The 4 New 22nd Century Cs for Education!

Are Your Students Ready for the 22nd Century?

The four new 22nd Century Cs are here everyone, so buckle up. Get your mental crockpots ready to add these ingredients to the recipe. They are fresh. They are ready. They are now. And they mean no disrespect to the 21st Century Cs that we all know and love: Communication, Critical Thinking, Creativity, and Collaboration. Clearly, those Cs are essential parts of a balanced educational diet for every student—and in particular, for every young adolescent we serve. Yes, our students are communicating more than ever through reading, writing, speaking, listening, and viewing. In many ways, one single text with a message, a picture, an emoji, and a video link contains more reading tasks than most handwritten essays! And yes, we in the critical middle grades are helping them become more critical thinkers as they embark on those communicative efforts. And yes, we are also providing them more and more opportunities to create and collaborate in our classes through innovative practices like Genius Hour, Coding, Makerspace, and class blogs! In middle school we explode those 21st Century Cs on a daily basis for all students!

But the 22nd Century is around the corner! And our kiddos will need new Cs for that bright road forward. With one eye on the rearview mirror of the past, one eye on the windshield of the future, and both hands on the steering wheel, here are the four 22nd Century Cs that I propose for middle level education (and perhaps for all levels of education!):

  • Care: To bring diverse hearts and minds together, we need to help our students understand and act from an ethic of care. Too often, we push our students with a lever of pragmatism—with an emphasis on production and efficiency to achieve a tangible goal. And while we need to get things done, tasks accomplished, and products 3D printed, we cannot do so at the detriment of care. We should instill in our students the need for both mindfulness and heartfulness: asking with care, listening with care, being present with care, following-up with care, writing and speaking with care, acting with care, etc. We don’t need a packaged curriculum to accomplish that. We simply need to model and practice the art of care ourselves.
  • Connection: To build positive bridges forward, we need to help our students understand and act on the desire to authentically connect with others. Sadly, many people in our society have lost the will to connect with others—especially others who have different opinions. It’s easier to watch the news channel that aligns with our views. It’s easier to stomach a tweet that matches our mindset. It’s simpler to have a conversation with someone who has the same views that we have. But that’s not how learning happens. Vygotsky knew it back in the day when he explored the concept of ZPD (Zone of Proximal Development): we learn when we stretch ourselves to learn beyond our ZPD. Therefore, we need to fill our students with an unquenchable desire to connect with others—because they are curious and because they care. If we want our students to shake hands with a fellow human being regardless of their differences, we need to teach them the importance of connecting and stepping out of their insular comfort zone and into their open discomfort zone. And we don’t need a curriculum or a program to do that. We need to model it in our everyday practice.
  • Culture: To create joyous, growth-mindset futures, we need to help our students understand how to create spaces of genuine positivity. Recent studies about the impact of happiness in the workplace from companies like Zappos have revealed that when the culture of the organization is positive and welcoming, people are more motivated and engaged in their work. They like what they do, and they want to do it well! In other words, while we can motivate people through negative factors like competition, greed, and fear, the culture created by such motivational factors is toxic and ultimately poisonous. Our classrooms and schools, therefore, need to be model cultures of joy, positivity, and happiness, so our young adolescent students can flourish and thrive as learners now, and most importantly, so they can know how to create those cultures themselves in future classrooms, schools, and work spaces. And we don’t need a curriculum or a program to do this. We need to grow it in our everyday practice.
  • Community: To foster truly inclusive learning communities, we need to help our students understand and act on the value of involving all voices in the process. Too often, we operate and separate ourselves into silos that privatize, divide and ultimately limit our own capacity and the capacity of everyone around us. Instead of embarking in the messy work of community-building (which involves another key 22nd century C: compromise), we often like to stay in the safe confines of our own garden plots, tending the rows we know. However, communities form and flourish when we reach out to every stakeholder and involve them in the work. Thus, our schools need to make sure that we are doing more than simply informing parents, families, and business partners about what we’re doing; rather, we need to seek out their opinions and insights. We should do this not only because it is critical work in cultivation and community-building. We should do it because it shows our students that they also need to practice this artful, challenging work if they want futures that embrace all voices and push back against the limiting, fence lines of division. And we don’t need a curriculum or a program to do this. We need to grow it in our everyday practice.

So how is your school preparing your students to practice the 22nd Century Cs, as well as those in the already distant 21st Century?