Pillar 2

Shift from centering schooling to centering learning

Modernize the “what”: Create a new K12 “Humanics” curriculum

If we are to build a learning system designed for human flourishing, we need to fundamentally reconsider the inputs of that system. For generations, the “what” of education was relatively static: a fixed canon of content and a hierarchy of procedural skills. But in the Age of AI, where knowledge is ubiquitous and computation is automated, the value proposition of humans is shifting. We are forced to pause and ask a transformative question: When machines can access information and perform calculations instantly, what remains uniquely and critically human?

This section of the anthology rejects the false dichotomy of skills versus knowledge and explores the important aspects of both that must be integrated together for relevance in the modern world.We begin by examining modernized discipline knowledge, asking: What shape does knowledge development take when the goal is no longer retention, but synthesis and application? Similarly, we look at math, historically a gatekeeper of academic success, and ask what numeracy truly means in a world of advanced computational tools. How do we move from calculating to reasoning?

Beyond traditional subjects, we need to define the human skills that will distinguish us in a machine-augmented world – skills like self-knowledge, relational intelligence, and novel thinking. These are the future-ready competencies and durable skills that the workforce demands, yet they are often marginalized in our current curriculum. Finally, we broaden our lens to the ultimate purpose of education in a free society: civic thriving & purpose. We ask what our systems must look like to produce not just workers, but engaged, informed citizens capable of sustaining a pluralistic democracy.

Defining “what matters most” is no longer about adding more to the plate; it is about curating the specific competencies that allow learners to navigate complexity, build connection, and find purpose. These questions guide us toward the essential building blocks of a future where humans don’t just compete with AI, but thrive alongside it.

Reframe the “how,” “when,” and “where” of learning

We are living through a seismic shift in human potential. For over a century, systems relied on the dominant logic of “schooling” – a standardized, industrial model to sort students and deliver content. But in the Age of AI, that architecture is insufficient. The path forward requires a fundamental redesign: shifting from rigid schooling to the boundless possibilities of learning.

This section of the anthology begins with the foundation: the Science of Learning & Development (SoLD). We now know more than ever about the biology of the brain and what activates deep, durable learning. But knowing is only the first step; we must ask how to translate that science into a learning redesign that centers the future-ready competencies, that young people actually need to thrive.

To do this, we need to define what it truly means to be learner-centered. This is not just a buzzword; it is a commitment to fairness, learner agency, and engagement, recognizing youth as active co-creators. We need to build ecosystems for learning anytime, anywhere, valuing experiences inside and out of school to cultivate a generation of changemakers.
Finally, new systems demand new metrics. We need to move towards mastery-based progression, ensuring learners advance because they are ready, not just older. This requires new credentials that map to the future. In this era, we must ask how AI serves as a catalyst, serving not merely for efficiency, but to expand human capacity.

These questions are not hypothetical. They are the design specifications for a future where every learner can flourish. Welcome to the shift.

Rearchitect the “who” of learning and human development

For over a century, the “who” of our education system has been narrowly defined: a solitary teacher standing at the front of a room, delivering content to a row of students. But the architecture of the industrial classroom creates a bottleneck that no longer serves the complexity of human development. In the Age of AI, where content is ubiquitous and learning happens everywhere, we must radically expand our cast of supportive adults and peers. This section challenges us to redefine the agents of learning, moving from a system of isolated instruction to an ecosystem of diverse support.

The inquiry begins with the educator role. We need to ask: What does it truly mean to be a “facilitator of learning” when the teacher is no longer the sole source of knowledge? How do the competencies of our educators shift when their primary value moves from delivering facts to fostering curiosity, agency, and connection? But we cannot stop at the classroom door. We need to widen the aperture to community-based roles, asking who counts as an educator. By recognizing mentors, experts, near-peers, and community leaders as essential co-pilots in a learner’s journey, we unlock a vast, often untapped reservoir of social capital and wisdom.

This expansion requires us to navigate a delicate balance: right-sizing tech and human roles. We must imagine a future where AI does not replace the human connection but amplifies it, taking on the burden of efficiency to free up humans for the work of empathy, mentorship, and guidance. Finally, to sustain this new ecosystem, we must scrutinize our talent pipelines. How do we reimagine the recruitment and development of these diverse roles? What does a healthy, sustainable pipeline look like for a profession that is rapidly evolving?

These questions are not about diminishing the role of the teacher; they are about elevating it. They ask us to build a network of support so robust that every learner is surrounded by the guidance they need to flourish.