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“We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another” (Schwab, 2016).

Schwab’s words have proven prophetic. Today, we find ourselves at an inflection point in history, where technology not only transforms our lifestyles but also reshapes our aspirations, ideals, and even our values.

For nearly a century, humanity has been spared the tragedy of a world war, experiencing instead rising prosperity and better quality of life through quantum leaps in science, technology, and medicine. These advances led us to place the highest value on education, critical thinking, and creativity.

Today these values are increasingly under threat. In the race for scientific and technological progress, the foundational knowledge behind these advancements has become exceedingly complex, leading to widespread misunderstanding and uncertainty amongst the general population.

“Doubt is not a pleasant condition, but certainty is an absurd one.” (Voltaire, 1770)

While doubt can be unsettling, as Voltaire suggests, the search for absolute certainty is an exercise in futility, particularly in a rapidly changing technological world. Today such doubts can have tragic consequences. Populists exploit the uncertainty generated by the increasing complexity underpinning scientific and technological advances. They offer simplistic narratives rooted in fear to manipulate those struggling to navigate our volatile, uncertain, complex, and ambiguous world. These individuals stoke the fires of racism, unconscious bias, and mistrust, while promoting nationalism, isolationism, and protectionism. Modern technologies, coupled with unethical behaviour in mainstream media, have amplified these voices, allowing conspiracy theories and misinformation to flourish. Ironically, the policies advocated by populists often harm the very people they claim to support.

Populists also avoid addressing complex realities. It’s unlikely, for example, that they will ever share Schwab’s insight that those without high levels of education will face significant challenges in maintaining their standard of living as automation, artificial intelligence, and other technologies increase productivity and eliminate many of the unskilled roles of the past. They will avoid this topic even though this very displacement threatens to deepen societal tensions and may lead to economic instability, monetary collapse, and even war. Like climate change, these tensions cannot be ignored. Addressing them requires thoughtful debate, a revisioning of education, and a commitment to learning and critical thinking—not just for children, but for adults as well. 

Confucius understood the value of education particularly during such times of great societal change as suggested by his famous quote, “Education breeds confidence. Confidence breeds hope. Hope breeds peace.” This ethos would seem to be completely in line with the International Baccalaureate (2025) whose mission is to develop “… inquiring, knowledgeable and caring young people who help to create a better and more peaceful world…” Whichever quote you may prefer, we should all understand that our peace, prosperity, and security requires that we become educated in a manner and at a level appropriate to the aera in which we live. Today we must accept our moral duty is to learn the skills, knowledge, and concepts that will ensure that we can, spot the flaws in the arguments of the populists and those that peddle misinformation, and thrive in the workplace of the Fourth Industrial Revolution.  

Confidence in our knowledge and beliefs comes in part from free speech, but we must also permit young minds to become pluralistic in outlook. Students must be given alternative perspectives and allowed to construct their own views on the most diverse and controversial issues of our time.  The United States Supreme Court Justice Oliver Wendell Holmes emphasized the importance of free speech in his 1919 dissenting opinion: “The best test of truth is the power of the thought to get itself accepted in the competition of the market”.

Educators must understand this most basic of concepts in law and apply it in their classrooms. But they must also understand that although it is crucial for all of us to protect this marketplace of ideas, it is insufficient. Teachers and society in general must also cultivate the capacity for critical examination and reflection. Blind acceptance of conspiracies can lead to dire consequences, including lower vaccination rates, economic damage from ill-conceived policies like tariffs, and irreparable harm to our planet through outdated technologies and a continued reliance on fossil fuels. Those who lack education and critical thinking skills pose a danger not only to the truth but to the safety and security of vast areas of our world.

Historical lessons reinforce this point. In 1541, Francisco de Orellana became the first European to navigate the length of the Amazon River (BBC, 2014). He reported vast, organized settlements with advanced agriculture and beautiful cities. For centuries, these accounts were dismissed as exaggerations. Today, we understand that these civilizations were decimated by diseases like smallpox introduced through European contact. This serves as a stark reminder that such diseases can have catastrophic consequences. Populists who are ignorant of science, or who promote conspiracy theories at odds with science  such as those that demonstrate the importance of inoculations, do so at our peril. To avoid repeating such historical tragedies, we must educate young people in science, critical thinking, and historical context. We must also understand the scientific method, accept the importance of peer review, and value the justified knowledge claims of experts.

We also need education systems that inspire young people to love to read, to question and to reflect ethically on our actions. Nelson Mandela (2001) argued that “No country can really develop unless its citizens are educated”. It would therefore seem self-evident that as reading is fundamental to education, leaders of countries, where reading levels are below acceptable standards or in decline should consider it their moral duty to reverse these trends.

In the United States, for example, the statistics are alarming. According to the National Assessment of Educational Progress (NAEP), “the average reading scores for 4th and 8th graders have continued to decline”, with one-third of 8th graders scoring below the “basic” proficiency level in 2022” (Harris, 2022). In Mozambique, less than fifty percent of children attend primary school and among those that do “…nearly two-thirds leave the system without basic reading, writing, and math skills …”(USAID, 2020).

While technology may play a role in this decline, with students communicating via text message, and receiving information via YouTube, another factor may be the decline in the quality of books in our school libraries. In the United States, parents can challenge and remove books, often without understanding the value of classics like To Kill a Mockingbird. These classics, which foster critical thinking and empathy, are essential to developing thoughtful, informed and inspired readers.

Education today must go beyond imparting knowledge and inspiring bibliophiles. It must create environments where students feel safe, inspired, and curious. One poignant example is the story of an 11-year-old boy who learned that his teacher was leaving. Through tears he thanked his teacher for eliminating the bullying he had endured over many years. Such moments underscore the educator’s duty to create save environments so that young people can freely express their views and ask their questions, and become in the process thoughtful, confident, and inquisitive learners.

Education must also encourage diverse perspectives. I am reminded of a student who sought help as she said, “I think differently from others.” Through one of the most interesting conversations of my career, it became clear that education is not about sharing or imposing a singular viewpoint but about fostering a marketplace of ideas where students can construct their own understanding. Thus, classrooms must be spaces where multiple perspectives are shared, debated, and valued. This approach not only builds critical thinking skills but also cultivates wisdom and the leadership skills that our students will need to thrive within the Fourth Industrial Revolution.

Persistence is critical in our complex world. I recall tutoring a blind university student determined to study calculus. Her refusal to give up, even when faced with seemingly insurmountable challenges, was deeply inspiring. In our ever-evolving technological landscape, students must have the same level of persistence. As Alfred Lord Tennyson (1842) wrote, they must aim “To strive, to seek, to find, and not to yield.” Education also does not end with graduation; it is a lifelong pursuit. To safeguard ourselves and our planet from ignorance and its consequences, we must demonstrate a commitment to learning, think critically, and persevere in the face of challenges.

In conclusion, the technological revolution described by Schwab demands a re-evaluation of education’s purpose. We must first and foremost be reminded of the value of education as “The most powerful tool we have to change the world” (Mandela,1990).  Beyond knowledge, education must instil critical thinking, resilience, and a commitment to lifelong learning. It should require us to develop young people who willingly work quietly and humbly in the service of others, and where we all recognize that we have a moral duty to ensure that young people will develop the skills needed within our ever-changing world.  Only then can we navigate the complexities of our era, protect our shared future, and ensure that progress benefits all of humanity.

BIBLIOGRAPHY

BBC (2014), ‘The Secret of El Dorado – programme summary’, Transcript, Horizon, BBC Two, 19 December 2014, [Online] Available at: https://www.bbc.co.uk/science/horizon/2002/eldorado.shtml (Accessed 17 Feb 2025)

Harris, S. (2022), ‘Nation’s Report Card Shows National Score Declines in 4th and 8th Grade Math and Reading’,  National Assessment of Educational Progress (2022), [Online] Available at: https://www.nagb.gov/news-and-events/news-releases/2022/report-card-score-decline-4th-8th-grade-math-reading.html (Accessed 17 Feb 2025)

Holmes, O.W. (1919). Dissenting opinion in Abrams v. United States, 250 U.S. 616.

International Baccalaureate (2025), ‘Our Mission’, [Online] Available at: https://www.ibo.org/about-the-ib/mission/ (Accessed 17 Feb 2025)

Nelson Mandela Foundation Archive at the Centre of Memory (2023) ‘Nelson Mandela’s Speech at Madison Park High School Saturday’, 1990.06.23. Speech transcribed by Marcus Millar from GBH News, Raw Video: Nelson Mandela Visits Madison Park HS In Roxbury in 1990.
YouTube, 2013. https://www.youtube.com/watch?v=b66c6OkMZGw.

Mandela, N. (2001) ‘Oprah Talks to Nelson Mandela’, Interview, page 5, [Online] Available at: https://www.oprah.com/omagazine/oprah-interviews-nelson-mandela/5 (Accessed, 17 Feb 2025)

Schwab, C. (2016) ‘ The Fourth Industrial Revolution: what it means, how to respond’, The world Economic Forum, [Online] Available at: https://www.weforum.org/stories/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/ (Accessed, 17 Feb 2025)

Tennyson, A. L. (1842) ‘Ulysses’, [Online] Available at: https://www.poetryfoundation.org/poems/45392/ulysses (Accessed, 17 Feb 2025)

USAID (2020),’ Access to education creates opportunities for the next generation’  [Online] Available at:  https://2017-2020.usaid.gov/mozambique/education (Accessed, 17 Feb 2025)