Shifting Focus from Career Titles to Problem-Solving, According to Simon Squibb

In a recent LinkedIn post, Simon Squibb explores a fundamental shift in how we should guide children’s aspirations, moving away from predefined career paths towards identifying and solving problems.

Squibb shares his personal philosophy on parenting and education, highlighting a contrast between traditional questions about future professions and a more open-ended approach. He states his intention to never ask his son what he wants to be when he grows up, a decision rooted in his own experience.

“When my dad was alive, the plan was for me to be a lawyer. I was a kid, so I never questioned it. I thought it was what I was meant to do. But when he died. I realised I’d never actually wanted that.”

This personal reflection informs Squibb’s critique of the common question posed to children, which he believes prematurely confines their potential. According to Squibb, asking a child to choose a profession like “Lawyer. Doctor. Accountant.” puts them in a box before they have a chance to truly explore their interests and capabilities.

Rethinking the Question: From ‘What to Be’ to ‘What to Solve’

Squibb proposes an alternative question for children: “What problem do you want to solve?” He argues that this approach unlocks a broader spectrum of possibilities and encourages a more purpose-driven mindset. As Squibb notes, a child who expresses a desire to “solve loneliness” can explore diverse fields such as technology, psychology, community building, content creation, charity, or hospitality.

In contrast, a child who declares they want to be a lawyer, according to Squibb, immediately limits their options. This difference in questioning, he suggests, stems from the foundational purpose of our educational systems.

“Schools don’t ask the right question. Because schools weren’t built to create problem solvers. They were built to create workers.”

Squibb elaborates that this educational model, designed to produce a workforce, often fails to nurture the innate creativity and problem-solving instincts children possess from birth. He believes this focus can inadvertently stifle their ability to dream and innovate.

The Role of Education and Nurturing Dreams

Squibb’s critique extends to the broader educational framework, which he suggests is misaligned with fostering genuine problem-solvers. He asserts that schools, by design, prepare students for employment rather than for identifying and tackling societal challenges. This perspective led him to withdraw his son from the traditional school system.

He emphasizes that children are born with the capacity to dream, but this natural inclination is often diminished through conventional upbringing and education. Squibb’s recent book, which he mentions in the post, is an effort to counteract this trend.

“Every kid is born knowing how to dream. Then somewhere along the way, we teach it out of them. This book is my attempt to make sure that doesn’t happen.”

By shifting the focus from acquiring a title to addressing a need, Squibb advocates for a more empowering and expansive approach to guiding young minds. His insights encourage parents and educators to foster curiosity and a desire to make a difference, rather than simply preparing for a predetermined role.