Quite a few school district administrators, and even more people who are not educators but are kind enough to offer their advice about how the field can be improved, have emphasized the need for "21st-century schools" that teach "21st-century skills." However, this is not enough, particularly now that some adversaries (in other words, people who live in other countries) may be thinking along the same lines. Here, the author proposes to begin to implement "22nd-century education." To describe schooling as 22nd-century suggests a somewhat specific agenda. First, it signifies an emphasis on competitiveness. Even those who talk about 21st-century schools invariably follow that phrase with a reference to "the need to compete in a global economy." Moreover, schooling of the 22nd century means that just about everything should be evaluated in terms of who's beating whom. The final distinguishing feature of education that's geared to the next century is its attitude toward mathematics and technology. The reason why educators continue to redirect resources toward the STEM subjects (and away from literature and the arts) is not because the former are inherently more important, but simply because they are more useful from an economic standpoint.