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Rebuilding Our World: The Need for Skilled Workers and Innovation

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Chapter 1: The Shift in Education and Workforce

In his farewell address on January 17, 1961, President Eisenhower delivered a crucial warning regarding the "military-industrial complex." He highlighted the concerning influence of the arms industry over political decision-making, suggesting that their profits could take precedence over national welfare. However, many overlook the latter part of his speech, where he cautioned against the manipulation of society by the realms of science and education. These sectors, too, were driven by profit motives. Eisenhower noted:

"Today, the solitary inventor, tinkering in his shop, has been overshadowed by task forces of scientists in laboratories and testing fields…Partly because of the huge costs involved, a government contract becomes virtually a substitute for intellectual curiosity…Yet, in holding scientific research and discovery in respect…we must also be alert to the equal and opposite danger that public policy could itself become the captive of a scientific-technological elite."

In many respects, he was correct. Just as the military-industrial complex instilled a sense of persistent danger to justify their offerings, the educational and scientific establishments managed to convince us that higher education was the sole path to financial success. The narrative became that those who did not attend college were somehow inferior. The mantra shifted to "work smarter, not harder," positioning a degree as the essential key to success.

Their marketing strategy proved effective.

According to the National Center for Education Statistics, in 1950, only 30% of 18- and 19-year-olds were enrolled in educational institutions, a figure that rose to 60% by 1991. Fast forward to 2022, and the U.S. Bureau of Labor Statistics indicates that approximately 62% of high school graduates pursued higher education. While this might seem commendable, it raises critical questions: How many graduates do we actually need? Is there such a thing as oversaturation? Which essential roles remain unfilled as more high school graduates flock to college?

Section 1.1: Consequences of Over-Education

As Camilo Maldonado articulated in Fortune Magazine, "Each successive cohort of graduates is worse off than the last. Clearly, the data tells a grim story. There is a tremendous disconnect between the rising costs of education and the flattening of wages, which is only making it harder for graduates to make ends meet while paying back staggering amounts of student loans."

Research shows that college has become increasingly costly. Even in 2006, when I graduated, expenses were significant. However, wages have failed to keep pace. CNBC reports that since 1980, college costs have surged by 169%, while wages for younger employees have only risen by about 20%. This discrepancy is alarming, particularly when considering that education costs have escalated even more than healthcare expenses.

Maldonado, along with various other sources, points out that the surge in prices began around 1980, coinciding with an increase in college enrollment. The demand for higher education rose sharply, driving up prices in a manner reminiscent of inflation during the COVID-19 pandemic.

While rising costs pose a challenge, the more pressing issue lies in the long-term impact of directing so many young people into college, leading to a shortage in essential fields.

Subsection 1.1.1: The Skilled Labor Crisis

"We talk about millions of 'shovel-ready' jobs for a society that doesn't encourage people to pick up a shovel," states Mike Rowe, founder of the Mike Rowe Works Foundation. The U.S. Chamber of Commerce's 2023 economic report echoed this sentiment, pointing out a significant shortage of skilled workers across various industries, including auto mechanics.

Despite the increasing demand for tradespeople, participation in these fields continues to decline. An NPR article noted that Generation Z shows little interest in pursuing careers as plumbers or carpenters, leading to nearly a 50% drop in job applications for skilled positions. Additionally, the average age of farmers has climbed to 58.

Rowe has long warned about a "skills gap" attributed to the societal stigma surrounding manual labor, despite the lucrative opportunities these jobs can provide.

In his talk "How to Rebuild the World from Scratch," Lewis Dartnell emphasizes the importance of rebuilding and maintaining our infrastructure through skilled labor.

Section 1.2: Reassessing Educational Values

Dr. Temple Grandin, a pioneer in the cattle industry and a best-selling author, advocates for a reevaluation of our educational approach. She argues that the current system attempts to fit all students into a uniform mold, which is a disservice to those with different strengths. In an interview with the NY Times, she stated:

"Today, we want our students to be well-rounded…At the same time, I wager that the people who will fix America's infrastructure have spent hours and hours on one thing, whether it be Legos, violin or chess — hyper-focus is a classic sign of neurodivergent thinking and it's critical for innovation and invention."

In a recent podcast, Grandin discussed the alarming decline of practical skills in education. She noted that shop classes are becoming increasingly rare, which are vital for learning the skills needed in industry and construction. She has encountered students who have never even held a tape measure. This lack of practical experience extends to fields such as veterinary medicine, where students often engage with children's puzzles instead of developing necessary dexterity with tools.

Grandin's concerns extend to our energy infrastructure's fragility, driven by a lack of qualified personnel to manage and maintain it.

Chapter 2: The Need for Builders in a Modern World

We exist in a remarkable era, equipped with technology that connects us to a wealth of knowledge. However, this technological advancement can also create a disconnect from the practical skills necessary to maintain our infrastructure. The cables that facilitate our digital connectivity did not appear by chance; they are the result of skilled labor.

Every year, we are reminded of the term "infrastructure" when politicians convene to propose billions for repairs and improvements. But who will execute these projects when 62% of high school graduates are not considering careers as builders, makers, or farmers? The prevailing sentiment positions these roles as undesirable.

Rowe highlights the cultural bias against skilled trades, while Dr. Grandin underscores the diverse forms of intelligence that exist.

Eisenhower’s warnings from 1961 resonate today, as the education and science sectors have executed an extensive marketing campaign that has fostered a vast, price-insensitive customer base, inadvertently sidelining practical skills just when we need them most.

We have instilled in our youth the belief that engaging with tools is something to be ashamed of, yet it is precisely these skills that are essential for reconstructing our world.

In "The Knowledge: How to Rebuild Our World from Scratch," Lewis Dartnell discusses the critical need for skilled labor to address contemporary challenges.

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