A recent IET item about what school kids expect from driverless cars provides an interesting insight to how our digital-native school children imagine and think about the future. Their internet-dominated world provides lots of content about a future full of driverless cars, robots, Artificial Intelligence (AI), and renewables replacing fossil fuels. It’s unsurprising, therefore, that driverless cars grab their imagination, especially as they have the vehicles operated by their parents as a tangible, modern-day reference point.
It has always been the case that when school kids are asked how they imagine life to be a few decades in the future, their answers are influenced by their awareness of technology advances, hot societal issues, their interests, and factors like their family and schooling environment. When the Badger was a schoolboy, the Apollo Space Programme putting men on the moon was in full swing, nuclear reactors were proliferating to generate electricity, satellites were blossoming to broadcast television pictures around the world, and semiconductors were rapidly changing the size, capability, and quality of radios, televisions, gadgets, and mainframe computers used by major corporations. If the Badger and his school friends had been asked what life would be like some decades later, then living on the moon, human interplanetary space travel, abundant cheap electricity, and less work and more leisure time due to automation would have featured in the answers. Such answers are, in fact, similar to those in this interesting BBC Archive footage of 1960’s kids talking about the year 2000 .
Comparing what the Badger and his friends would have imagined with how things turned out just confirms what mature adults know, namely that the future is always different to what kids think it will be! After all, humans are not living on the moon or engaging in interplanetary space travel, nuclear reactors haven’t given everyone abundant cheap electricity, automation hasn’t really produced less work and more leisure time, and no one imagined the internet. It’s a certainty, therefore, that what today’s school kids are imagining the future to be will not happen as they envisage. There’s a quite simple reason for this and it’s this; kids’ imagination is unencumbered by the hard realities of politics, finance, economics, bureaucracy, legalities, and liabilities. It’s these realities that explain why the future is never quite what they imagine.
Today’s school kids should always be encouraged to imagine the future, but will what they imagine for driverless cars journeys on public roads become a reality in a few decades time? Unlikely, because delivering what technology can do into real use is always constrained by non-technological factors. Where the non-technological barriers are lower, however, things happen faster. For example, the school kids of farmers who imagined driverless tractors many years ago are seeing this come to fruition. Truly driverless tractors for use in fields will be coming off the John Deere factory line later this year.