelics, artificial intelligence, and politics arguing that Harris embodies a rare “third culture” synthesis of science and humanism at a time when philosophy has been split by C.P. Snow’s “two cultures” divide. Along the way, Hicks contrasts Harris’s reductionist approach with Jordan Peterson’s values-first orientation, using their exchanges to illustrate today’s ongoing struggle between facts and values, reason and emotion, and science and religion, and why overcoming these dualisms remains a central challenge for contemporary philosophy.

EP#62 | Why Sam Harris Matters

Dr. Stephen R.C. Hicks is a Canadian-American philosopher who teaches at Rockford University, Illinois. He has had visiting positions at Oxford University (England), Kasimir the Great University (Poland), and has lectured at universities across North America, Europe, Asia, and Latin America. He specializes in modern European philosophy and politics, and has written extensively on Kant, Marx, including his two books, Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault and Nietzsche and the Nazis.

Bleu Cinéma est un podcast de cinéma, de sémiologie et de philosophie pour tout le monde par Bleu Bergeron-Poulin.

New tracks tagged #Stephen Hicks