Arising about the same time as our educational renewal movement have been seismic shifts in a host of technologies that dramatically changed the landscape for most individuals, whether they realize it or not. Today individuals have access to more levers of wealth creation than have ever been available before in history. Many call this the “New Economy.” Just like classical education harkens back to ancient wisdom previously deemed outdated and inconsequential to industrial educationists, the new economy champions such “outdated” concepts as artisanal craftsmanship, decentralized ownership of capital, and shared resources. The statement, “it’s more complicated than that,” holds true for both classical education and the new economy. To that end, this article will explore some of what we mean by the new economy, particularly as it relates to the economic world graduates from our school will be facing in the marketplace. But we will also reflect on how classical education seems to be well positioned to be a leading force in the new economy.

What is the New Economy?

In the new economy, the structures of the industrial age are being reshaped by innovation and technology. You can see the irony that the industrial age with its penchant for innovation and technology have created the new economy. In many regards, the new economy is situated within the industrial age, even though it has challenged many of the assumptions of the industrial age. For instance, industrialism promotes compliance and automaticity. To work in a factory, one must adhere to the procedures of the job at hand. The factory model does not require an individual to become a creative genius. Quite the opposite. Check your creativity at the door, just do the job as you are told. This is not to say that there is no room for creative genius, but that is reserved for the few that get to engineer the products and the way the factory is set up. The many work robotically, the few get to make the robots work.

The new economy, however, is defined by adaptability and creativity. We are witnessing a shift towards innovative business models and technological advancements that have transformed various sectors of the economy. Some have called this the gig economy, where individuals can leverage platforms to offer their skills and services on a freelance basis. Seth Godin is a proponent of this freelance approach to business today. In his book Linchpin, he repackages “gig” economy as “gift” economy. He writes:

“At first, gifts you can give live in a tiny realm. You do something for yourself, or for a friend or two. Soon, though, the circle of the gift gets bigger. The Internet gives you leverage. A hundred people read your blog, or fifty subscribe to your podcast. There’s no economy here, but there is an audience, a chance to share your gift.”

Seth Godin, Linchpin, 134.

What he is saying is that in the new economy, there is value in the unique voice an individual has. Finding the gift that you can give to the world means that you can utilize a host of tools to reach an audience in ways that were never possible in the old economy. There were too many gatekeepers that closed the doors to new voices. Now those gates are thrown wide open.

We could call this the sharing economy. Many traditional sectors have been disrupted by people who are willing to share personal resources through the connectivity available through the internet. Consider transportation and accommodation. Companies like Uber and Airbnb have revolutionized how people commute and find lodging. When we think about education, the internet has enabled organizations like Khan Academy to revolutionize who has access to quality education.

The emergence of e-commerce platforms has enabled businesses to reach a global audience without physical storefronts. This has leveled the playing field for small entrepreneurs and opened up new possibilities for growth and expansion. Consider a middle school student who has already started her own business by selling hand-made knitted objects through Etsy. This is a student who might be making a modest amount of spending money, but learning huge lessons in marketing, sales, production, and a host of other business skills.

These examples illustrate how the new economy has reshaped the industrial paradigm and has created opportunities for innovation, creativity, and collaboration. Embracing these changes can lead to exciting possibilities for both businesses and individuals alike. Understanding the new economy ought to influence how we approach educating the next generation. We are sending graduates into something that conventional education is not well equipped to serve. In order to grapple with this idea, let’s delve further into the kinds of skills that are important in the new economy.

What Skills are Required for the New Economy?

The new economy values skills like problem-solving, critical thinking, and collaboration. It rewards those who are willing to embrace change and continuously learn in order to stay relevant in a rapidly evolving landscape. The factory model of education produced students who could be workers with the factory system, compliant and productive. As Godin points out, this had wide-reaching implications even for non-factory jobs, such as the traditional professions like law, medicine and engineering. He lists a number of skills taught in the factory system:

“Fit in

Follow instructions

Use #2 pencils

Take good notes

Show up every day

Cram for tests and don’t miss deadlines

Have good handwriting

Punctuate

Buy the things the other kids are buying

Don’t ask questions

Don’t challenge authority

Do the minimum amount required so you’ll have time to work on another subject

Get into college

Have a good resume

Don’t fail

Don’t say anything that might embarrass you

Be passably good at sports, or perhaps extremely good at being a quarterback

Participate in a large number of extracurricular activities

Be a generalist

Try not to have the other kids talk about you

Once you learn a topic, move on.”

Seth Godin, Linchpin, 39-40.

Very few of these skills properly equip someone for the new economy. Contrast this with the talents needed in the new economy. The skills that stand out in the new economy are open-mindedness, creativity, proactivity, independence, ability to learn new skills, problem-solving, and making meaning out of raw information. Suffice it to say that the cram-test-forget process associated with the factory-model of education does not tend to cultivate these skills. When businesses can be run at the kitchen table, the factory model becomes insufficient to support creative, new enterprises.

It is interesting to note the extent to which new economy skills have taken over the job market. While technical expertise remains relevant to various industries, it is fascinating to find that places such as Microsoft and Apple are looking to hire individuals who show problem-solving, leadership and communication skills. Warren Buffet, CEO of Berkshire Hathaway, highlighted integrity as the key skill he values for his employees. JP Morgan looks for employees who can forge good relationships with clients and business partners. Across traditional business sectors, numerous “soft” skills are highly sought after in the market place, showing the extent to which factory-model skills such as compliance and rule-following simply are not relevant any longer.

The new economy is driven by new technologies that continue to disrupt the ways we do things. One of the downsides of the new economy is that it promotes distraction and overconsumption of digital entertainment. Thus, the insight provided by Cal Newport helps us to further elaborate the skills that are highly sought after in the new economy. The winners in the new economy are not simply those who can use the new technology proficiently, even though that is an important skill. Really, the winners will be those who can overcome distraction, accomplish work without digital tools, and can focus their attention adeptly. Newport articulates a stunning thesis:

“The ability to perform deep work is becoming increasingly rare at exactly the same time it is becoming increasingly valuable in our economy. As a consequence, the few who cultivate this skill, and then make it the core of their working life, will thrive.”

Cal Newport, Deep Work, 14.

This idea of deep work, then, becomes the single-most important skill that drives all other valuable skills in the new economy. Central to Newport’s argument is the concept of deliberate practice. Having written about deliberate practice elsewhere, I found his summary a really helpful encapsulation:

“Its components are usually identified as follows: (1) your attention is focused tightly on a specific skill you’re trying to improve or an idea you’re trying to master; (2) you receive feedback so you can correct your approach to keep your attention exactly where it’s most productive.”

Cal Newport, Deep Work, 35.

Deliberate practice, then, becomes a master tool that unlocks an individual’s potential in the new economy. Tight focus and continuous improvement enable someone to achieve rapid improvements in specific areas. It also allows someone to produce something meaningful and then deliver that to others who care utilizing the technologies underpinning the new economy.

How does Classical Christian Education Equip Students for the New Economy?

It is striking that the new economy and classical Christian education emerged almost simultaneously. The question, then, is whether there is anything inherent in classical education that is uniquely associated with the new economy. My contention is that classical education, by championing a vision that education is for moral formation and lifelong learning, the disposition of classical schools matches in many respects the values of the new economy. What I mean by this is that in a world where we are glutted with information, people are hungry for meaning. Yet it is difficult for people to cut through the noise and distraction to make meaning of the raw informational materials. I think that’s where classical education truly serves the new economy most adeptly. Let’s explore a few of the ways this occurs.

Before diving in, I think it is also important to recognize some of the incongruencies between classical education and the new economy. For one, the new economy is driven by new technologies. By and large, the classical school movement has tended to be a low-tech schooling environment. That being said, it is interesting to see how there are new models of schooling that utilizing the platforms of the new economy. For instance, the Classic Learning Test (CLT) has provided a new type of college entrance testing by using an online testing platform. There are numerous classical schools that use online courses where remove video platforms enable rich discussion despite physically being in diverse locations. A second incongruity is that the new economy as an economy is not have at its core a moral value. So it is not as though this new economy is in some way morally superior to the previous economy. There are likely ways where workers and consumers are taken advantage of or manipulated. In addition, there are new dangers that have emerged in the new economy associated with internet security, disinformation, and lack of regulation. It behooves us to be aware of the risks of entering into the new and emerging marketplace.

The great books tradition was the first and most pervasive loss in the industrialization of education. Sure, some of the greats remained on, say, the AP English Lit reading list. However, reading the greats with a view of being formed by the great tradition has been lost in conventional education. They are largely read with a view to the salient information needed to pass tests. The classical renewal movement has celebrated the timeless wisdom and intellectual challenge contained within the great books. They represent a journey through the greatest works of literature, philosophy, poetry, drama and history that have shaped our understanding of the world. The great books tradition allows us to connect with the thoughts and ideas of brilliant minds from different eras. They inspire students to think critically, question assumptions, and expand our perspectives. Students embark on a transformative quest for knowledge and insight. In some ways, the greats books are a renewable resource, as we can continuously turn to them for second and third readings to glean deeper insights. The demonstrate that learning is a lifelong pursuit filled with endless possibilities for growth. When we think about the skills needed in the new economy, the great books tradition cultivates the hearts and minds of students to have a wellspring of wisdom to provide value in the marketplace.

Logic is yet another hallmark of classical education, being one of the three liberal arts or the trivium. Aristotle stands as a giant having tremendous influence over philosophical thought down through the ages. His logical system is founded on propositional truth. In many respects, the type of logic taught in classical schools stems from Aristotelian principles and serves as a way to train students in the art of reasoning. By learning syllogisms, fallacies, inductive and deductive approaches to reasoning, students are able to investigate complex problems and form evaluations of what is true and what is good. Logic is the backbone of critical thinking and reasoning. It allows us to make sense of the world around us, solve problems, and make informed decisions. The classical art of logic guides us in constructing sound arguments, identifying fallacies, and honing our analytical skills. The classical art of logic opens doors to a world of clarity and understanding. It empowers students to think with precision and confidence. In the new economy, logical skills enable thinkers to cut through memes and social media posts that have little substance in order to consider problems and issues in depth. Students trained in logic have the ability to find nuance and consider new avenues that are constructive alternatives to much of the social discourse of our era.

Finally, rhetoric is another hallmark of classical education, moving students beyond simply learning how to write or speak effectively. It champions the transformative power of words, enabling students to convey their convictions with clarity and winsomeness. The classical art of rhetoric is rooted in ancient Greek and Roman philosophy. It is the art of using language effectively and persuasively. At its core, rhetoric empowers individuals to craft compelling arguments, sway opinions, and evoke emotions through the principles of ethos, pathos, and logos. As one of the liberal arts, it works with logic to enable the student to understand a problem and then raise one’s voice to help solve that problem. In the Christian tradition, there is an understanding of how the power of words – particularly God’s divine Word – can transform lives. The good news is conveyed through speech, connecting people to God’s grace and uplifting the soul. At other times, Christian rhetoric exhorts and challenges people to repent of sins and reform their ways. Quintilian considered that to be a good orator, one must be a good man (Institutio oratoria, book 12, chapter 1). So, what we have in view here is not some bombastic blowhard who captures people’s attention through sophistry. Instead, we are graduating students who can genuinely tackle the toughest problems of our day with reasonable speech and well-considered words.

The new economy is a market made for students like ours. Through our educational renewal, they are becoming equipped to provide meaning to a growing population that needs guidance and wisdom. It may merely be coincidence that has seen the classical educational renewal emerge at the same time as the new economy. Yet, it seems to me that the skills required at this time are exactly what we are providing.

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Bill & Maryellen St. Cyr

The first people you should listen to in 2021 are a husband and wife team, Bill and Maryellen St. Cyr. Together they founded Ambleside Schools International in 1999 to promote the educational approach of Charlotte Mason. There are quite a number of Ambleside schools throughout the US as well as in Africa, India and Austria.

Written about in the recent book Rare Leadership by Marcus Warner and Jim Wilder, the St. Cyrs exemplified an approach to educational leadership that is worthy of consideration. Bill explains that maturity is essential to the success of a school. Therefore he calls for emotional-relational maturity as the mission of schools, which often gets swept aside by performance goals. Warner and Wilder quote Bill:

“While efficient management of resources is essential, it is secondary to maintaining an optimal school atmosphere and ensuring teachers and students are thriving. Management must serve mission and the mission is maturity. Persons cannot be managed into maturity.”

Warner and Wilder, Rare Leadership (Chicago: Moody, 2016), p. 97.

Bill and Maryellen excel at teacher training, providing inspiration and motivation. Jason and I first met Bill and Maryellen in August 2009 when they provided teacher training on site at Clapham School in Wheaton. Their mentorship of teachers has had a lasting effect on us personally. Over the years, their teachings on the Charlotte Mason method has transformed my parenting, teaching and school leadership. Here at Educational Renaissance we’ve written extensively on Charlotte Mason’s educational principles.

The St. Cyrs started their podcast in 2018, and I have found it to be a great source of knowledge and inspiration. Episodes are compact and easy to listen to during a morning commute. If you are new to Charlotte Mason, I recommend listening to the episode on “The Method of a Lesson.” I also found Bill’s seminar “Educating with the Brain in Mind” a great expression of the ancient and modern synthesis that we are going for here at Educational Renaissance.

Jocko Willink

The next person you should be listening to in 2021 is retired Navy Seal Jocko Willink. The Jocko Podcast began at the end of 2015 and has been released weekly ever since. Jocko is a highly decorated veteran who fought in Iraq during the battle of Ramadi. After retiring from the Teams in 2010, Jocko started teaching the leadership principles he learned on the battlefield to business leaders.

I first accessed Jocko’s ideas in his book Extreme Ownership. There he lays out several essential principles of leadership, exemplifying them with stories from battle and then translating those principles to the civilian sector. As a school administrator, I find myself repeating and rehearsing these principles. At some point I plan to do a full exploration of these principles for the educational environment in a blog series. For now you can read Kolby’s article on educational leadership in which he explores principles by Brene Brown.

The Jocko Podcast explores principles of leadership through reading books. Many of the books Jocko reads through are military works, either memoirs of past wars or military field manuals. I thoroughly enjoy learning some of the military history as someone who has taught history previously. From time to time, Jocko will cover a book from our classical curriculum. For instance, you might find his take on Shakespeare’s Henry V (Episode 15) insightful. Jocko also reads Niccolo Machiavelli’s The Prince (Episode 161) with some interesting approaches to leadership you could use in the classroom.

At various points Jocko discusses education and learning. Perhaps one of the most important episode that fully explores education is Episode 227 “Learning for Ultimate Winning.” Here he reads Marine Core doctrinal publication MCDP 7 on learning. It’s fascinating to consider how the military views and values learning. As Jocko interacts with this manual, he develops ideas about problem solving, critical thinking, analysis, mental imaging, synthesis, reasoning and creativity.

Seth Godin

The third person on my list is an entrepreneur and author who has massively influenced the way we think about marketing over the past decades. Godin originally made his mark during the dot com boom in the 1990s, but has since focused on writing and speaking. Godin has been particularly helpful in disseminating ideas like telling the difference between early adopters and the mass market, finding the smallest viable audience, and differentiating oneself by being remarkable. We’ll return to some of these ideas on marketing in a moment.

I first accessed Godin’s ideas through his book Linchpin. I delved into this book to learn more about business leadership and was inspired with his idea that the more value you create for your company makes you more indispensable. What really struck me though was his take on education. Godin is no fan of mass marketing, instead preferring what he terms permission marketing. What I found fascinating was how he connected the idea of the mass market to what we might call mass education. He does not have a high view of what he calls the factory model of education:

“The launch of universal (public and free) education was a profound change in the way our society works, and it was a deliberate attempt to transform our culture. And it worked. We trained millions of factory workers.”

Seth Godin, Linchpin (Penguin, 2010)

The factory model of education created a consumer culture and a workforce that is good at following instructions. Education pursued a race to the bottom, providing minimum standards to produce a proficient population at minimal cost. Godin’s critique of modern education resonates with our educational renewal movement, making him an interesting person to listen to.

Back to marketing for a moment. Small schools need marketing. I was originally resistant to marketing, feeling that the effort to market was futile and would erode the organic qualities of the grassroots educational renewal movement. Godin helped me reconsider my views on marketing, especially when I saw a marketing expert critiquing the ills of mass marketing. As an educator, he helped me frame marketing as teaching the wider community about what schooling can be when you care about quality learning environments. Godin trusts that if you provide your community with valuable content, you will be granted permission by that community to share more about your company or school.

So, in 2021 I encourage you to listen to what Seth Godin has to say. I was an early adopter of his podcast Akimbo, which started in 2018. Episodes are compact, usually centering on a key idea, and then concluding with Godin’s answers to listener questions. You might like one of his early episodes on Game Theory and the Infinite Game (Episode 7). I found his episodes on Solving Interesting Problems (S5E9)  and Organized Learning (S7E5) stimulating. You might not find yourself agreeing with all his conclusions, but here is someone who is problematizing several of the issues our educational renewal movement has with mass education.

Bonus Recommendation: The Educational Renaissance Podcast

This year Jason, Kolby and I started podcasting. We wanted to find a convenient way to provide our audience with high quality, long form content that augmented our weekly articles. So far the feedback has been positive, and we’ve enjoyed collaborating in this new format. 

This past fall we released the first several episodes of our podcast, tracing important themes we’ve written about in our blog articles, but in a conversational format, delving into more detail. You can find each of our episodes on our website or you can subscribe in any podcast app, such as iTunes or Spotify. 

Like some of the other recommended voices mentioned above, we aim to provide excellent content to support our educational renewal movement. We reach into the past to glean classical models of education while also making connections with recent discoveries in psychology, neuroscience, philosophy and theology. Our greatest desire is to provide you with meaningful content to help you in the craft of teaching.

So with these recommendations in mind, hopefully 2021 will be a year of learning, inspiration and educational renewal for you, your students and your schools.

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