Disaggregating the Professions: General Comments

Among professionals who commented on my initial essay, lawyers were by far the most numerous; I’ve responded to some of their points in my previous post. Happily, there were also comments on the essay by representatives of different professions, as well as comments with respect to other professions. I am responding to these comments below.

-Though the so-called “minor” professions (such as teaching/social work) were mentioned in passing in the initial essay, I devoted most of my attention to the traditional professions. It’s important to stress that much of the most important and most needed work at the present time is carried out by teachers, nurses, and social workers—professionals who rarely garner the headlines but who are in the trenches every day. (I would include here those who have been trained to be ministers—though, nowadays, that term has been applied promiscuously to anyone behind any pulpit.) With respect to each of these professions, there are different stresses—for example, evaluation of teachers by their student test scores, pressures on nurses to work longer hours, issues of compensation for social workers as insurance policies change unpredictably, and ordained ministers competing with self-proclaimed gurus. These professionals deserve kudos for the remarkable jobs so many of them do, often against considerable odds.

In the short run, it seems unlikely that the status of any of these “minor” professions will be raised to that of the so-called “major” professions. Indeed, there will continue to be tensions with respect to abutting professions: nurses’ relations to physicians and physician assistants; social workers’ relations to psychiatrists and psychologists; teachers’ relations to their supervisors and to the local school boards and municipal officials. The more that the minor professions are given authority and autonomy, the more we can and should expect professionalism at a higher level. Indeed, more so than many in the major professions, members of minor processions are likely to evince a strong sense of calling—recalling the traditional “service strand” of the professions, rather than the more recent “expert strand.” But to the extent that they are treated as second class workers, or worse (for example, the way that public school teachers are villainized in many corners today), members of minor professions will not have the opportunity—and may cease to harbor a desire—to behave as professionals in the most admired sense of that term.

-It is possible that certain occupations may increase in professional status. One such profession is that of librarian. Once roughly equivalent to that of teacher, in a highly digital and connected world, librarians have seen their workload and their expertise valorized—and often they are now called “information specialists.” Like those technicians who handle servers, the role of librarians in the world today is considered far more important than in past years, and these workers have the opportunity—and perhaps also the obligation—to assume the role of major professional.

-Lines may also blur in other ways. An increasing number of professionals—and especially physicians—are gaining formal or informal training in business. These dual-trained professionals may elect to straddle these areas either because multiple expertise are needed or because they seek far greater control of their occupational situation. While this trend is understandable, it also raises what I’ve come to term the “two hats” problem. When the role of physician (focused on healing) collides with the role of corporate executive (balancing the books and growing profit margins), the individual is faced with a decision about which role is predominant.

-On my analysis, journalism has long been a quasi-profession, entailing for journalists the behaviors and ethos of full-blown professionals while neither requiring the training nor having the certifications of doctors, lawyers, or architects. Given powerful and fast- changing digital landscape, the role of journalist is more fragile and more disputed than before. Many observers would say that all of us are now journalists and disdain those who claim a special mantle in view of training or expertise. In my own view, however, journalists on whom one can rely over the long run will become increasingly valuable—though perhaps, alas, rare.

-While some would like to extend the term “professional” to cover the spectrum of occupations, I am conservative on this issue. I essentially did not discuss the military in the essay nor in subsequent posts, even though by most definitions it readily qualifies as a profession. Nor has there been discussion of politics—possibly because whatever professional sheen once characterized American political figures has long since disappeared. (I write during the months leading up to the presidential nominations of 2016.) I am well aware of efforts, over many years, to apply the label of “professional” to individuals in business, particularly managers and corporate leaders. But in my view, the only obligation of individuals in business is to obey the law and make a profit. Like any other individuals, businessmen and women can elect to behave in a highly professional way—but that election remains an option, not an occupational obligation.

Just as I do not consider business to be a profession, I don’t consider individuals engaged in sports or the arts to be professionals. Yet, as was pointed out by Laurie Brown, often artists have a much longer training—whether in art school or in the studio—than other professionals, and they deserve to be valorized for that dedication. The same point is true, of course, with respect to highly skilled athletes. We should note as well the many bona fide professionals who work in the arts or sports. We expect the doctor for the sports team to carry out her medical practice in a professional way; by the same token, we expect the teacher or the professor in an art school to live up to the expectations of the profession of educators.

-I found of special interest the comments about architecture from David Handlin. While artists are not considered professionals, architects lay claim to that descriptor. Reflecting on nearly a half century as an architect, Handlin points out that much of the traditional work of architects is now undertaken by a gaggle of experts, few of whom are themselves professionals. Moreover, the one trait that used to characterize all architecture—the ability (and, presumably, the desire) to draw—is now done by computers. What is left is leadership of the enterprise; much like the conductor coordinates the orchestra players, the architect coordinates the other experts and workers. And so, perhaps not surprisingly, the professional term architect has been ‘hijacked’ to apply to any individual whose job it is to lead or to orchestrate the contributions of a whole team (see also the less lofty term “curator,” also used promiscuously). So while the nature of the architect’s job has changed greatly, the status and importance of the role has been maintained. As Handlin says, in conclusion, “So, indeed, these are tumultuous times in the profession, but there will always be architecture.”

-I leave the final word to a philosopher who sent me a private message. He quipped that as a member of “the second oldest profession,” he felt his practice was unlikely to be disrupted either by monetary seductions or ubiquitous apps.

Thanks to commentators Pat Barry, Steven Brint, Laurie Brown, Thomas Ehrlich, David Handlin, Jason Kaufman, Joan Miller, Rick Miller, Terry Roberts, Peter Sims, and Wendy Woon.

This is the eighth in a ten-part series in which I respond to the comments received regarding my essay “Is There a Future for the Professions? An Interim Verdict.”

Bridging the Digital Divide: A Student Film Festival on Digital Citizenship

By Johanna Mustacchi

Johanna Mustacchi has been an educator in the Croton-Harmon, New York, school district for the past two decades. She teaches Media Literacy and Communications Skills, Digital Citizenship and Mindfulness at the Pierre Van Cortlandt Middle School and has written several times for Educational Leadership magazine on the teaching of media literacy and digital citizenship. She is a member of the National Association for Media Literacy Education and is on the advisory panel of Mindful.org. Johanna is deeply committed to helping young people develop a greater awareness of themselves and the world around them. She can be reached at Johanna.Mustacchi@chufsd.org.


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When a student wants to avoid engagement in a class discussion because she feels unprepared, she looks down at her notebook. The trick is to not make eye contact with the teacher.

In the technology-rich world populated by their children, parents often feel so unprepared to engage in important discussions about responsible, safe and ethical use of digital media, they, too, “look down.”

The current generation of youth lives in the digital universe with surprisingly minimal guidance. Over the years, I have spoken to countless parents who are overwhelmed by the sheer quantity of online issues and challenges their children face with few navigation tools. While parents may understand that many of the same rules apply between traditional citizenship and digital citizenship, the lines are blurred for children who often behave quite differently online when “no one is looking” than they would in person. I once had a student blurt out in a class on online piracy, “I’m not paying a thousand dollars for a thousand songs!” Needless to say, a lesson on the ethical dimensions of media downloads ensued. As Nancy Willard states in her Education World article “Why Teens Make Unsafe Choices Online,” without tangible feedback, teenagers’ brains lack the development to process the repercussions of their online behavior. Parents can use their wisdom and life experience to provide the moral compass their children need to expertly steer their digital lives.

Over the past school year, I and four of my colleagues worked to build a bridge over the digital divide between parents and children, using a showcase for student creativity and work as the arena for meaningful and honest dialogue about citizenship in our digital world.

I cannot underplay the enormous influence Carrie James’s book Disconnected: Youth, New Media, and the Ethics Gap played in the genesis of an event that drew 150 parents, students and community members. After reading the book a year ago, I contacted Dr. James explaining that, while I completely agreed with her call to action to bring parents into the conversation, I wanted her to know how difficult it is to generate parental interest in school events that are not centered around the arts or sports. Taking her sage advice, I followed her prescriptions and can now report on the success of an event that had students “acknowledge and explore the moral and ethical dimensions of online life…” (Chapter 5 of Disconnected). 

Focus Groups

Ten months prior to our event (which turned out to be a film festival focused on digital citizenship), two school counselors and I assembled four small focus groups of students in 5th through 8th grade. We gathered information about how students in these age groups spend their online time, including the role, or lack of role, their parents played.

Newsletters

In the fall of the new school year, I began posting on my school web pages a series of “digital citizenship” newsletters targeted to parents. Based on some of the results of our focus groups, and particularly upon my experience teaching media literacy and digital citizenship at our school for the past ten years, I focused the newsletters on provocative topics that would help parents begin conversations with their children at home. To help parents bolster their understanding of these issues, each newsletter provides links to topical articles, statistics, student voices (culled from survey questions I gave my own 8th grade students) and parent surveys. So far, I’ve published newsletters on the topics of sexting, online piracy and technology distractions.

Planning a Film Festival

About six months prior to the film festival, we assembled a team of two administrators, two school counselors and myself to plan an evening that would not only showcase student films, but also an 8th grade student poster session with activities related to digital citizenship, and a panel discussion with students speaking frankly about the role of technology in their lives.

We opened the festival up to all students in 5th through 8th grade, allowing them to sign up individually or in teams of up to four students; of the fifteen teams that originally signed up, nine actually made films. This high return was largely due to how we monitored student progress from day one, including three mandatory meetings and frequent check-ins with individual teams. To guide them, each team received a packet containing rules and criteria, as well as the judging rubric, storyboard template, information on film techniques, bibliography sample, and film submission form. Students received guidelines that included a brief discussion of digital citizenship with questions from which to choose and research for the subject of their no-more-than-two-minute films, divided under the categories of Privacy, Property, and Participation delineated in James’s book.

Marketing the Film Festival

To promote student interest, we focused the entire month prior to the festival as Digital Citizenship Month in our school’s thriving Advisory program. During their lunch periods, students watched and discussed videos on digital citizenship topics with our assistant principal, and during their Advisory classes, students participated in further activities. In addition, we advertised the film festival with flyers, daily announcements, website announcements, and a series of email blasts to all parents, including survey questions later used in the festival’s panel discussion. At the same time, my 8th grade students were in the process of creating cyber safety lessons for my 6th grade students. These students turned their lessons into highly engaging posters for the evening’s poster session, which they presented to visitors.

The Film Festival Evening

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We divided the evening into three parts: the 8th grade poster session; a panel discussion featuring three 9th grade students (from our 8th grade focus group of the year before) answering parents’ questions; and the showing of the nine student films followed by certificates for all filmmakers and awards and prizes for the top three films. We had judged the films two days beforehand with the help of a faculty member from the Jacob Burns Film Center Media Arts Lab. The poster sessions and films focused on a broad range of issues, including plagiarism, piracy and fair use, phishing scams, cyber bullying, sexting, online grooming, catfishing and behavioral targeted advertising. We also put together a parent tips packet so that they would have additional material to take home and use as conversation starters with their children.

The Other Bridge

In addition to bridging the digital divide between parents and children, another important goal of the festival was to bridge the ethics gap apparent in the digital lives of youth, described by Dr. James. I noticed that gap closing over and again on that March evening, when 8th graders passionately taught mothers, fathers, sisters and brothers how to respond to an inappropriate text message; when our 9th grade guest speakers implored parents to pay attention to who their children are speaking to in their online games; and when 5th, 6th, 7th and 8th grade filmmakers created stories that highlighted some of their own experiences with ethics online. The film festival exposed parents and children to issues they may not have considered before, providing the opportunity for a more open dialogue.

The success of this event was summed up beautifully by one of the 6th grade filmmakers, who said, “I wanted to make a movie about cyberbullying because it’s a real issue. My favorite part of making the movie was that every day we would go to my friend’s house, and we would film little parts of it, and even though we were talking about a serious subject, it was still fun to do, because then I could educate my fellow classmates and tell them about it, but also in an okay way, not [in a way] that would make you feel really sad.”

Excellence, engagement and ethics all rolled into one.

Disaggregating the Professions: Comments on the Law

When I released my original essay on the future of the professions, I was very pleased to receive comments from individuals representing a wide array of professional domains. I was surprised—though, to be frank, not that surprised—that so many of the comments came from lawyers.

I comment here on issues raised specifically by lawyers or by others about the law. (In the next blog, I’ll survey some other professions and non-professions.)

-Law is not a monolith. Roles range from prosecutor to defense lawyer; from corporate ranks to self-employed; from full-time practitioner to teacher to judge; from general practitioner to highly specialized technician. Equally diverse are the clients: individuals; small businesses; non-profits; huge corporations; municipalities; nations; even international courts that purport to represent all of mankind. Any thorough study of the legal profession needs to take into account the attributes, needs, and resources available to individuals wearing these different legal garbs.

-Legal training often does not lead to the practice of law. Even those individuals who are sought after by elite firms may elect to go into business, politics, real estate, or other vocations. And while engaged in these other realms, individuals may or may not draw on their law expertise or even indicate that they have legal training and (if so) whether they have passed the bar.

-There is a huge disjunction between two groups: 1) Well-compensated lawyers who work in “white-shoe” firms for well-resourced clients or corporations; and 2) The far larger number of lawyers who are solitary practitioners or work in small partnerships and who often struggle to make ends meet.

-Despite the aforementioned subdivisions of the law and of legal practice, we cannot conclude that one group of lawyers is more or less likely than the others to behave in a professional (or non-professional) way. There are highly ethical corporate lawyers, litigators, and small-town general practitioners; but there are also members of each of these groups who cut every corner that they can and who may ultimately lose their licenses to practice law or even be sent to jail. As one commentator suggested, instead of regulating lawyers per se, perhaps one should regulate the delivery of legal services, however they are carried out.

-There is today a massive misalignment between where lawyers most want to practice (location, type of practice) and where lawyers are most needed. While attempts have been made to realign supply and demand (e.g. by relieving law school debt for lawyers who enter public service), such options have not succeeded in significantly ameliorating a troubling national (and perhaps global) predicament.

-Lawyers (including those who commented on my essay) disagree with one another about the extent to which, and the ways in which, their work can be handled by paraprofessionals or by software programs. They also disagree about the extent to which the law valorizes logical reasoning, as opposed to human relationships and wise counsel. Some deplore the inbred nature of legal language and reasoning, while others take pride in highly-honed expertise. But nearly all agree that, with respect to the most complicated cases, human judgments by well-trained legal minds are at a premium. And in many cases, a combination of initial software products, then judged and nuanced by trained lawyers, seems the optimal route.

-Recognizing these various points, it remains the case that there is a central tension in the practice of law and in our legal system: does one defend one’s client(s) in every way possible, or does one exercise some restraint—either because of the legal creed one has sworn to uphold or because of one’s personal value system? Other professions are not characterized by so sharp a conflict.

The many valuable distinctions and points made by lawyers underscore the complexity of any professional terrain.

Thanks to commentators Eric Blumenson, Harry Lewis, Edward Montgomery, Eva Nilsen, Sean Palfrey, Andrew Perlman, and “Young Lawyer.”

This is the seventh in a ten-part series in which I respond to the comments received regarding my essay “Is There a Future for the Professions? An Interim Verdict.”

Making Good Schools: Reflections of a Life-long Educator

By Ann Lewin-Benham


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In today’s society dialogue is barely civil, so it is exciting to read about the Good Project’s ideas about Good Work and their application to education. My question is: can the Good Work enterprise leave the realm of ideas and become a wide reality, bridging the gap between theory and practice?

Since my early 20s, I have tried to make better learning environments by founding and running both schools and a children’s museum. Eureka? No! The schools served vanishingly small numbers. After nine years, the preschool, which had received much acclaim, folded, defunded by the political morass in Washington, D.C. The junior high school preceded the charter school movement, became well-instantiated as the D. C. Public School’s safety net, and tripled in size and budget. But today, 26 years after opening, the school has an uncertain future: a Trustee is alleged to have stolen a huge amount of funds. And the Museum? For over 20 years, it served many thousands annually. In 2010, the Trustees closed the museum, sold its property to a developer, reopened in a storefront, closed soon thereafter and never reopened.

I find it a disgrace that some charter schools today are more about profit than pedagogy. I am disheartened that school success in the lower grades is mainly quantified by outcomes on one-right-answer tests and that politicians continue to “make schools better” through shallow measures, not by discerning if students have learned how to learn. I am saddened that many bright young adults dismiss teaching as a career. I am chagrined that pre-service education does not teach classroom management skills and that good lessons proposed by teachers-in-training that do not “fit” the standard curriculum are not used. I am disappointed that museums do not play larger roles in more children’s education. And few teachers know how to use new information about the brain to make learning more effective.

On the positive side, there are far more alternative schools now than in the 1970s. Yet we know little about their effectiveness. Public opinion on education is based on the media’s showcasing isolated practices that may—or may not—be exemplary. These are stumbling blocks in making better schools. Philosophers and researchers on Good Work need to guide schools. Good ideas and realities on-the-ground must meet.

To meet contemporary challenges (ranging from climate change to mass immigration), education must help children become reasoning, compassionate, and creative adults. Solutions must come from wise theorists and experimental practitioners who collaborate to help all children learn how to learn.

So I ask: What if . . .

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1. Models were identified of high-caliber teachers and classrooms in three categories: 1) exemplary; 2) could become exemplary with slight change; and 3) potential to be reworked. Models diverse in geography, pedagogy, culture, and economic status would become observation and placement sites for trainers-in-training and teachers-in-training. Model teachers would be the “best and brightest” leaders, most capable, charismatic, and open to change. Stand-alone classrooms could be within larger schools.

2. Diverse approaches were identified that have proved effective over time, reflect research on the brain, exemplify best practices, and use some form of authentic assessment. Some examples include theories and/or practices of (in alphabetical order):

  • Edward de Bono, British physician and creator of the term “lateral thinking.” He developed an approach to teach creative skills that reflect intelligent thinking.

  • Reuven Feuerstein, Israeli psychologist, created 1) a theory that adult/child interactions modify cognition; 2) a testing of one’s capacity to change, not what one has learned; and 3) multitudes of exercises to develop thinking, used worldwide.

  • Howard Gardner, American psychologist, created Multiple Intelligences theory, heretical when proposed but now accepted widely. MI replaces the idea of one intelligence center with many areas for different kinds of intelligences.

  • David Hawkins, American physicist/philosopher, believed we learn from “I” (learner), “thou” (teacher), and “it” (what is taught) relationships and open-ended “messing about” with rich “its” and knowledgeable teachers.

  • Salman Khan, American educator, created Khan Academy, a free on-line school with lessons in 20 languages and many subjects from kindergarten to college. The approach is based on the belief that anyone can learn anything once strengths and weaknesses are identified.

  • Loris Malaguzzi, Italian, founder of the Reggio Emilia Schools, called the world’s best, based on a belief in children’s competence. Curricula emerge as 3-month to 6-year-olds collaborate together and with teachers on complex problems.

  • Maria Montessori, Italian, medical doctor, anthropologist, and educator. Created a philosophy, robust materials, practices, and teacher education methods used worldwide. Neuro-science now affirms what she knew intuitively.

  • Seymour Papert, South African, mathematician, philosopher, and computer scientist. Created LOGO, a language for young or low functioning children to “program” computers to act in intrinsically interesting ways; merged LOGO with LEGO.

  • Theodore Sizer, leading education reformer. Created the national Coalition of Essential Schools. Hundreds of schools changed all facets of practice to meet rigorous standards including limiting school size to about 200 students.

  • Rudolf Steiner, Austrian, social reformer. Created Waldorf schools, today about 1,000 worldwide, emphasizing education for the head, heart and hands with no limits on content.

  • Lev Vygotsky, Russian, psychologist. Created a socio-cultural theory that accounts for the role of language in thinking as the basis for how we learn.

3. Content were to build skills in focused attention, intention, reflection, observation, and documentation; collaborative endeavor; and compassion. Such content would enable:

  • Skill in the art of focused, respectful conversation

  • Proficiency in “reading” printed materials, images, and body language

  • Understanding and application of mathematical concepts and functions

  • Capacity to manipulate phenomena in the sciences and technology

  • Competence in using diverse materials and tools

  • Agility in musical, theatrical, graphic, plastic, kinesthetic, and media arts

4. Classroom management skills were to support:

  • Individual or small group work

  • Conversation among teachers and students

  • Long, uninterrupted work time

  • Respectful use of permanent, natural, and consumable resources

  • Individualized instruction in decoding, encoding, presentation, and quantification

  • Understanding of diverse cultural practices

  • Development of varied cognitive abilities and multiple intelligences

  • Techniques that use cognitive means to quell negative emotions

  • Authentic assessment to provide evidence of students’ annual growth

Such models would be brain-worthy; would engage students’ diverse interests, competencies, and intelligences; would direct misbehavior into productive endeavor; would prepare students to meet 21st century challenges; and would help students learn how to learn. Such models would be evidence that theory and practice were integrated.

Ann Lewin-Benham is an educator and author. Her website is annlewin-benham.com. She can be reached at Ann@AnnLewin-Benham.com.

Revisiting the Arguments of Richard and Daniel Susskind

I decided to launch this blog late in the summer of 2015. One of the catalysts was a book called The Future of the Professions bv Richard Susskind and Daniel Susskind, a father (lawyer)-son (economist) team who live and work in England. The book was not yet published in the US, but I had received an advance copy.

The book is highly informative and in many ways fascinating. It is also provocative, and not surprisingly I disagreed with several of its key claims. Some months later, when I decided to write a lengthier essay on the same topic, I devoted part of my discussion to a brief summary of their argument and mentioned some of my misgivings.

Any doubts that I may have had about the power of the Internet were dispelled when, barely a week later, I received a note from the Susskinds themselves. Though we did not know one another, they had apparently learned of my critique through social media. They were making a trip to the United States—their book was now available in the US as well as the UK—and they expressed the hope that we could meet. My wife Ellen and I invited them to our home for brunch. Richard and Daniel turned out to be delightful guests, and we discovered many ideas, experiences, and persons whom we had in common.

Our conversation over bagels and lox also helped me to understand better our areas of agreement and disagreement. It is hard to dispute their point that digital technologies (e.g. powerful apps that can do one’s taxes or suggest an appropriate medical diagnosis and treatment) can make available a degree of expertise that ordinary individuals all over the world could not afford to hire and might not even be able to access. Indeed, various apps help almost everyone, while others are especially helpful to those who cannot afford the high fees charged by professionals in law, medicine, and other high-status occupations. I also agree with their point that many professionals—we talked particularly about individuals in law and accounting—are best thought of as business people whose loyalty now is directed toward the profitability of their respective companies and not, alas, to the founding values of their profession.

It’s important to separate the following questions:

1.) Are the predictions of the Susskinds likely to come to pass?

2.) If they do materialize, should we be pleased or distressed?

As to the first question, the Susskinds have made a convincing case that many if not all existing professions will be fundamentally disrupted by the powerful new technologies that have emerged in the past few decades. These technologies will make it possible, at a fraction of the present cost, for ordinary persons to have access to knowledge and services that until now were available only from other human beings (called professionals), who typically charged large sums for their services. It’s not clear which vendors will provide these services and whether these vendors will be reliable and trustworthy, but there is little doubt that the services will be widely available and frequently accessed.

It is by no means clear whether these trends will abolish all present and all conceivable future professions or instead lead to the creation of new professions. As an example, while they are not yet dubbed as professionals, technology specialists—such as those who control servers—have tremendous power, possibly amplified by the fact that their identities are currently largely unknown. It is conceivable that the rise of cyber-society will introduce a whole new set of professions and professionals who manage data, algorithms, hardware, software, privacy, and the like.

Also, as I argue in my original essay, not only are we unable to predict the effectiveness of various digital entities; we also cannot predict the kinds of problems and possibilities that may arise within and across nations. Issues ranging from climate change to digital warfare to the migration of huge populations to the lengthening of the life span may require all sorts of new human expertise which could well congeal into new professions.

It is also possible that, if most ordinary work comes to be done by digital entities, more attention will be directed toward creative activities, particularly in the arts, and to new and complex face-to-face social interactions among human beings. Both spheres could conceivably spawn new forms of professional expertise.

Turning to the second question, I’m persuaded that many individuals, particularly those without means to purchase expensive services from other human beings, will be better off obtaining those services from various technologies. In this sense, I am a utilitarian—the greatest good for the greatest number.

But I continue to have other concerns. First of all, human society has always depended upon work—the sweat of the human brow of the laborer as well as the furrowing of the brow of the professional. It’s not clear that, as a species, we will easily come up with an acceptable substitute. (I believe that the Susskinds share this worry.)

Second, I worry about who will be designing these platforms, apps, and technologies, who will “own” them, whether the designers and their products can be depended on (indeed, whether they’ll behave in a professional manner!), and what happens should the various new technologies point users in opposite directions… is there a “master” algorithm to consult? As the Romans put it, “Quis custodiet ipsos custodies?” (“Who will guard the guardians?”) Perhaps there are advantages to “muddling through,” a process that will be lost in a completely digitized society.

Finally, and this is central to the theme of a blog called “The Professional Ethicist,” the true professional—even though she may be rare and getting rarer—represents a remarkable human achievement. I stand in awe of individuals who devote years to mastering an area and use their expertise to serve others in a disinterested way, over a long period of time, without much attention to personal wealth or prestige or power, and then seek to transmit expertise and exemplary values to younger acolytes. I want to live in a world where it still matters to say of someone, “She is a real professional!”

I close by thanking Richard Susskind and Daniel Susskind for their exemplary collegiality. They kindly accepted an invitation to speak at the American Philosophical Society, and I am likely to be a commentator. Conversations central to this blog are likely to continue for some time to come.

This is the sixth in a ten-part series in which I respond to the comments received regarding my essay “Is There a Future for the Professions? An Interim Verdict.”