מילים חדשות

Every few years, a new headline warns that machines are coming for our jobs. Today the warning is about artificial intelligence: programs that can write texts, translate, draw pictures and answer questions in seconds. For a student in Israel who will be finishing university in the 2030s, it is a fair question to ask: what will I be doing for a living, and will a computer be doing it better?

History suggests that the answer is more complicated than the headlines. When cash machines spread across the United States, many people expected bank tellers to disappear. Instead, the number of tellers kept growing for years. Each branch needed fewer tellers, so banks opened more branches, and tellers spent less time counting money and more time advising customers. The machine did not remove the job; it changed it.

That does not mean nobody gets hurt. Technology has always destroyed some jobs completely — few people today work as telephone operators — and the workers who lose their jobs are not always the ones who get the new ones. A forty-five-year-old factory worker cannot easily become a software engineer. Even economists who are optimistic about technology in general warn that the change can be painful for individuals and for whole towns.

So which skills will matter? Most experts agree that tasks which follow clear rules are the easiest to automate. Tasks that need judgement, creativity or care for other people are much harder. A program can check thousands of X-rays quickly, but a nurse who notices that a patient is frightened is doing something that no machine does well. In other words, the more "human" a task is, the safer it is likely to be — at least for now.

You may also have heard that most of today's children will be working in jobs that do not exist yet. The claim has been repeated so often that many people treat it as a fact, yet journalists who tried to find the research behind it could not. Many jobs of the future will probably look a lot like jobs today — teachers, builders, doctors — even if the tools change.

Perhaps the most useful skill, then, is the ability to keep learning. By the time today's eleventh-graders turn forty, most of them will have changed jobs several times, and some will have changed careers completely. Nobody can promise which jobs will survive. But a person who can learn a new tool, work with others and think independently will be ready for more than one possible future.

Every few years, a new headline warns that machines are coming for our jobs. Today the warning is about artificial intelligence: programs that can write texts, translate, draw pictures and answer questions in seconds. For a student in Israel who will be finishing university in the 2030s, it is a fair question to ask: what will I be doing for a living, and will a computer be doing it better?

History suggests that the answer is more complicated than the headlines. When cash machines spread across the United States, many people expected bank tellers to disappear. Instead, the number of tellers kept growing for years. Each branch needed fewer tellers, so banks opened more branches, and tellers spent less time counting money and more time advising customers. The machine did not remove the job; it changed it.

That does not mean nobody gets hurt. Technology has always destroyed some jobs completely — few people today work as telephone operators — and the workers who lose their jobs are not always the ones who get the new ones. A forty-five-year-old factory worker cannot easily become a software engineer. Even economists who are optimistic about technology in general warn that the change can be painful for individuals and for whole towns.

So which skills will matter? Most experts agree that tasks which follow clear rules are the easiest to automate. Tasks that need judgement, creativity or care for other people are much harder. A program can check thousands of X-rays quickly, but a nurse who notices that a patient is frightened is doing something that no machine does well. In other words, the more "human" a task is, the safer it is likely to be — at least for now.

You may also have heard that most of today's children will be working in jobs that do not exist yet. The claim has been repeated so often that many people treat it as a fact, yet journalists who tried to find the research behind it could not. Many jobs of the future will probably look a lot like jobs today — teachers, builders, doctors — even if the tools change.

Perhaps the most useful skill, then, is the ability to keep learning. By the time today's eleventh-graders turn forty, most of them will have changed jobs several times, and some will have changed careers completely. Nobody can promise which jobs will survive. But a person who can learn a new tool, work with others and think independently will be ready for more than one possible future.

Every few years, a new headline warns that machines are coming for our jobs. Today the warning is about artificial intelligence: programs that can write texts, translate, draw pictures and answer questions in seconds. For a student in Israel who will be finishing university in the 2030s, it is a fair question to ask: what will I be doing for a living, and will a computer be doing it better?

History suggests that the answer is more complicated than the headlines. When cash machines spread across the United States, many people expected bank tellers to disappear. Instead, the number of tellers kept growing for years. Each branch needed fewer tellers, so banks opened more branches, and tellers spent less time counting money and more time advising customers. The machine did not remove the job; it changed it.

That does not mean nobody gets hurt. Technology has always destroyed some jobs completely — few people today work as telephone operators — and the workers who lose their jobs are not always the ones who get the new ones. A forty-five-year-old factory worker cannot easily become a software engineer. Even economists who are optimistic about technology in general warn that the change can be painful for individuals and for whole towns.

So which skills will matter? Most experts agree that tasks which follow clear rules are the easiest to automate. Tasks that need judgement, creativity or care for other people are much harder. A program can check thousands of X-rays quickly, but a nurse who notices that a patient is frightened is doing something that no machine does well. In other words, the more "human" a task is, the safer it is likely to be — at least for now.

You may also have heard that most of today's children will be working in jobs that do not exist yet. The claim has been repeated so often that many people treat it as a fact, yet journalists who tried to find the research behind it could not. Many jobs of the future will probably look a lot like jobs today — teachers, builders, doctors — even if the tools change.

Perhaps the most useful skill, then, is the ability to keep learning. By the time today's eleventh-graders turn forty, most of them will have changed jobs several times, and some will have changed careers completely. Nobody can promise which jobs will survive. But a person who can learn a new tool, work with others and think independently will be ready for more than one possible future.