As artificial intelligence continues to advance, many are questioning what constitutes a valuable skillset for future generations. In an essay exploring this transition, Steve Krouse reflects on his experience as a programmer whose technical skills may soon be automated by AI agents. He argues that while traditional markers of success—such as learning basic facts or specific programming languages—are being disrupted, the underlying purposes of education remain resilient but require adaptation.
Krouse references Neil Postman’s 1995 work, *The End of Education*, which predicted technological shifts like radio and motion pictures would eventually transform schooling. While some technologists have historically underestimated the staying power of institutions, Krouse suggests they persist because they fulfill deeper needs beyond mere information transfer, such as providing social structure and care. However, he notes that when 'resourcefulness'—the ability to use arbitrary tools to solve problems—is perfected by autonomous AI loops, parents must look toward alternative educational goals: becoming good citizens, making the world better, and developing curiosity.
One significant limitation in current discussions regarding AGI is whether human-centric roles can survive if machines take over most productive output. To address this, Krouse highlights Postman’s suggestions for new educational focuses, including "Spaceship Earth" (collective responsibility),