This book is written for those who will live beyond tomorrow in an unknown future. Technology, and specifically artificial intelligence (AI), is advancing at a rate that is unparalleled in human history. Human beings are capable of great accomplishments, beautiful expressions of creativity, and horrific acts of brutality. If humanity is to survive, we need to evolve. Today’s educators, and students, are locked into education systems designed for a past that no longer exists. As artificial intelligence outpaces the computational skill of the human brain (biological intelligence), and data is now readily available in this technological age, we must identify the unique human strengths that will guarantee the survival of our species.

I like to think in terms of bubbles in time that encapsulate our lives. We build nests for security and when we are gone, our accumulated possessions are dispersed. What we leave behind, if anything, is genetic material-if we have children-and the remnants of our accomplishments if they are significant enough to be useful in a future time.

Some people dream of a future for mankind that exists beyond their personal bubble. Most hope that they have provided a foundation for their descendants and for all who will live in future societies. I have spent most of my adult life teaching; trying to make education relevant, dynamic, and individualized to meet the needs of every learner. I believe in empowering students to become self-directed learners. They need to have a reliable skill set that allows them to follow their passions, think critically, learn at an accelerated pace, adapt to changing situations, work collaboratively, and hold to the highest standards attainable as ethical human beings. I want to do what I can to prepare our kids, so they can ‘live long and prosper’ in their time.

Juval Noah Harari is a present-day historian and philosopher. Much of what I understand about our species, the future of mankind, and how best to prepare those who will live in the future, comes from Harari. There are other leaders with powerful insights as well. Once, in a time past, I envisioned tomorrow and went with my insights and dreams. I shared much, wrote many words, lived and taught by example. I was joined by others who had similar insights. The information my wife and I gained about accelerating learning, through building Crow Canyon, an education and archaeological research center, was powerful. Now, with almost sixty years of experience as an educator, I continue to write about how we have to restructure education to better prepare students with skills for their future-a future which is not entirely unpredictable.

My most effective teaching was around campfires. With the help of my wife Jo, who brought music, poetry, and insights to cement experiences, we wove reality and history into stories that could be retold as a foundation for the times ahead. The gathering of students-the class and dialog-described in this book exemplifies a model classroom for the future. I set the parameters for the students and gently guide their search for answers. As the class progresses, I begin to withdraw and become part of the team. The students take power, use their skills, explore new ideas, reflect on their own experiences, and apply their insights to the design of an improved education system for the future. This search for answers takes place through a medley of student dialogues.

Welcome to the fire.