Educational Futures

Milojević, Ivana

doi:10.4324/9780203413982

Cited by 46 publications

(16 citation statements)

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“…This approach opens up the possibilities of alternative, particularly non-Western, 17 feminist, 18 and youth futures 19 and is a crucial part of the dimension that may be referred to as "possible, or alternative, futures." Strengths of this approach include its creativity and engagement with multiple perspectives.…”

Section: Postpositivist Approaches To "Multiple Futures"mentioning

confidence: 99%

Understanding the Breadth of Futures Studies through a Dialogue with Climate Change

Gidley¹

2016

World Futures Review

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This article explores the breadth of the futures studies field by creating a dialogue with some prominent approaches to climate change. The first half of the article takes an evolutionary perspective on the development of the futures studies field. I show how developments in the field parallel the broader epistemological shift from the centrality of positivism to a plurality of postpositivist approaches particularly in the social sciences. Second, I explore the current scientific research on climate change including issues related to mitigation, adaptation, and coevolution. Finally, I apply my futures typology that includes five paradigmatic approaches to undertake a dialogue between futures studies and climate change.

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Section: Postpositivist Approaches To "Multiple Futures"mentioning

confidence: 99%

Understanding the Breadth of Futures Studies through a Dialogue with Climate Change

Gidley¹

2016

World Futures Review

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“…On the explicit level the focus on competencies is justified for the sake of the learners; on the implicit level, justification of the selected competencies is criticized for following the neoliberal logic of the market aiming to create a flexible future worker. Education is shaped increasingly by market principles such as competitiveness and producing human capital to fulfill the needs of a global economy (Milojević 2005;Rizvi and Lingard 2009;McCarthy et al 2009;Hursh 2010). Education has become an investment which needs to pay off, in accordance with cost-benefit considerations (Sandford 2013).…”

Section: Education For An Uncertain Futurementioning

confidence: 99%

“…However, if the future is presumed to be uncertain, which is ultimately the case, then the necessary knowledge and skills are not that easy to determine. Future in education is more than a mere temporal category: future is a symbol of "something better" (Milojević 2005). Future ought to (and can) always be better than the past; so in that sense it is different from the present.…”

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confidence: 99%

“…Education has been considered as something which is free of any direct purpose or external will but, at the same time, clearly normative: it should help to bring society closer to an idealized humane future. Postmodern and postcolonial theories made us aware of the contingency of society and the problematic linear understanding of time and progress, as well as a teleological understanding of future (Milojević 2005). From a normative point of view, we must be aware that a teleological understanding of future is problematic in education today; however, what we should hold on to is the close connection between future and freedom (Biesta 2010), future as a symbol for shapeability, openness, change and self-determination.…”

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confidence: 99%

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Towards a sustainable future with education?

Holfelder

2019

Sustain Sci

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The call for a kind of education which can contribute to a sustainable future has resulted in the "education for sustainable development" (ESD) campaign. What is implied here is that a sustainable future can be achieved if people are properly educated. ESD ignores the current, popular perception that the future is non-shapeable and determined regarding sustainability issues; ESD presupposes a necessary understanding of a future that can be formed. The logic of standard education supports the perception of a future non-shapeable through the promotion of competencies designed for flexibility. Nevertheless both systems still conceive of education mainly as training, closing down the future. In this contribution, I argue that ESD needs to take current educational systems and today's society with their non-sustainable future-building practices into account, because otherwise ESD would not make any difference to the educational and societal status quo. My main objective is to show that education must be thought of as something other than just training: considering education predominantly as subjectification holds the possibility for open and alternative futures. In this article, I discuss the potentials of this understanding (and the notion of an open future) for education with a view to sustainability. I explicitly address an interdisciplinary audience with the aim of raising awareness that education is more than training.

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“…Notions of cyclical time are being reclaimed from non-western [72,73] and feminist perspectives [74,75]. Initially these two major time perspectiveslinear and cyclical-were set up in opposition to each other.…”

Section: Expanding Time: the Emergence Of Futures Studiesmentioning

confidence: 99%

Globally scanning for “Megatrends of the Mind”: Potential futures of futures thinking

Gidley

2010

Futures

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This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth century indicating the emergence of new knowledge patterns. These signals have strengthened in the last forty years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on "futures of thinking", "evolution of consciousness" and/or "global mindset change" has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.

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Educational Futures

Cited by 46 publications

References 0 publications

Understanding the Breadth of Futures Studies through a Dialogue with Climate Change

Understanding the Breadth of Futures Studies through a Dialogue with Climate Change

Towards a sustainable future with education?

Globally scanning for “Megatrends of the Mind”: Potential futures of futures thinking

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