This first-person essay originates from an in-depth discussion with Guy Diedrich, who serves as Cisco’s Global Innovation Officer and is based in Austin, Texas. The piece that follows has been carefully condensed and refined to improve coherence and readability while maintaining the essence of the conversation.
At the outset of his professional journey, Diedrich began as a programmer, diving into the fast-evolving world of software development. Almost immediately after graduating from college, he founded his own software company — a bold entrepreneurial step that reflected both his technical aptitude and his drive to innovate. His academic pursuits did not end with his undergraduate degree, however; he went on to complete both a master’s degree and a Ph.D. before eventually returning to the realm of higher education, this time as a member of academia.
During his tenure as a professor and researcher, Diedrich observed an unsettling trend within universities: a steady, unmistakable decline in student enrollment and interest in the humanities disciplines. While courses in engineering, computer science, and other STEM-related fields were experiencing rapid growth, literature, philosophy, history, and related subjects were losing appeal. This imbalance struck him as concerning, particularly because the humanities had long served as the intellectual foundation for ethical reasoning, communication, and creativity. When he departed from academia in 2014, data already suggested the troubling trajectory: by 2022, interest in the humanities had fallen by approximately 24% compared with 2012.
Today, Diedrich occupies a global leadership role as Cisco’s Senior Vice President and Global Innovation Officer, where he heads the company’s Digital Impact Office. In this capacity, he oversees Cisco’s extensive digital acceleration program and manages a wide portfolio of initiatives aimed at upskilling and reskilling the global workforce. These programs not only prepare employees to adapt to new digital realities but also ensure that organizations can deploy transformative technologies effectively and responsibly.
Reflecting on the current technological landscape, Diedrich describes our time as the beginning of what he calls the “AI micro age” — a phase in which artificial intelligence permeates nearly every aspect of professional and personal life. At this juncture, he posed a central question to his team and to himself: “When virtually all the world’s knowledge is accessible at our fingertips, what skill will ultimately matter most?” His answer, elegant in its simplicity yet profound in implication, is that the most critical ability of the future will be the capacity to ask the right questions — questions such as “Should I do this?” rather than merely “Can I do this?” In an era of limitless digital capabilities, the true challenge, he argues, lies not in possibility but in discernment. This shift in priority brings ethical reasoning, philosophical reflection, and advanced problem-solving — the intellectual pillars of the humanities — squarely back into focus.
He believes that humanities education will soon assume a role of immense importance. Technology, Diedrich notes, is evolving at an unprecedented pace: artificial intelligence has been part of public awareness for only a few short years, yet it has already become central to modern existence. Within a brief span, AI will be seamlessly embedded into nearly everything people use. As the world transitions from the present AI-focused era into what he foresees as the coming quantum age — a shift that he anticipates within the next three to five years — the need for ethical insight and philosophical literacy will intensify dramatically. Thus, rather than becoming outdated, the humanities will provide the essential context for human beings to use technology wisely.
Supporting this perspective, Cisco’s AI Consortium Report revealed a critical insight: approximately 92% of existing jobs are expected to be moderately or severely affected by AI integration. Diedrich points out that even the remaining 8% of roles that appear insulated are unlikely to remain so for long. As automation and machine learning take over much of the repetitive or routine work once performed manually, the qualities that will distinguish exceptional professionals are not purely technical, but moral and cognitive — the ability to reason ethically, to interpret complexity, and to apply discernment in ambiguous situations. Graduates who have studied subjects such as English, philosophy, or history — those disciplines that nurture deep inquiry, analytical writing, and critical engagement with diverse perspectives — will therefore be well equipped to thrive in this evolving landscape.
From a leadership standpoint, Diedrich emphasizes how a strong grounding in the humanities enhances decision-making. Executives frequently face dilemmas that cannot be resolved through data or algorithms alone. In those pivotal moments, it is often the background in humanistic thought — the study of ethics, culture, and historical precedent — that provides the framework for evaluating difficult trade-offs. Leaders who understand human behavior and moral complexity are better positioned to guide organizations responsibly and to make thoughtful choices about how emerging technologies are deployed.
Diedrich acknowledges a common misconception: that mastering technical skills, such as programming, is inherently more challenging than acquiring humanistic insight. In his own experience, he learned to program at the age of seventeen entirely on his own, underscoring how accessible those skills can be for motivated learners. In contrast, cultivating critical thought, moral judgment, and nuanced understanding of human values requires years — often an entire lifetime — of study, dialogue, and self-reflection. These attributes cannot be gained through a short course or online tutorial. Once developed, however, they become among the most valuable competencies within any organization, precisely because they inform ethical innovation and sustainable progress.
Importantly, Diedrich does not argue that all technical experts should abandon their disciplines to pursue philosophy or literature. Instead, he advocates for integration — for engineers, computer scientists, and technologists to complement their specialized training with exposure to the humanities. Courses in philosophy, psychology, ethics, and cognitive problem-solving equip students with transferable skills they will draw upon daily when designing systems, writing code, or making operational decisions that affect society.
He further observes that the very concept of education has changed. A generation ago, earning a degree was often regarded as the final step before entering a lifelong career. Today, however, education has evolved from a finite event into an ongoing process. Because technology continues to advance at an ever-accelerating rate, individuals and organizations must commit to continual learning or risk becoming obsolete. When the sophistication of the tools we create surpasses our ability to understand and control them, companies begin to falter — not because of technological failure, but because human adaptability has lagged behind.
Ultimately, Diedrich envisions a future in which success belongs to those who combine technical expertise with a deep appreciation for human wisdom. The ideal employee — and indeed, the ideal leader — is not defined solely by coding proficiency or analytical capacity, but by a robust sense of ethics, empathy, and social awareness. He hopes that employers will recognize the immense value of well-rounded professionals whose decision-making reflects both technological competence and a firm grounding in the humanities. In an age when machines may soon match or exceed human efficiency, it is the capacity for moral reasoning, creative vision, and reflective judgment that will truly define what it means to innovate responsibly.
Sourse: https://www.businessinsider.com/cisco-innovation-officer-says-humanities-skills-are-critical-ai-era-2025-11
