It’s the Year 2050 and 25 years since we began to reclaim our status as sentient creators.
We inhabit a world alongside AI. Many occupations are relics of the past. Respectfully, children dedicate less time to answering standardised questions and more to formulating questions, generating ideas, utilising advanced tools, and testing innovative solutions. It’s the age of the value-creator.
The development of AI prompted profound and meaningful questions about our identity, our purpose on earth, and how nations educate their children. We discovered our drive for exploration and the resulting technological advancements could not coexist with dogmatic institutions or those unwilling to adapt and grow.
Thus began a cascade of global realisations, signalling that we must change our ways or be relegated by advancing technologies. 2025 was the year we realised that education must evolve, engage with the world, and transition from a tradition of isolationism and standardisation to openness and value creation.
For the first time, we could see that school was just a game we imagined and that there was so much beyond the perceptions of its industrial creators.
In 2025, we realised that mandatory subjects are like train tracks, constraining childhood development. We acknowledged that if primary school children are to express their full potential, they must spend more time exploring autonomously and pursuing different paths aligned with their curiosity and strengths.
However, only a multi-game solution could provide the autonomy and opportunities needed to restore our core values, innate power and independence, bringing future security and prosperity back to liberal democracies.
We understood that all adults and children needed to reach an unprecedented and more thoughtful agreement to initiate a multi-game. Upon entering any educational setting, the cost of play had to be clearly stated against our core human values and innate abilities.
The agreement restored archetypal roles, clarity, and power sharing. It permitted and encouraged higher responsibility from individuals who accepted the agreement and their outcomes as trusted authorities in command of their life stories.
In 2025, we realised that we could elevate education above the old industrial standard to a new and wealthier reality. Children could learn a skill and sell their time to an employer, but they could also learn the art of value creation and how to monetise their ideas.
We realised that our generational participation in a mandatory survival game predominantly exercised the left hemisphere while leaving the right to atrophy. Standardised environments and curriculums were compartmentalising and likely to slow the growth of our most creative and heterodox thinkers.
The arrival of AI signalled that we’d been off course for many generations and that restoring our habitat and status as sentient creators was essential but also ethical, moral, intelligent, and wise. Reference: Ian Mc Gilchrist’s “The Master and His Emissary” and “The Matter With Things”.
In 2025, we realised that great education meant providing a broader, more generalised experience before introducing specialised subjects. It meant embracing uncertainty and promoting equal opportunity and well-being for all. It meant embracing the future and the past.
We recognised that primary and secondary education needed to move beyond a narrow focus on academia. It was time to acknowledge, invest in, and celebrate a full range of leaders representing a functioning society. It was time to restore normality. The future demanded it.
Only then did we begin to realise how standardisation flattened humanity's curve. Only then did we understand that the best way to prepare for the future was to create it.
We realised that our core values don't suddenly appear when children leave school. They are present in childhood and have been present for thousands of years. Parents, teachers, schools, and governments realised that these values ought to be respected, as they are the bedrock of individuals, nations and humanity.
2025 was the year humanity remembered itself and ceased the war on the individual. It was the year we decided to recognise and educate a new generation of leaders, a new generation of Explorers in Command (EiC).
In 2025, we realised that environmental design is human design. We are shaped by the environments we inhabit. Learning and living spaces contain embedded values that influence the development of our minds and long-term growth.
It became clear that to survive, we must grow, let go of the concept of compulsory standardised values and restore our traditional human values.
