virtualcasestudiesinstitute.com

Information systems and information security are not just topics of interest or an amalgam of parts, but a purposeful and misunderstood appropriation of Humanity itself. Through both deduction (from the small) and induction  (from the large) we can begin to understand the impact on society as a whole, from cradle to grave, as individually or collectively as a jigsaw puzzle; however, an immutable foundation on basics or fundamentals is demanded of those willing to journey into such an ethical maze that surrounds and infects the very fabric of our nature.

Having worked for many companies build upon the sturdy underpinnings of past systems, I understand the drive to reduce overall costs and ease the painful acquisition of real, dedicated, and loyal talent in the modern business world. But, the purposeful undercutting of company IP and competitive advantage through cheapness is why we spend billion on security - more than $5MM US per incident.

Non-consequential corporate elements like information-serving web sites (products, location, etc.) can readily face the public and may be subject to forensic inspection. However, we must fully consider the impact and ramifications of allowing external entities (even clients) access to revenue-driving data that is not only IP (competitive advantage), but solvency.

Learning should not be an arduous clime, through snow and mud, over molders and chasms, and without any realistic chance of finding daily usefulness or future benefits. Our students are being taught that education is time consuming, hard, expensive, and without merit over something like an industry certification. The branch of curiosity that established America, drove our industry, and guided our populous to lead the planet in growth for centuries has been stuffed out for the sake of similarity, comfort, conflict avoidance, and consumerism.

Children should be encouraged to fail, over and over. We should be asking them to take apart and understand broken household products like toasters, microwaves, and computers. We should insist that they look up schematics, diagrams, and technical specifications to understand HOW it should function so they can correct WHY it is failing.

Education is a long-term journey across the ocean, not a quick city jog over a concrete path designed by government planners just narrow enough for a single human being (scooters and bikes forbidden through punishment). Education is learning about the world, the people, and the interactivity - not assuming to understand or explain everything because it fits a particular narrative or unique approach.

Business has long forsaken the human in human being for human resource: "our most valuable asset", measured in pennies and bought and sold (still in 2024) the same as 1524. Cancel culture, selective rule enforcement, and personal "truth" has poisoned America into devolving from a nation of risk takers into a nation of cowards. Afraid to take a stand, unable to argue a position, completely dependent on government outreach and servitude. How did this happen?

While commercials will tout that access and use of technology is the 'great equalizer', but fail to mention that understanding and strategical implementation is what drives outcomes. Simply jumping into a car, starting it, and driving it into the first hard object in some direction is not useful to the individual or society. However, learning the rules of the road, driving etiquette, basic functional repairs (tire, oil, belts, fuel) mean the driver is independent and functionally compatible with the other drivers AND they can use the car with purpose (strategy).

While it is nice that early adopters like Mark Zuckerburg claim everyone should learn how to program (sure expands his employee pool), I wonder if the average person feels the same about first aid (shouldn't this be more important?)? Is our K-12 educational system functioning properly, functioning strategically, and functioning purposefully?

While we think that education is pushing students to finish degree (diploma) requirements, it is actually about exposure. Exposure to topics liked and disliked. Topics challenging and more simple. Perspectives that are painful or joyous. Actions that are deliberate and laissez-faire.  Students learn to understand and APPRECIATE hard work and the outcome of hard work, even if not a fruitful as expected or desired. It allows someone to look at an elevator operator and APPRECIATE their work, their journey, they contribution to the big picture. It allows someone to understand how difficult the time investment, forgoing of childhood activities and work experience someone in engineering or medicine or professional sports and APPRECIATE why demands and outcomes might be different than someone who completes a certification in XYZ in 8 hours (or less) by memorizing answers to static questions.

As technology has become infused and injected and grafted into every aspect of our lives, we have to ask about the SHOULD as much as the CAN when jumping into the 'next best thing'. We have to understand the HOW as much as the WHY when providing resources to those without the education to understand the impact to human society, technological society, or daily functionality. We need to start asking at least as many questions as we think we provide answers. Regain a foothold on why education was noted as a basic right in the first place instead of more quickly looking to bank accounts, power pursuits, and leverage.