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One of the central roles of education is to prepare students for the future and yet its study is often a neglected issue. This work focuses on the futures field as an educational resource using case studies from around the world, and on the nature of education for sustainability.
“We desperately need the dynamic revolution in education that this book offers us, reflecting the new ways of thinking and being on this planet that will permit us to live in peace as a global family even through massive climate changes. Read it and put these ideas into practice as quickly as possible in any ways you can!” —Elisabet Sahtouris, Evolutionary biologist and futurist, author of EarthDance: Living Systems in Evolution
In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education. Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including: the emergence of new relationships between humans and technology the opportunities and challenges of aging populations the development of new forms of knowledge and democracy the challenges of climate warming and environmental disruption the potential for radical economic and social inequalities. This book describes the potential for these developments to impact critical aspects of education – including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities. An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy-makers and students, who are asking the question 'how can education help us to build desirable futures for everyone in the context of social and technological change?'
This volume will provide eco-socially-oriented science and environmental educators with a diverse set of examples of how science and environmental learning for students and their co-learner teachers can be enacted in ways which contribute to their understanding of, commitment to and capabilities towards, living for a more eco-socially just and, therefore, more sustainable world. Science and environmental learning is set within a challenging framework, one that entails critical, transdisciplinary learning and acting, and values all the human and other-than-human beings sharing Earth’s rich, but finite, resources. The text asserts that ethical contemporary science and environmental education, which practitioners might find within science, technology, engineering, and mathematics (STEM), will have at centre-stage not merely more factual knowledge, but also the development of learners’ affect and behaviour towards acting for eco-social justice. This will demand that learners more fully appreciate not only the necessity to transition swiftly to living within planetary boundaries, but also the requirements of ethical living—that humans share health and well-being more equally with their own and all other species. Further, the book proposes that eco-socially responsible science and environmental education must be set within a transdisciplinary and integral framework, one in which curriculum and pedagogy are embedded in everyday practice. In this transition project from unsustainable inequities to eco-social justice, teachers and community leaders need to work with their students/citizens in envisioning preferable futures, and developing shared knowledge, values, dispositions, courage and capabilities to work towards such futures, and in genuine attempts at affecting them.
Digital Futures for Learning offers a methodological and pedagogical way forward for researchers and educators who want to work imaginatively with "what’s next" in higher education and informal learning. Today’s debates around technological transformations of social, cultural and educational spaces and practices need to be informed by a more critical understanding of how visions of the future of learning are made and used, and how they come to be seen as desirable, inevitable or impossible. Integrating innovative methods, key research findings, engaging theories and creative pedagogies across multiple disciplines, this book argues for and explores speculative approaches to researching and analysing post-compulsory and informal learning futures – where we are, where we might go and how to get there.
How can dystopian futures help provide the motivation to change the ways we operate day to day? This book raises and tackles a number of important questions about the future and the lessons we can learn for the present.
"Provides an overview and analysis of current tensions, debates, and key issues within OECD nations, particularly Australia, USA, Canada and the UK, with regard to where education is and should be going. ... Five specific discourses are explored: globalization; new information and communications technologies; feminist; indigenous ; spiritual.
Wisdom, Consciousness, and the Future: Collected Essays Thomas Lombardo, Ph. D. Center for Future Consciousness Wisdom, Consciousness, and the Future is a profound, deeply important, and timely book that concerned people and change agents everywhere will want to read. Copthorne Macdonald The Wisdom Page As a college professor and teacher of psychology, philosophy, and the future, Tom Lombardos mind has been drawn toward such questions as: How will the human mind evolve in the future? In fact, how should the human mind evolve and improve itself? What might be the standards and ideals that guide this evolution? And what role does ethical development (or evolution) play in this process? The twenty previously published articles collected together in Wisdom, Consciousness, and the Future chronicle the development of Dr. Lombardos ideas on these related questions and topics, and together constitute a theoretical perspective on the nature of the human mind, on how to best educate and evolve the human mind in the future, and how to integrate into this vision the central importance of both future consciousness (as a key dimension of human consciousness) and ethical character virtues. True to its title, three key themes emerge in this collection: wisdom, consciousness, and the future, and all three concepts tie into the authors main contribution to the field of futures studies, future consciousness. Numerous essays (for example, Evolving Future Consciousness through the Pursuit of Virtue and The Evolution and Psychology of Future Consciousness) address the nature of future consciousness, a term Dr. Lombardo defines as the complex set of mental capacities all humans possess for imagining, conceptualizing, and approaching the future. Aside from describing the psychological make-up of future consciousness, which includes emotional, motivational, cognitive, and personal dimensions, the author also explains in numerous essays (such as Developing Constructive and Creative Attitudes about the Future) how to proactively enhance ones future consciousness. Other essays deal directly with consciousness and the human mind in the broadest sense (as in The Future Evolution of the Ecology of Mind) and connect this general area of inquiry with the futurist question of how consciousness and mind might evolve in the future. Dr. Lombardo proposes that the progressive emergence of cosmic consciousness is the central evolutionary trajectory of the human mind. Hence, this book contains essays on both consciousness of the future and consciousness in the future. While the discussion of consciousness and the future fascinates in its own right, Dr. Lombardo is a holistic and deep thinker who searches for connections among myriad philosophical topics. A number of essays address the question of ethics and virtue and how such concepts connect with both future consciousness and the evolution of consciousness in the future. He then expands on this theme to explore how virtue applies to the goals of higher education in essays such as Ethical Character Development and Personal and Academic Excellence. In thinking through the concept of virtue and how it applies to consciousness, education, and the future, Dr. Lombardo emphasizes the one key virtuewisdomthat provides the center of gravity around which all other character virtues revolve. Indeed, if any one concept unites the majority of essays in this collection, it is wisdom. In The Wisdom of Future Consciousness, the author argues that wisdom is the highest expression of future consciousness, and systematically describes the numerous connections between wisdom and heightened future consciousness. Further, according to the author, wisdom is the key ideal that we should model and teach within education, now and in the future. This argume
