M. M. Shahidul Hassan, PhD :
The Fourth Industrial Revolution (4IR) is reshaping technology, industry, and services in unprecedented ways, posing a critical question: how must higher education evolve to meet these transformative demands? Addressing this requires a re-evaluation of centuries-old Cartesian models while understanding the dynamics driving change in this era.
Technologies like artificial intelligence (AI), robotics, biotechnology, and the Internet of Things (IoT) are revolutionizing industries by automating tasks, optimizing processes, and delivering personalized, efficient, data-driven solutions. Biotechnology is revolutionizing precision medicine, drug discovery, and sustainable agriculture, while the Internet of Things (IoT) enhances efficiency through real-time device connectivity, transforming home automation, healthcare, and transportation. In retail, AI and IoT are reshaping the customer experience by enabling personalized shopping, streamlining supply chains, and improving customer service with tools like chatbots and virtual assistants. These AI-powered solutions offer 24/7 support, manage queries, process orders, and handle returns-boosting engagement while cutting costs.
Automation and AI are increasingly taking over routine tasks, making uniquely human traits indispensable for roles that require innovation, ethical judgment, and interpersonal understanding. The 4IR has rendered the future of jobs highly unpredictable, driven by the rapid convergence of advancing technologies, societal demands, and global interconnectivity. Emotional intelligence and empathy play a crucial role in fostering effective communication and teamwork in diverse, globalized environments.
In this evolving landscape, knowledge can no longer be confined to isolated disciplines. Graduates must cultivate adaptive skills, including emotional intelligence, critical thinking, creativity, collaboration, problem-solving, empathy, and resilience. These competencies are essential for thriving in a technology-driven and rapidly changing world. These skills are not purely cognitive but deeply rooted in emotions, sensations, and physical responses, which influence our ability to think clearly, respond adaptively, and interact effectively. However, traditional Cartesian education, which separates the mind and body, often neglects these dimensions, rendering it inadequate for modern needs.
The Cartesian framework, rooted in the 17th-century philosophy of René Descartes, views knowledge through a rationalist lens, prioritizing reasoning while treating sensory and emotional experiences with skepticism. Descartes’ famous dictum, “Cogito, ergo sum” (“I think, therefore I am”), underscores a dualistic separation of mind and body. Cartesian education emphasises intellectual development through structured, teacher-centric models, often relegating experiential and emotional learning as secondary. The model is positioning educators as the primary source of knowledge, with students seen as receivers of established information rather than active contributors or critical thinkers engaging with the material.
The Cartesian approach compartmentalises knowledge into distinct fields, enabling in-depth specialization. For example, Cartesian-influenced curricula in science often separate disciplines like physics, chemistry, and biology, with sequential learning structures-foundational courses leading to specialised topics. Similarly, in the humanities, literature, history, and philosophy are frequently taught as standalone subjects, each with its own curriculum and methodology. This compartmentalised approach allows students to develop expertise within a specific field but often limits interdisciplinary perspectives or the integration of knowledge across domains.
The structure of Cartesian-influenced curricula reinforces a sequential, step-by-step progression, where foundational courses are prerequisites for advanced study. For instance, in a traditional biology program, students might first take “General Biology” to learn basic concepts before progressing to “Cell Biology” and eventually “Genetics” or “Molecular Biology.” Similarly, in a business curriculum, students may begin with “Principles of Management,” advance to “Organizational Behavior,” and later specialise in “Strategic Management.” In contrast, non-Cartesian educational models advocate for holistic and interdisciplinary learning.
Philosophers like John Dewey, Paulo Freire, Rudolf Steiner, Carl Rogers, Jean Piaget, and bell hooks championed approaches emphasizing embodied cognition, relational learning, and contextual engagement. These models integrate diverse disciplines, enabling students to tackle real-world problems like climate change or urban sustainability. By fostering adaptability, collaboration, and critical thinking, non-Cartesian approaches prepare graduates for the unpredictable challenges of the 4IR. For instance, a project integrating engineering, sociology, and environmental science could prepare students to tackle real-world issues like climate change or urban sustainability. By fostering adaptability, collaboration, and critical thinking, non-Cartesian approaches equip students with the competencies needed to excel in the complexities of the 4IR.
Bangladesh is gradually embracing the 4IR, recognising that economic isolation is no longer viable in an interconnected world. To remain competitive, the nation’s education system must align with global trends while addressing local needs. A balanced integration of Cartesian and non-Cartesian approaches is essential. While Cartesian models provide the logical rigor needed for specialisation, non-Cartesian frameworks foster the adaptability and creativity required for interdisciplinary challenges. Together, these approaches can equip graduates with the skills and resilience necessary to thrive in the complexities of the 4IR, ensuring they are prepared for roles that may not yet exist in a rapidly changing global landscape.
(The writer is former Vice Chancellor, East West University and Professor, BUET).