It's a Mystery

There is a fair bit being written about the "next generation." 

The "lost generation" (1883-1910; 114+) is passed, the "greatest generation" (1901-1927; 97+) is dramatically shrinking. The "silent generation" (1928-1945; 80-96) is rapidly aging out of active societal participation, but perhaps retains some potential to mentor and influence. 

Now comes the decline of the once mighty "baby boomer generation (1946-1964; 60-78). The oldest "boomers are in their late 70s and the youngest are on their final approach for retirement. These are the old guys like Rafael Gonzalez who has "been there, done that," but may have a few years left in the tank. They may not have their gears down, and they may not be fully lined up on the field, but most of them can see their destination landing strip.

I was in Miami and West Palm Beach last week. It was an intriguing trip from various perspectives. Some new experiences, and fresh faces. And there were a great many familiar folks in the audiences. In a nutshell, it was fantastic to see people in person. It was encouraging to meet and converse with young lawyers. Back to the "next generation."

"Generation X" (1965-1979) is reasonably engaged today. These folks are 45-59, and in large part are now running things. They have quietly assumed the mantra of management, responsibility, and ownership. They are reasonably cordial to the old "boomer" folks, but they do have some different thoughts. That said, they are closer to the "Boomers" and their habits than they like to think.

They are followed by the "millennial generation" (1980-2000). Those folks range from mid 20's to mid 40s. The Millennials are the largest group of workers in the American workforce. They are perceived by some as "unique" and others as "unprecedented." In truth, they are merely different, just as each successive generation has been, always, forever. They are the children of the 1980s in large part, steeped in the begining of the "me" mentality. The 1980s largely brought us acceptance and even celebration of narcissism ("extermely self-involved.")  

And the "next generation," labeled by the so-called experts as the "new silent generation" or "generation Z." These folks were born into a world of wonders. They do not recall a great many things we old folks found innovative and wonderous, but today are curious and antiquated (dot-matrix printers, floppy discs, and more). 

The "next gen" stands on the shoulders of the prior generations and reap the benefits of innovations and ingenuity past. Before you are too hard on them, we have all done so with our individual and generational comings of age and torch passing. They too will come to realize, in time, that we are all both blessed and cursed by our predecessors. 

Without exception, every generation has uttered the dreaded "these kids today." There is a universality to the lamentation of whatever any "next generation" faces. You need not believe me on this, just stick around a bit and you will witness it yourself. Remember Carly Simon?

"I know nothing stays the same

But if you're willing to play the game

It's coming around again"

(Arista 1987). Are you "willing to play the game?" The 20-somethings of today will soon enough be sitting in a rocker on the front porch screaming "you kids get off my lawn," and lamenting "these kids today." The die is cast, the cycle inescapable, the irony thick. 

Thick as the irony is, it can only be lived forward and yet only appreciated in retrospect. The "next gen" are on the same roller coaster ride I just got off of, but they are convinced their ride is unique and unprecedented. They are mistaken, but no more naive than I was when I got on a few months back.

There is a wonder in the world of today. People walk around with 24/7 (near) uninterrupted access to a vast assortment of human knowledge. Back in my day, we lamented having to learn mathematics and memorizing historical dates. I vividly recall the "how will I use this," and "why can't we use our calculators?" Yes, they were calculators, not abaci. I remember teachers expressing their beliefs about knowledge, learning, and education. They had a perspective, and it did not necessarily gel with ours. There was friction. 

I recall comments like "you may not always have a calculator," and "knowing dates brings you perspective." I didn't buy a lot of that then, but over the years I have come to appreciate some of it (retrospect). 

In college, I spent an entire semester learning how to long-hand calculate various averages, deviations, and related formulae. I can do the same math today with almost any spreadsheet program in a few moments. When I forget how, my good friends Google, Edge, and Firefox are ready advisers. Remember Paul Simon?

"When I think back, On all the crap I learned in high school

It’s a wonder, I can think at all"

(Columbia 1973). He was singing about film. Kodachrome film. Half the people reading this will need an internet search to grasp what that is, and why it was important. Why recordations in living color, bright, vibrant color mattered (matters?)("everything looks worse in black and white").  

I am promised that my computer will continue to improve. The software will become increasingly pervasive and interactive and even prescient. I am promised a robot to do my bidding and make my life easier. I am promised self-driving cars, smart appliances, and more. I am promised a never-ending parade of intervention with and substitution for "me," such that my skills, knowledge, and experiences will become increasingly a redundancy and obscurity. In what will I find self-actualization, some video game?

I have recognized my coming obsolescence. To an extent, I have accepted it. I am confident that there soon comes a "next generation" that will be capable, effective, and successful, whatever that means for them. But, I am often given pause.

The New York Times published "A Crisis of School Absences" recently. The main point is that school absences increased during COVID-19 (28% chronic absence). There is no surprise there. What is troubling is that the rates have not returned to pre-COVID (15% chronic absence) in the years since. The "chronic absence" means "missing 18 days of the school year for any reason." That is almost four  weeks. That is a troubling trend. Is anyone else troubled that 15% is (or ever was) accepted as "normal?"

Those who study such things are troubled that "absenteeism has increased across demographic groups." This is a biased and prejudiced statement that borders on revolting. Why is the trend more disturbing because it is more widespread? Why was it not just as disturbing in any, isolated, demographic? Is it me? ("you kid's get off my lawn!"). Why is absenteeism spreading, increasing? It's a mystery ("no its not").

There is direct educational impact. But, the article also notes that the "absenteeism means less stability about...friends and classmates." There is an element of school attendance that is social in nature (who knew?). The desire to attend, to engage, and to interact plays a role in attendance. Social contact matters? And today, we are all acutely aware that some measure of the next generation is struggling with social interaction beyond the digital device.  

I heard an old lawyer lament on this trip "kids today have no idea how to ask a girl out." I did not have the heart to remind him that no guy in the history of the world ever "knew" how to ask a girl out. That is why every guy has struggled and failed in the effort (you want a mystery? that's the real one). But, there was usually some growth in those failures. Trust me, young folks, your struggles are not new, special, or different. You will fail. You will fall. Get up and go again. You have every advantage we old folks had and the challenges you face are surmountable. 

The Times concludes that this social involvement deficit is a societal challenge. It notes the trend toward virtual work and says that "anyone who works in an office with a flexible remote-work policy" is seeing discontent with employees who are not present. There is some envy, some angst, and a melange of other emotions. As the author puts it, "you diligently show up, but your coworkers aren't there. What's the point?" 

The suggestion is that such emotions on attendance are affecting students also. So, lets grasp that. Let's return to an age that included "recess." Perhaps let's bring back our appreciation for band and chorus classes. Let's admit there is room in society for those who do not desire or need a college education to be perfectly content and productive members of society. You are not going to program a computer to repair my plumbing, fix my A/C, or a bevy of other skilled and necessary tasks. 

Perhaps there is a feeling centered on what school delivers. Is there a relevance and importance to what is being taught? Does the "next generation" feel that they will put this information to good use one day in managing their robots, understanding their artificial intelligence overlords, or otherwise surviving (thriving?) in the world they have inherited? If not, whose fault is that? Yes, Virginia, it is ours.

The world of tomorrow is not mine. I am fine with that. I have the field in sight, my descent profile is solid. Speed, altitude, and conditions are all nominal. I can make the landing from here. The moment of dropping the flaps and putting down the gear are approaching. I'm not ready, but I know what is coming. And there is a vast population that will need to thrive tomorrow. They will need leaders, workers, managers, products, services, medical care, and more. Those will not be me. 

The American education system needs to find relevance and deliver value. It is time to quit cramming algebra down the throats of those who won't use it and bring back the shop classes that provided foundational and appropriate education to a multitude of people we all benefit from daily. 

School needs to teach relevant skills and knowledge. Families need to provide guidance, nurturing, and perspective. The "next generation" needs to appreciate the history upon whose shoulders they stand and yet find the motivation, inspiration, and intellect to plot their course to success. Their success. We can facilitate. We can support. We can even provide them the benefit of our retrospection. 

They will largely ignore it, just as we ignored our parents and as they ignored their parents before them. No old fogey ever knew anything. But, though I patiently listened and ignored at the time, a great many lessons of the "greatest" and the "silent" I knew have returned to me over the years. In retrospect, they patiently taught me so much for which I am eternally grateful. I wish I had been smart enough to engage their knowledge and advice sooner. 

In short, the "next generation" needs to define "success." They need to be able to think about what their beliefs, values, and inspirations are. But that must be tempered with the realization that we old folks have made a bevy of mistakes, missteps, and blunders. They have to know that history is a hard teacher, but it is of immense and immeasurable value. Some of us who lived through it, and learned from it, might provide a parade of good advice and avoidance.

The time has come for them. This is their day, your day. You will not solve all the world's problems, but your failure in that is universally shared by every generation that precedes you. Make your way, find your path, and feel free to invite us along for consultation, perspective, or suggestion. No one in the world is more interested in your success and progress than we old folks. 

In the meantime, "get off of my lawn," "get a haircut," and for goodness sake "turn down that terrible noise you call music."