The Conceptual Age, now and future

The Conceptual Age is the new era of work where current economic demand calls for
workers who are skilled in areas guided by the right hemisphere of the brain including: Design,
Story, Symphony, Empathy, Play and Meaning. Each of these “senses” are high touch, uniquely
human abilities, that in past eras of work have not been in demand even seen as hindrances to the
successful completion of left –brain dominated work. These previous eras of the Agricultural,
Industrial, and Information Ages as times and work that required bodily strength and fortitude,
attention to detail and computer like knowledge building, highly dependent on left-brain skills.
These left-brain skills include a reliance on text, detail, and sequence.
The conceptual age differs from eras of the past in that it now requires people whose
skill sets are different from those dominated by the left-hemisphere of the brain. According to
Pink, conceptual age workers must be able to “create artistic and emotional beauty, to detect
patterns and opportunities, to craft a satisfying narrative, and to combine seemingly unrelated
ideas into a novel invention, to empathize, to understand the subtleties of human interaction, to
find joy in one’s self and elicit it in others”. The impetus behind this change from The
Information Age of work to the Conceptual Age lies in Asia, Abundance and Automation. For
the Western workforce to compete with more inexpensive labor oversees, the automation of
computers and technology, as well as the demand for products which enhance the meaning of our
lives and moves beyond function we need to develop these right-brained skills, and those that do
will be in high demand in Conceptual Age workforce.
One of the primary functions of schooling is to prepare children and youth for success.
However, as social and cultural changes occur, especially on a global level, so do the
requirements for accomplishment. In the last 150 years, human society has moved from an
economy focused on growing products and making things to one of service and information
processing.

The major trends and megatrends associated with the Information Age and their
implications for preparing children and youth for the 21st century. Now, less than a decade into
the century, Pink proposes that humankind is headed into a new age, the Conceptual Age, having
strong implications for desired knowledge, attitudes, and skills.

The socio-cultural changes are unlikely to slow down anytime soon. In fact, there will be
as much change in the first quarter century as there was in the entire last century. The primary
force behind these changes is the speed of technological development. Human society has long
depended on the use of tools and technology.

In the hunter/gatherer age, lasting tens of thousands of years, the knife, the spear, the
bow and arrow, etc. provided the means of success. In the agricultural age, lasting thousands of
years, the hoe, the plow, the tractor, and the harvester provided a similar foundation. In the
industrial age, lasting hundreds of years, it was the factory, with standardized means of
production, as well as ready access to resources, capital, and markets that were the keys to
wealth and power. In each age, those individuals or social institutions that acquired the
characteristics and resources necessary to take advantage of the new sources of wealth were able

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to enjoy a new standard of material living and social interaction. And now, just decades into the
information age, it seems another profound change is occurring. The time line for the transition
to a new age is dramatically shorter with each paradigm shift.

According to the Pareto principle, 80 percent of the change occurs in just 20 percent of
the time. His principle is based on an exponential growth function that is difficult to discern
when it occurs over thousands or even hundreds of years, but is self-evident when it occurs over
decades or even shorter periods.

The Conceptual Age can be considered as an extension and elaboration of the

Information Age.
Three forces are driving the movement to the Conceptual Age: Abundance, Asia, and
Automation. Abundance means that most people in the United States, as well as those living in
other post-industrial economies, have enough material wealth. This does not mean their desires
are satiated; rather it means that people are looking to meet other than basic needs.
After that minimum level is met, increase in income appears to be unrelated to happiness.

The rising economic and political importance of Asia, especially China and India, is
impacting economic activity on a global basis. These two countries account for almost half of the
world’s population. One of the many reasons that jobs from industrialized nations are being
outsourced to these countries is a cheap and educated labor force. As their economies mature and
manufacturers seeking cheap labor move elsewhere, these countries will be in a position to
challenge the post-industrialized nations of North America, Europe, and Japan. The economy of
China is now the fourth largest in the world. It is the fastest growing economy of the last two
decades with a growth rate of 8 to 10 percent annually (People’s Daily Online, 2006).

The rising use of automation means increased productivity and the requirement of fewer
workers. The result is more people are available to do other activities. This has already occurred
in agriculture and manufacturing age and is beginning to occur in information processing
activities.

There is another force for the movement to the Conceptual Age: a rise in human
consciousness. While acknowledging that the speed of changing technology and innovation are
important factors, there can be no invention in business or technology without human
consciousness.
This rise in human consciousness is expressing itself in an increased interest in spirituality and
spiritual development. This as an increased emphasis on a search for meaning, a human need.

There are two important issues to be concerned with in the coming conceptual age. They
are:
1) what are the knowledge, attitudes, and skills necessary for success in this new age and
2) how should schools and education is transformed to address these changes.

To face the coming Conceptual Age children and youth will require additional attributes
beyond those identified as important for the Information Age. These must be differentiated and
integrated into a workable pattern by each individual as he or she enters and proceeds through

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adulthood. This process of increased sophistication and complexity is a basic principle identified
in human and organizational development is likely to be a constant pressure for success in the
twenty-first century.

To ensure that his/her offspring becomes a successful person in the coming conceptual
age, parents, educators, and others responsible for the education of children and youth must
consider few things. The first is that the development of empathy must accompany the
development of logic and critical thinking. The capacity for logical thought is one of the things
that make us human. But in a world of ubiquitous information and advanced analytic tools, logic
alone won’t do. What will distinguish those who thrive will be their ability to understand what
makes their fellow woman or man tick, to forge relationships, and to care for others.
There should be the ability to tell a story, not just present an argument. The use of logic and
argument is endless; with access to unlimited amounts of information; it is just a matter of time
before someone discovers a counter argument that seems to be just as valid a use of logic.

This suggests that creative thinking will become at least as important as critical thinking.
Another attribute related to empathy, creativity, and storytelling is the importance of
design over utility and function. Pink (2005) states, ‘It’s no longer sufficient to create a product,
a service, an experience, or a lifestyle that’s merely functional. Today it’s economically crucial
and personally rewarding to create something that is also beautiful, whimsical, and emotionally
engaging.’ This is self-evident in today’s marketplace. From big-ticket items such as cars and
homes to everyday purchases for clothing, accessories, and food, design plays a vital role.
Individuals, who can present their ideas, products, or services in ways that are attractive and
evoke a sense of beauty, while at the same time functionally meeting a need, will more likely be
successful.

In addition to developing an ability to focus on specifics, people must also develop an ability to
put pieces together, or engage in symphony. The underlying principle is that an ability to analyze
discrete parts and see patterns among them, to focus on individual tasks and simultaneously
engage in multiple activities, to resolve distinct conflicts and live with unresolved tension, are all
necessary in the Conceptual Age. Everyone needs to reflect on his or her personal mission, the
values, principles, and personal attributes associated with that mission, and to act with integrity
in pursuit of that mission. Each person should be knowledgeable of his or her personal strengths
and incorporate those into a personal mission statement.

The preparation of children and youth for success in the twenty-first century is a challenging and
daunting task. Schooling is not equivalent to education and, therefore, it is evident that all social
institutions responsible for that preparation, not just schools, must make significant changes. The
basic skills are certainly important, exclusive concentration on them provides a woefully
inadequate preparation of children and youth for the Information Age. A significant challenge
regarding desired outcomes needs to be addressed. Even if, somehow, a person or group could
correctly identify the precise knowledge, attitudes, and skills that would be necessary and
sufficient for success in the Conceptual Age, those would change relatively quickly as the global
environment changes. One way to handle this dilemma is to consider work on community
development. Planning and implementation of school-based practices should flow out from
values rather than down from standards. The paradigm or worldview one uses to identify,

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interpret, and address important issues can be a limiting factor to discovering solutions that work.
This is certainly a major challenge addressing school reform. A top-down hierarchy that directs
and controls a standardized one-size-fits-all approach to curriculum and accountability is based
on a mechanistic, reductionist paradigm that guided some very productive schooling practices
appropriate for the Industrial Age, but is inappropriate for the Information and Conceptual Ages.

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