## Key Ideas > [!abstract] Core Concepts > > - **Generic skills are biologically primary**: Problem-solving, creativity, and critical thinking develop naturally without instruction > - **Domain knowledge drives skill application**: Effective use requires extensive subject-specific knowledge, not transferable abilities > - **Knowledge-rich curriculum essential**: Building expertise through explicit teaching enables meaningful skill application ## Definition The term _21st Century Skills_ refers to abilities including [[Problem-Solving]], creativity, critical thinking, collaboration, communication, and resilience. These skills have existed throughout human history. Some commentators view the "21st century" label as marketing rather than pedagogical innovation. ## Connected To [[Biologically Primary & Secondary Knowledge]] | [[Problem-Solving]] | [[Knowledge-Based Curriculum]] | [[Explicit Teaching]] --- ## 21st Century Skills are Biologically Primary Advocates of approaches like [[Non-Explicit Teaching|inquiry-based learning]] argue that it is the best method to develop these _21st Century Skills_. However, [[Cognitive Load Theory]] suggests that these general skills are [[Biologically Primary & Secondary Knowledge|biologically primary]] and do not require instruction. > [!cite] Sweller (2019) > Over the last few decades, many educationalists, correctly realising the importance of such [[Biologically Primary & Secondary Knowledge|biologically primary]] skills, have advocated that they be taught. Such campaigns tend to fail, not because the skills are unimportant but because they are of such importance to humans that we have evolved to acquire them automatically without instruction. ## 21st Century Skills Require Domain-Specific Knowledge Research indicates that applying these skills requires domain-specific knowledge (Willingham, 2007; Chi et al., 1981): - **Problem-solving in mathematics** requires knowledge of facts and procedures (Sweller, 1988) - **Creativity in music** requires proficiency in playing instruments and understanding of musical theory (Ericsson et al., 1993) - **Critical thinking** on an issue requires substantial knowledge about that issue (Willingham, 2007) These skills are manifestations of domain expertise rather than generic transferable abilities (Tricot & Sweller, 2014). ## Novices vs. Experts The primary difference between novices and experts in a given domain is that experts possess a greater amount of relevant domain-specific knowledge (Chi et al., 1981). The development of 21st-century skills therefore requires a [[Knowledge-Based Curriculum]] and [[Explicit Teaching]]. ## "We don't need to memorise anything!" Some commentators make confident predictions about the unknowable future and use that to further their progressive education agendas. > [!cite] Howard Gardner at the OECD Educating for Innovative Societies Conference (2012) > When the answers to factual questions are available at the click of a button, there is no point in spending time committing the information to memory ... going forward, our focus in schools ... should be on understanding the methods by which assertions are made, the way that a question is posed, how relevant data and arguments are marshaled, what kinds of challenges have been considered, how they have been responded to ... - Having access to a vast repository of information is nothing new. Libraries have existed for millennia. - Students cannot think critically nor make informed judgements about the value of information without automaticity in recalling necessary domain knowledge. - Having information at the click of a button is not as effective as being [[Fluency|fluent]] in that knowledge and integrating it into existing [[Schema|schemas]]. One cannot comprehend a text if they need to look up the definition of every word, then decide which definition is relevant. ![[JustGoogleIt.png|400]] ## References Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. *Cognitive Science*, 5(2), 121-152. https://doi.org/10.1207/s15516709cog0502_2 Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. *Psychological Review*, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363 Gardner, H. (2012). *Address to the OECD Educating for Innovative Societies Conference*. Organisation for Economic Co-operation and Development. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. *Cognitive Science*, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4 Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. *Educational Psychology Review*, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5 Tricot, A., & Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. *Educational Psychology Review*, 26(2), 265-283. https://doi.org/10.1007/s10648-013-9243-1 Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? *American Educator*, 31(2), 8-19. ---