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ERIC Number: ED534185
Record Type: Non-Journal
Publication Date: 2011
Pages: 0
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-1-9317-6248-1
Sixteen Trends...Their Profound Impact on Our Future
Marx, Gary
Educational Research Service
Seismic Shifts. Future Forces. Call them whatever you'd like. The Sixteen Trends revealed in this benchmark book will have a profound impact on our future. Noted futurist, educator, communicator, executive and leadership counsel, author, and international speaker Gary Marx makes the case for those trends and speculates on their implications for education and the whole of society. Supported by compelling research and observations, the trends address: aging, diversity, intellectual capital, technology, generations, education, personalization, human ingenuity, continuous improvement, ethics, planetary security, polarization, interdependence, personal meaning, poverty, and careers. "Sixteen Trends" is essential reading for anyone involved in education, business, government, nonprofits, community groups, and other types of organizations, industries, or professions. The table of contents presents the following: (1) We're not as young as we used to be! (2) Highly diverse and looking good. (3) Knowledge! It's the engine of the new economy. (4) Convergence and miniaturization less is becoming more. (5) The future is already here. (6) Let's get personal. (7) Assignment--put ideas together! (8) Every day, in every way, we're getting better and better. (9) Let's try to do the right thing. (10) The Earth is our home. Treat it well. (11) I want it my way! (12) We're all in this together. (13) Give me a break! (14) Poverty makes us all poor. (15) What am I gonna do? (16) Educators apply here! Additional Trends are appended. [For related report, "An Overview of Sixteen Trends Their Profound Impact on Our Future," see ED534186.]
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Publication Type: Books; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Research Service