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 Creative Class
Daniel Pink, in his book, “A Whole New Mind: Moving from the Information Age to the Conceptual Age,” identifies three forces shaping the new economy—abundance, Asia, and automation. He poses three questions, which should serve as a wake-up call for the United States and for other developed nations:
1. Can someone overseas do it cheaper?
2. Can a computer do it faster?
3. Is what I’m offering in demand in an age of abundance?
If the answers to 1 and 2 are yes and the answer to 3 is no, we’re in trouble.
Similar to the Time magazine article and to the emerging research on the processes of the brain, Pink identifies a different set of skills necessary for people to thrive in the new “Creative Economy”:
1. Not just function, but also DESIGN
2. Not just argument, but also STORY
3. Not just focus, but also SYMPHONY
4. Not just logic, but also EMPATHY
5. Not just seriousness, but also PLAY
6. Not just accumulation, but also MEANING
What type of worker will thrive in the new economy? According to Pink and other leading authors, the most successful workers will be members of the “Creative Class.” Artists, inventors, programmers, designers, storytellers, and big picture thinkers. In fact, The Columbian ran a series of articles in May 2004, interestingly titled, “Vancouver’s Funk Factor.” The series focused on the redevelopment of downtown, changes in the local economy, and the emergence of a cadre of creative class workers. Jonathon Nelson, staff writer, wrote on May 26, 2004, “National studies show that cultivating an environment that welcomes artists, writers, designers, architects, computer programmers and other creative workers strengthens the economy and builds jobs. A byproduct of that workforce is often a vibrant downtown.”
Vibrant. Imagine what is possible when a community focuses its development efforts on attracting the Creative Class and building the Creative Economy. Portland pursued that strategy and constructed Riverplace and the Pearl District. Tacoma pursued that strategy and transformed Pacific Avenue and the Thea Foss Waterway. Vancouver has begun to pursue the same strategy with the revitalization of Esther Short Park, the downtown core, and the waterfront.
Consider the following from Richard Florida, a leading researcher on the rise of the creative class. He writes, “Based on science, technology, innovation and entrepreneurship; arts, culture, design and entertainment; and the knowledge-based professions of law, finance, health-care and education, the Creative Economy has powered economic growth over the past two decades, generating more than 20 million new jobs since 1980. Today, some 40 million Americans work in the Creative Economy, roughly a third of total employment. The Creative Economy accounts for nearly $2 trillion in wages and salaries, roughly half of the total.”
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China Envy
Thomas Friedman, in “The World is Flat,” cites a study called Science and Engineering Indicators (2004), which was conducted by the National Science Board (NSB). The study labels recent change forces as the quiet crisis. The NSB report found that the number of American 18- to 24-year-olds who receive science degrees has fallen to 17th in the world, falling from third place three decades ago. He writes, “Of the 2.8 million first university degrees (what we call bachelor’s degrees in science and engineering) granted worldwide in 2003, 1.2 million were earned by Asian students in Asian universities, 830,000 were granted in Europe, and 400,000 in the United States. In engineering specifically, universities in Asian countries now produce eight times as many bachelor’s degrees as the United States.” We also know that China’s economy continues to boom—by roughly a 10 percent Gross Domestic Production increase over the past two years. Forecasts predict a slower growth rate of seven to eight percent for 2007. This rate is double to triple the predicted growth for the U.S. economy.
Competition in the global economy has policy implications for K-12 public schools and higher education. As Governor Gregoire released the Washington Learns Report, she announced, “I understand the urgency of improving our education system if Washington is to remain competitive in the global economy…. Our commitment is to deliver real results within a decade.” The vision is a seamless, world-class education system that equips our young people with the knowledge, skills, and dispositions to thrive in the 21st century. This will require greater connection and collaboration between the K-12 system and higher education systems.
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