Technology has no Curriculum (How to teach fish about water)

If there is a central tension in the wrestling match between technology/digitalization and Universities, it is that the curriculum is the central pillar of educational organisation, and the web organises itself quite differently. The online world is the epitome of self-organisation - it is no accident that the systems theorists whose work gave rise to the technology also produced the constructivist epistemology which described how natural systems needed no rigid blueprint for their development. 

Education's "curriculum-blinkers" means that education "schoolifies" the world: everything it encounters in the environment must be boxed-off with learning outcomes, a course plan and a timetable.  If this cannot be done, then basically education can't deal with it. The problem can be described in systems terms: it is basically a problem of "requisite variety".

Education works by attenuating the environment (the world) into organisational structures whose fundamental purpose is to coordinate conversations and award certificates. Education has lower variety (complexity) than the environment, but because it also creates an important part of its cultural environment in the world (it creates a niche for itself), it is able to maintain a stable existence in a complex world: it has "requisite variety". Niche construction takes many forms, but includes creating criteria for certification which can only be offered by education, professionalisation, producing artificial scarcity of knowledge and learning opportunities, creating "failure" and "success", and enculturing the young from birth into the habits of formal education.

This process of education's niche construction has depended on the world being "schoolifiable" without too much loss of information about reality. Technology threatens this. As much as the champions of digitalization try to persuade us, technology has no curriculum. It is essentially and irreducibly transdisciplinary. Of course, we can teach those aspects of "computer science" that encapsulate some of the skills and techniques of using technology, but this is only a small aspect of what technology is, what it does, how we should think about it, and what we might do with it. 

Heidegger called the essence of technology "enframing" in his famously pessimistic but penetrating essay on technology ("The Question Concerning Technology"): enframing was a kind of encapsulation of the thinkable world, rather like Blake's "mind-forged manacles".  Being the reactionary idealist he was, technology led him to want to escape into a world of poetry instead, which he saw as offering a different mode of encounter: what he called "dwelling". But this is the same Heidegger who saw that the future of philosophy lay in cybernetics. His own struggles mirror the struggles that education is now having in dealing with a world that simply doesn't fit its conceptual scheme. 

Heidegger knew he was struggling to deal with conceptualising something that resisted conceptualisation. He was a product of a traditional education system. Little wonder technology troubled him so much. Those thinkers who came from rather less conventional backgrounds like Illich had a better grasp. Technology, rather like time, gives us nothing to get hold of in the conceptual frame from which we inspect it. Our organisational structures can't grasp it. And yet, in our daily practice, our industrial practices, our communications, our creativity, our concerns about what is right and wrong, we are all swimming in it. If fish had universities, would they be able to teach them about water?

All this is telling us that our curriculum-based practices will eventually have to give way to a different way of organising human development and organisation. And yet, say this to anyone in a University and they will look at you as if you are mad. But look at what is on the horizon. The noise the technology companies are making about the future of education, and the enormous sums of money that are being invested, is mostly hot-air and greed - but not entirely. 

In evolutionary history, the most flexible and adaptable organisms survive. So compare a university (any university - they're pretty much the same) with a company like Microsoft or Google. Which is more adaptable? Which is more flexible? 

This is not to say that Google's current pitches for the future of education are the future. They are unlikely to work. But they are playing a long-game. Many of our current technologies would have been considered science fiction 30 years ago. We cannot begin to imagine our technological environment in 30 years time. But preparing for the future is what adaptive organisations do. 

Companies caught in an "adaptation block" are now developing separate branches free from the constraints of conventional business organisation. Universities need to be doing this.