At the turn of the Industrial Revolution, the richest people on the planet didn't have air-conditioning, running water, or indoor plumbing. They lack… - Peter Diamandis

The science shows that . . . typical twentieth-century carrot-and-stick motivators — things we consider somehow a “natural” part of human enterprise — can sometimes work. But they’re effective in only a surprisingly narrow band of circumstances. The science shows that “if-then” rewards . . . are not only ineffective in many situations, but can also crush the high-level, creative, conceptual abilities that are central to current and future economic and social progress. The science shows that the secret to high performance isn’t our biological drive (our survival needs) or our reward-and-punishment drive, but our third drive — our deep-seated desire to direct our own lives, to extend and expand our abilities, and to fill our life with purpose.

Most of today's educational systems are built upon the same learning hierarchy: math and science at the top, humanities in the middle, art on the bottom. The reason for this is because these systems were developed in the nineteenth century, in the midst of the industrial revolution, when this hierarchy provided the best foundation for success. This is no longer the case. In a rapidly changing technological culture and an ever-growing information-based economy, creative ideas are the ultimate resource. Yet our current educational system does little to nourish this resource.

We are living through the most rapid evolution in history. If you feel tired, that's OK. You're trying to process exponential change with a linear brain.