The Next Economic Paradigm

Tag: solution

Building Better Problems

The solution to any problem is entirely dependent on how the problem is defined. Likewise, redefining the problem, exposes huge opportunities for new solutions.

In Fact, a great deal of innovation arises not from a clever solution, but from a clever new definition of a problem.

For example, “build a better mouse trap” has entirely different outcome when one simply changes the definition of the word “trap”.

Manufacturing Problems.

Commercial Air Transportation, for example, was once lauded as a “Time Machine” because airplanes could carry a person into “a future” that was otherwise impossible to emerge in, or to a “past” that would never have been witnessed by any other means.

However, solving this problem created many more problems such as runways, infrastructure, car parking, noise, oxygen, crashing, etc. Diligently, we went about solving those problems as well. Unfortunately, solving each of those problems created a host of new problems. Today we’re down to solving the 3.0 ounce of toothpaste rule and the flammable underwear problem.

At some point we need to ask if we are manufacturing problems with every new solution. At what point is innovation taking us backwards? How prevalent is this human trait and does it have anything to do with the financial deficit?

Redefine the Problem

One of the greatest opportunities of Social Media (which is rarely cited by the experts) is the opportunity to redefine problems in the context of social media. Using our airline example, we know that commercial aviation arose from WWII as a response for bringing troops to static battle fields with such dynamic machines as the DC3. This worked great after the war too!

Today we still treat people as static and airplanes as dynamic. Suppose we were to redefine the problem so that people are dynamic and the airplane is static?

Think about it, people go about their life with work, family, and friends. Then they hop into a long aluminum tube, tie themselves down and sit there doing nothing. After a few hours, they emerge from the tube to go about their life, work, family, and friends. The aluminum tube is static, not dynamic – it’s a time machine, remember?

The opportunity, therefore, is for people to self-aggregate using social media around locations, schedules, and events related to life, work, family, and friends. The market could then supply the correct size aluminum tube to meet the need of the community. After all, wouldn’t it be easier to move one airplane to meet the ‘market of many’ rather than trying to move the ‘market of many’ to meet one airplane?

This may sound trivial now, but don’t underestimate the creativity of social entrepreneurs to build a better problem to solve.

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The Winners of War Write the History

Every once in a while the debate on written history emerges through school textbook selection, a controversial act of legislation, or by a historic figure defending their legacy long into what should otherwise be a comfortable retirement.  Even in the age of Social Media, the tenet holds fast; the winners of the war write the history.

Enter Social Media.

Computer enabled society has a way of flipping ideas over on their head.  For example; if the winners of the war tell the history, then the inverse must be true. Those writing history are the ones that win wars.  As traditional news media gasps under the weight of a millions of bloggers, so goes one of the most prominent fortunes of war – the ability to define a culture.  The history still gets written.

“Extra Virtual” Education

Education, like traditional media before it, is encountering their nemesis in the Internet.  The content that kids get on the internet is superior in richness, diversity, and relevance than textbooks.  No longer can school administrators select the material that students must learn. If they don’t agree with the way history is written, they can easily find an alternate history.  They can live in “extra virtual” space – that is, outside the virtual world and inside a chosen reality.  People discover their own culture.  The history still gets written.

Historical Perspectives

Ultimately our new historians need to enter the workforce to decide what to innovate, what to produce, and what to be passionate about.   Where will they find perspective?

The study of history is essential to the three ultimate purposes of education in a free society: to prepare individuals for (1) active citizenship, to safeguard liberty and justice; (2) a career of work, to sustain life; and (3) the private pursuit of happiness, or personal fulfillment.

Expanding Conclusions

Many conclusions are based on a set of assumptions.  The more elaborate the assumptions the more risk there is at arriving at the wrong conclusion.  However, when two opinions are built on the same assumptions and yet their conclusions differ, that difference is a very valuable set of data because it now defines a range of possible outcomes.  As such, the inverse must also be true; there are many possible ways to achieve a solution within the range of desireable outcomes.  This is the domain of the innovation economy.

The True Value of Education

The next economic paradigm will be characterized by many history tellers multiplied by the number of ways to attain the goals of education in a free society; including, but not limited to active citizenship, safeguarding liberty and justice, sustaining life in a joyful career, and the pursuit of happiness and personal fulfillment.

There is only one way to travel a single known path.  However, from the ability to compare alternate histories, the purpose of education is greatly expanded and the value of education is multiplied many times over.  The teacher will become the ultimate entrepreneur.

Ignorance does not win wars, let that history be written.

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