Leonard Da Vinci and the modern working man

Leonardo's final shock would take place when he talks with workers and finds out how little some think of their work. Some find their jobs mundane, some complain about the low pay, some harbor dreams of alternate careers as artists, fashion designers, movie stars, presidents or simply of making a lot of money.

There is something poetic about the modern middle-class working environment that has escaped the contemporary imagination. Ask any kid what his or her ideal occupation is, office job is seldom the answer.

Part of the reason is because the basic idea of jobs has not progressed much since Leonardo's time, when the middle-class did not even exist.

It is still the norm to define a job as a straight-forward occupation that makes things (inventors, artists), goes places (seafarers, astronauts), helps out (teachers, police officers, firemen) or being somebody (presidents, etc.) The middle-class, the pillar of modern society and democracy, is poorly represented in this field.

As the economic downturn brings back a sense of reality to the developed world and a better appreciation of jobs (anyone who still has a job now will look at it differently) to its workforce, now is the perfect time to reintroduce the virtue of middle-class work to society.

Reason, self-motivation, resilience and a composed personality are all great personal traits in any time.

They are now the basic attributes an office worker acquires on-the-job, but only after spending a substantial time working painfully under great pressure often without the benefit of a tangible fruit.

By advancing typical business training such as time management classes, enneagram tests, case studies, problem-solving analysis, etc., to earlier and more general education such as middle school or high school curriculum, students can be taught to manage their lives, optimize their time, find their working tempo and generally understand themselves better in terms of knowing how they operate early on.

It is laughable to suggest that general subjects such as history are not needed for students simply because not everyone needs it in her career.

It is equally naive to say that business knowledge is only for people in the business world.

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