Importance Axis: How high or low of an influence the fact is on education
Uncertainty Axis: How likely it is for that factor to change
1. Expectations of young professionals drastically rise. Schools and the government try to compensate for this by overloading the students with requirements. Students are unable to keep up and therefore fail. Angered by their lack of a future and the system failing them, the students refuse to partake in society and rebel. With no new workers, society collapses. The younger generation is unable to understand technology because never learned how to use it and are unable to teach other generations to use it or develop new technology. The government attempts to reestablish itself and but is unable to because of their inability to communicate and organize and the people’s lack of confidence in the system. Because society is so survival and small community focused, people no longer communicate with others outside of their community. These small communities all over the US start to reestablish the teaching of complicated skills.
2. After society collapses, the government create more laws to help regulate and enforce education. The laws become too overwhelming and complex. Because of this the government becomes increasingly corrupt. The expectation is for the population to learn one version of history and serve this new corrupt government. Technology and education now serve one purpose, to empower the government.
1. New technology transforms society and education. The everyday school experience is enhanced by and heavily uses technology. Because of how advanced learning/education has become, schools and the environment where education occurs has become very diverse and specialized to the needs of the area. Socioeconomic terms no longer serves as a means to characterize groups, instead people are characterized by the focus of their education. Since the public is so informed, they become heavily involved in the local government. While there is still a federal government, they are not the driving force in society. Expectations of those entering the work force are simple and allow for many possibilities: to use technology to make a difference.
1. Education continues to be more comprehensive in subject matter. Socioeconomic gap lessens due to more government regulation of education and the availability of more resources and technology to help lessen the gap. Laws are more complicated and expectations continue to grow. Colleges are increasingly difficult to get into because of the improvement in access to education but colleges and jobs fields are much more diverse than ever before.
1. Education becomes highly regulated. The government issues a high number of laws concerning who will be educated, for how long, and what they will be learning. Because of this education loses diversity brought about by living in different areas, socioeconomic backgrounds, and teachers. Everyone is now required to attend school from the ages of 5 to 16, with special permission granted for those who want to continue their education beyond that. Everyone learns the same material and there are strict penalties for missing school or not understanding that material. There are fewer expectations of the students after they complete their education beyond getting any possible job. Because of the population boom 50 years beforehand, all socioeconomic groups drastically grew and, due to old stereotypes and inability to communicate, became increasingly separate. The groups have very limited communication and it is extremely difficult to move upwards.
2. After a collapse in society, Religions gain power over the people. The people decide that they would rather follow the laws of their religion than their government. Religions create a highly disciplined community where everything is heavily regulated including education. The people only learn what is approved by their religion and are unable to connect and communicate with other religions. Therefore the knowledge and expectations in each religion drastically differs. This prevents any movement between religions.
I found this project to be really interesting. I felt like it really challenged my thinking and understanding of the world. This project really made me feel like I didn’t know enough about the economy, environment, etc. It really made me want to understand these areas and be able to more actively contribute to my futures. In addition, I felt like my futures were all very dramatic and often lead to a more negative tone. This makes me question if I was going about the process right.