Focusing on an educational paradigm rooted in critical pedagogy, the socratic method, futures studies, and peace education, this essay takes the position that classrooms of the future should be transformed into safe harbors where students are afforded the opportunity to explore, deconstruct and share knowledge of themselves, their experiences, and the world in which they live. Drawing upon experience as a professor of futures studies, peace studies, and international relations, the author argues that, regardless of the subject being taught, students should be active participants in a classroom environment where the professor guides understanding primarily as an individual contributor. The essay embodies Einstein's assertion that Bwe can not solve our problems with the same level of thinking that created them^, by arguing that in such 'incubatorial' classrooms, students and teachers strive, together, to evolve their mutual understanding of the world, which, as knowledge, forms a basis for their collective reality.

The writer takes the position that futures studies should lead the way in teaching image literacy and shares experiences and examples from her work teaching futures studies at the undergraduate level at San Diego City College. The essay focuses on future workshops, in which participants work on the creation of their preferred futures image, and their impact in the college classroom.

Fred Polak wrote in his classic text, The Image of The Future: The rise and fall of images of the future precedes or accompanies the rise and fall of cultures. As long as the society’s image is positive and flourishing, the flower of culture is in full bloom. Once the image begins to decay and lose its vitality, however, the culture does not long survive. This is, arguably, one of the most important tenets of Futures Studies as an academic discipline. This essay explores the importance and practice of imbuing our communities (especially our youth) with the ability to create positive future images; assisting them in the recognition of their own agency in the creation of preferred futures; and encouraging them to become active participants in the creation of positive personal and communal futures today.