Introduction
We stand at a precipice in human history. Technology has connected society like never before, yet simultaneously, a generation of youth finds itself more disconnected than any prior. Generation Alpha, those born after 2010, are true "digital natives" who have never known a world without smartphones and social media (McCrindle, 2014). While technology provides endless entertainment and instant gratification of desires, this generation's overreliance on technology has come at a grave cost. Rates of depression, anxiety, and suicide in Alpha youth have skyrocketed in recent years (Twenge, 2020). Educational performance has declined, as students find it difficult to focus their attention on academics rather than their devices (Rosen et al., 2014). Most troubling, this generation shows a concerning lack of empathy, understanding of others, and desire for human connection (Turkle, 2017). How did society arrive at this juncture, and how can educators help lead Generation Alpha back to shared human values? The educational philosophy of Ron Clark provides a guiding light.
Ron Clark and the Need for Inspired Teaching
According to renowned educator Ron Clark, Generation Alpha's struggles originate from a lack of inspired teaching focused on students' emotional needs. Clark, who was named "American Teacher of the Year" in 2000, founded the Ron Clark Academy in Atlanta in 2007. The Academy focuses on inspiring students' passion for learning through innovative, engaging methods. Central to Clark's philosophy is inspiring the whole child - their intellect, social-emotional skills, and sense of purpose (Clark, 2020). Clark stresses the importance of building personal connections with students to understand their individual needs. His approach centers on forging a strong classroom community, developing growth mindsets, and helping students find their spark and passion (Clark, 2020). In Clark's view, today's teachers must be inspirational leaders in their students' lives to overcome the distractions of technology and social pressures.
Simon Sinek's "Golden Circle" Model
Business consultant Simon Sinek provides a framework for understanding Clark's people-first approach to education. Sinek developed the "Golden Circle" model for inspirational leadership, beginning with WHY before considering HOW and WHAT (Sinek, 2009). Rather than focusing first on academic content and pedagogy, Clark starts with the WHY - each student's emotions, interests, and needs. Clark aims to help students find their purpose and spark before addressing HOW to teach academic content. This WHY-centered philosophy stands in contrast to traditional education's focus on WHAT content will be taught and HOW it will be taught. Clark and Sinek's shared emphasis on purpose over process provides a new lens for enlightened, empathetic education.
Review of Literature on Generation Alpha
To appreciate why Clark's approach is critical for today's youth, we must understand Generation Alpha and their unique challenges. Demographer Mark McCrindle coined the term "Generation Alpha" in 2014 to describe those born after 2010, the generation following Millennials (McCrindle, 2014). Generation Alpha is the first fully digital generation, never knowing a world without internet or smartphones. By 2020, over 2.5 million Alphas were already online regularly, a figure projected to grow exponentially (Livingstone et al., 2020). Researchers have only begun to unravel the impacts of this lifelong technology immersion.
Early studies reveal both benefits and drawbacks of Generation Alpha's digital dependence. On the positive side, Alphas show greater technological skills from constant exposure, as well as quick thinking and multitasking abilities (Cantlon et al., 2010). However, the detriments are even more concerning. Psychologist Jean Twenge's research shows spikes in depression and suicide among Alphas and their older Gen Z peers, which she attributes to social media and smartphone overuse (Twenge, 2020). Educational researchers like Rosen et al. (2014) have found technology distracts Alpha students from focusing in class. Turkle's (2017) interviews with youth reveal a generation more comfortable interacting online than in-person, lacking deep bonds with peers. While more research is needed, these preliminary findings indicate technology has disconnected Alpha youth from social-emotional skills needed for life.
Declining Empathy and Values
The most worrying trait of Alpha youth so far is their declining empathy and lack of human connection to others, likely stemming from technology overuse. A meta-analysis by Konrath et al. (2011) found a 40% decline in empathy among American college students between 1979 and 2009, which appears to be accelerating. Researchers have proposed social media use as a key driver of this change, as online communication differs significantly from face-to-face interaction (Vossen & Valkenburg, 2016). Without seeing others' facial expressions and responses, youth lose opportunites to develop empathy and communication skills. Excessive texting also replaces time once spent socializing in-person, depriving teens of chances to understand different perspectives (Uhls et al., 2014). As Alpha youth spend more time interacting online than off, this empathy decline is likely to continue without interventions.
Alongside lowered empathy, studies indicate Generation Alpha is adopting more relativistic rather than universal human values. Psychologists like Twenge (2018) have found greater levels of individualism and rejection of shared values among today's youth. Communication theorist James Carey (1989) argued decades ago that electronic media promotes subjective, segmented views of the world rather than shared cultural values. For digital natives, online echo chambers can reinforce beliefs without exposure to new views (Tandoc & Johnson, 2021). Additionally, reliance on technology for fulfillment may displace value once found in family, community, and transcendent beliefs. While every generation differs from the last, Alpha youth show a concerning disconnect from human values needed for civic discourse and societal cohesion (Lin et al., 2020).
A Rootless Generation
For Generation Alpha, this detachment from shared values leaves many feeling rootless and without direction. Turkle's research reveals young people's yearning for meaning and connection amid digital noise: "In our flight from conversation, we have gambled away the depth of our connections" (2017, p.4). Generation Alpha enjoys constant entertainment and validation online, but these leave an emotional void. Counselors describe a "failure to launch" phenomenon among Alpha youth, lacking motivation or direction for their lives (Seemiller & Grace, 2017). Without shared values or personal bonds, many Alphas drift aimlessly through digital diversion rather than real-world purpose and growth.
Here, Simon Sinek's Golden Circle model explains Generation Alpha's malaise. According to Sinek, Millennial and Alpha youth are so used to instant digital gratification that they have forgotten "the main benefit of WHY": a sense of meaning (Sinek, 2016). Having grown up in an online culture of endless content and customization, many in Alpha see life as "an endless buffet of choices" without a north star to guide them (Seemiller & Grace, 2017). This endless virtual buffet cannot nourish their deeper need for connection, empathy, and purpose. Educators like Ron Clark understand meeting those human needs is imperative to students' well-being and growth.
The Solution: Inspired Teaching
If Generation Alpha is to find meaning and direction in their lives, teachers must get at the heart of each student's WHY - their passions, values, and needs. This requires inspired teaching that views every student's potential with wonder, builds strong bonds, and meets their social-emotional needs first. As Clark discusses in his book The Excellent 11, inspired teaching has three key pillars:
1. Building Relationships: Getting to know each student's interests, strengths, and challenges on a personal level.
2. Creating Community: Fostering a warm, welcoming classroom culture of trust and collaboration.
3. Sparking Passion: Helping each student discover their unique talents and sense of purpose.
By starting with these foundations, inspired teachers lead students to find their inner WHY before developing skills and knowledge.
Here are some "I can" and "I will" statements incorporating the 11 qualities from The Excellent 11:Wisdom:- I can seek wisdom through learning and life experience. I will make wise choices.High Expectations:- I can set high expectations for myself. I will work hard to achieve my full potential.Compassion:- I can show compassion by caring about others. I will act with kindness and empathy.Honor:- I can live with integrity and honor. I will do the right thing even when it's difficult.Courage:- I can be courageous in the face of fear. I will stand up for what I believe in.Humor:- I can find joy and humor in life. I will keep a positive attitude.Creativity:- I can think creatively. I will approach challenges with an open and imaginative mind.Inspiration:- I can inspire others through my passion. I will stay motivated and share my enthusiasm.Passion:- I can find my spark and pursue my passions. I will discover what makes me come alive.Flexibility:- I can adapt to change. I will stay open-minded and resilient.Dedication:- I can be dedicated to my growth and purpose. I will commit myself to excellence.
Build Relationships
Central to inspired teaching is honoring each student's inherent value through personal relationships. Students need to feel genuinely seen, heard, and cared for as individuals by their teachers (Alder, 2002). Generation Alpha students often feel anonymous and isolated online; teachers can counteract this by getting to know students' personalities, families, hobbies, quirks, and needs. While technology presents distractions, teachers like Clark minimize technology in favor of personal conversations and shared experiences with students (Clark, 2020). Laughing together over amusing stories lets students open up and express their true selves. Sincere care for students as people first builds the trust needed for academic success.
Create "Ohana" Community
Along with individual connections, inspired teachers develop a warm classroom community that values every member. By fostering cooperation over competition, they shift students' focus from ME to WE (Sinek, 2009). Clark encourages collaborative projects, presentations, songs, chants, and traditions that unite his class in shared identity and purpose (Clark, 2020). Students gain a vital sense of belonging from their classroom community. This community acts as a haven and anchor amid outside distractions, keeping students invested. Teachers must be culture builders first, valuing care, empathy and service to others in class. Shared experiences then naturally build bridges across differences (Bruner, 1996). For disconnected Alpha youth, feeling part of a meaningful community can be life-changing.
Technology has brought the world closer while distancing our shared humanity. Generation Alpha has never known life offline, leaving many emotionally adrift. Yet there is hope. Inspired teachers like Ron Clark see each child's potential and treat them accordingly. By building relationships, community, and passion, society can guide Alpha youth to rediscover their spark and purpose. The solution will come not through technology, but from within the human heart. Let us reclaim our calling to care, listen, inspire, and unite. With inspired teaching and leadership, Generation Alpha can evolve beyond disconnection into the most empowered, purposeful generation yet. But it begins with reconnecting to our shared WHY - the innate goodness within every student and within ourselves.
References
Alder, N. (2002). Interpretations of the meaning of care: Creating caring relationships in urban middle school classrooms. Urban Education, 37(2), 241-266.
Bruner, J. S. (1996). The culture of education. Harvard University Press.
Cantlon, J. F., Li, R., & Zurn, P. (2010). Cognitive development and education. Wiley Interdisciplinary Reviews: Cognitive Science, 1(3), 330-340.
Carey, J. W. (1989). Communication as culture: Essays on media and society. Psychology Press.
Clark, R. (2020). The Excellent 11: Qualities teachers and parents use to motivate, inspire, and educate children. Da Capo Lifelong Books.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1): 405-432.
Hen, M., & Sharabi-Nov, A. (2014). Teaching the teachers: Emotional intelligence training for teachers. Teaching Education, 25(4), 375-390.
Konrath, S. H., O'Brien, E. H., & Hsing, C. (2011). Changes in dispositional empathy in American college students over time: A meta-analysis. Personality and Social Psychology Review, 15(2), 180-198.
Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., Hoffman, B. L., Giles, L. M., & Primack, B. A. (2016). Association between social media use and depression among U.S. young adults. Depression and anxiety, 33(4), 323–331.
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
McCrindle, M. (2014). The ABC of XYZ: Understanding the global generations. The ABC of XYZ.
Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons.
Rimm-Kaufman, S., & Sandilos, L. (n.d.). Improving students' relationships with teachers. American Psychological Association.
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.
Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26.
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Penguin.
Sinek, S. (2016, September 29). Millennials in the workplace [Video]. YouTube. https://www.youtube.com/watch?v=hER0Qp6QJNU
Tandoc, E. C., & Johnson, E. (2021). When echo chambers collide: Opposing political blogs' representation of controversial news stories. Journalism Studies, 22(9), 1206-1223.
Turkle, S. (2017). Alone together: Why we expect more from technology and less from each other. Hachette UK.
Twenge, J. M. (2018). IGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood--and what that means for the rest of us. Simon and Schuster.
Twenge, J.M. (2020). Why increases in adolescent depression may be linked to the technological environment. Current Opinion in Psychology, 32, 89-94.
Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392.
Vossen, H. G., & Valkenburg, P. M. (2016). Do social media foster or curtail adolescents' empathy? A longitudinal study. Computers in Human Behavior, 63, 118-124.
Central to inspired teaching is honoring each student's inherent value through personal relationships. Students need to feel genuinely seen, heard, and cared for as individuals by their teachers (Alder, 2002). Generation Alpha students often feel anonymous and isolated online; teachers can counteract this by getting to know students' personalities, families, hobbies, quirks, and needs. While technology presents distractions, teachers like Clark minimize technology in favor of personal conversations and shared experiences with students (Clark, 2020). Laughing together over amusing stories lets students open up and express their true selves. Sincere care for students as people first builds the trust needed for academic success.
Create "Ohana" Community
Along with individual connections, inspired teachers develop a warm classroom community that values every member. By fostering cooperation over competition, they shift students' focus from ME to WE (Sinek, 2009). Clark encourages collaborative projects, presentations, songs, chants, and traditions that unite his class in shared identity and purpose (Clark, 2020). Students gain a vital sense of belonging from their classroom community. This community acts as a haven and anchor amid outside distractions, keeping students invested. Teachers must be culture builders first, valuing care, empathy and service to others in class. Shared experiences then naturally build bridges across differences (Bruner, 1996). For disconnected Alpha youth, feeling part of a meaningful community can be life-changing.
Spark Passion
Once strong relationships and community exist, inspired teachers ignite students' passion for learning by helping them find their inner "spark." Every child has special talents and interests waiting to be discovered. Clark has students share their dreams and aspirations early on, then helps connect these to purposeful goals and projects (Clark, 2020). Students then pursue learning fueled by intrinsic motivation, not external achievement pressure. Technology's instant gratification often stifles passion; inspired teachers reawaken it through student-centered learning. Tailoring instruction to students' WHY makes material resonate on a deeper level. Students feel truly alive when using their skills for something greater than themselves. By revealing each student's highest calling, teachers help them see learning as part of their unique life journey.
Implications for Teacher Education
To reach disconnected Generation Alpha students, teacher training must address social-emotional and inspirational skills first. While academic rigor is important, teachers' ability to connect with and inspire students through relationships and community are even more vital (Alder, 2002). As Clark notes, teaching is the only profession that "takes an oath to care for others first and subject matter second" (2020, p.7). Unfortunately, many teacher education programs focus more heavily on content knowledge and technical skills like lesson planning rather than relational skills (Durlak et al., 2011). Evolution is needed to train teachers capable of inspirational, transformational teaching.
Programs should stress evidence-based methods to improve teacher-student relationships like validating communication, empathy exercises, and reflecting on biases (Rimm-Kaufman & Sandilos, n.d.). Strategies for community-building, such as cooperative learning and restorative justice practices, are also essential foundations. Additionally, renewed emphasis on teachers' emotional intelligence would enable them to perceive and respond to students' emotional needs and motivations more adeptly (Hen & Sharabi-Nov, 2014). The most powerful teacher education guides teachers to look within and know themselves first before seeking to lead students (Palmer, 2017). Self-work to elevate their purpose, passion, and emotional mastery allows teachers to spark these in students. With inspired teachers dedicated to students' wellbeing first, Generation Alpha's profound disconnection can transform into empowered purpose.
Conclusion
Once strong relationships and community exist, inspired teachers ignite students' passion for learning by helping them find their inner "spark." Every child has special talents and interests waiting to be discovered. Clark has students share their dreams and aspirations early on, then helps connect these to purposeful goals and projects (Clark, 2020). Students then pursue learning fueled by intrinsic motivation, not external achievement pressure. Technology's instant gratification often stifles passion; inspired teachers reawaken it through student-centered learning. Tailoring instruction to students' WHY makes material resonate on a deeper level. Students feel truly alive when using their skills for something greater than themselves. By revealing each student's highest calling, teachers help them see learning as part of their unique life journey.
Implications for Teacher Education
To reach disconnected Generation Alpha students, teacher training must address social-emotional and inspirational skills first. While academic rigor is important, teachers' ability to connect with and inspire students through relationships and community are even more vital (Alder, 2002). As Clark notes, teaching is the only profession that "takes an oath to care for others first and subject matter second" (2020, p.7). Unfortunately, many teacher education programs focus more heavily on content knowledge and technical skills like lesson planning rather than relational skills (Durlak et al., 2011). Evolution is needed to train teachers capable of inspirational, transformational teaching.
Programs should stress evidence-based methods to improve teacher-student relationships like validating communication, empathy exercises, and reflecting on biases (Rimm-Kaufman & Sandilos, n.d.). Strategies for community-building, such as cooperative learning and restorative justice practices, are also essential foundations. Additionally, renewed emphasis on teachers' emotional intelligence would enable them to perceive and respond to students' emotional needs and motivations more adeptly (Hen & Sharabi-Nov, 2014). The most powerful teacher education guides teachers to look within and know themselves first before seeking to lead students (Palmer, 2017). Self-work to elevate their purpose, passion, and emotional mastery allows teachers to spark these in students. With inspired teachers dedicated to students' wellbeing first, Generation Alpha's profound disconnection can transform into empowered purpose.
Conclusion
Technology has brought the world closer while distancing our shared humanity. Generation Alpha has never known life offline, leaving many emotionally adrift. Yet there is hope. Inspired teachers like Ron Clark see each child's potential and treat them accordingly. By building relationships, community, and passion, society can guide Alpha youth to rediscover their spark and purpose. The solution will come not through technology, but from within the human heart. Let us reclaim our calling to care, listen, inspire, and unite. With inspired teaching and leadership, Generation Alpha can evolve beyond disconnection into the most empowered, purposeful generation yet. But it begins with reconnecting to our shared WHY - the innate goodness within every student and within ourselves.
References
Alder, N. (2002). Interpretations of the meaning of care: Creating caring relationships in urban middle school classrooms. Urban Education, 37(2), 241-266.
Bruner, J. S. (1996). The culture of education. Harvard University Press.
Cantlon, J. F., Li, R., & Zurn, P. (2010). Cognitive development and education. Wiley Interdisciplinary Reviews: Cognitive Science, 1(3), 330-340.
Carey, J. W. (1989). Communication as culture: Essays on media and society. Psychology Press.
Clark, R. (2020). The Excellent 11: Qualities teachers and parents use to motivate, inspire, and educate children. Da Capo Lifelong Books.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1): 405-432.
Hen, M., & Sharabi-Nov, A. (2014). Teaching the teachers: Emotional intelligence training for teachers. Teaching Education, 25(4), 375-390.
Konrath, S. H., O'Brien, E. H., & Hsing, C. (2011). Changes in dispositional empathy in American college students over time: A meta-analysis. Personality and Social Psychology Review, 15(2), 180-198.
Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., Hoffman, B. L., Giles, L. M., & Primack, B. A. (2016). Association between social media use and depression among U.S. young adults. Depression and anxiety, 33(4), 323–331.
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
McCrindle, M. (2014). The ABC of XYZ: Understanding the global generations. The ABC of XYZ.
Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons.
Rimm-Kaufman, S., & Sandilos, L. (n.d.). Improving students' relationships with teachers. American Psychological Association.
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.
Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26.
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Penguin.
Sinek, S. (2016, September 29). Millennials in the workplace [Video]. YouTube. https://www.youtube.com/watch?v=hER0Qp6QJNU
Tandoc, E. C., & Johnson, E. (2021). When echo chambers collide: Opposing political blogs' representation of controversial news stories. Journalism Studies, 22(9), 1206-1223.
Turkle, S. (2017). Alone together: Why we expect more from technology and less from each other. Hachette UK.
Twenge, J. M. (2018). IGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy--and completely unprepared for adulthood--and what that means for the rest of us. Simon and Schuster.
Twenge, J.M. (2020). Why increases in adolescent depression may be linked to the technological environment. Current Opinion in Psychology, 32, 89-94.
Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392.
Vossen, H. G., & Valkenburg, P. M. (2016). Do social media foster or curtail adolescents' empathy? A longitudinal study. Computers in Human Behavior, 63, 118-124.
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