What Futures Studies Is, and Is Not

Dator, Jim

doi:10.1007/978-3-030-17387-6_1

Cited by 33 publications

(28 citation statements)

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“…To summarise this paper I end with several quotations from Dator (), with a commentary on how far, or not the vignette meets his suggestions, and the vital next steps that I hope this vignette will begin. ‘The future cannot be predicted, but preferred futures can and should be envisioned, invented, implemented, continuously evaluated, revised, and re‐envisioned ’ (p. 1).…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Future secondary schools for diversity: Where are we now and were could we be?

Black

2018

Review of Education

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There are more pupils of secondary‐school age in special schools in England than those of primary‐school age. In 2016, 60% of the 88,009 pupils aged between 5 and 16 in special schools in England were of secondary age. This disproportionality can be viewed as an indication that inclusion of children with special educational needs in mainstream secondary schools is not being achieved. This two‐part multiple methods study involved a standard empirical enquiry, used survey methodology with rating scales and open‐ended questions. The second part used futures studies methodologies and focus‐group evaluation techniques to develop a vignette of a school that successfully includes those children who are placed in special schools, at the time of this study which was then subjected to critique and evaluation by a variety of expert and stakeholder groups in several focus‐group settings. The suggestions arising from these discussions informed the reformulating and development of the vignette. Analysis reveals that while school structure and organisation account for some of the explanations of over‐representation, so do within‐child factors, issues around relationships, processes and curriculum as well as exosystemic/chronosystemic factors. A vignette of a future school is presented, one that which includes the children who are excluded from mainstream schools at the time of writing. This paper highlights the unexplored phenomenon of secondary over‐representation in special schools in England and presents an in‐depth analysis of the reasons that stakeholders give to explain this over‐representation. Uniquely, this analysis is then translated into a design of a possible future inclusive school.

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Section: Concluding Thoughtsmentioning

confidence: 99%

Future secondary schools for diversity: Where are we now and were could we be?

Black

2018

Review of Education

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“…In preparation for the visioning workshop, I remind my students of “Dator’s Laws of the Future.” In particular I underscore Law II, which states: “Any useful idea about the futures should appear to be ridiculous” (Dator, n.d.). Calling attention to this law at the outset encourages students to take their futures images in any direction possible.…”

Section: The Visioning Workhopmentioning

confidence: 99%

The Image Today: Field-Notes on the Interdisciplinary Use of the Visioning Workshop

Bodinet

2018

World Futures Review

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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.

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“…Students learned that new technologies could permit new behaviors and values, and challenge the old beliefs and values that were based on prior technologies. Useful ideas about the future typically seem impossible, stupid, and ridiculous at first glance, but become familiar and eventually normal (Dator 1995). Thus, what is considered to be the least likely future sometimes turns out to be the most likely future.…”

Section: Meeting Molitor At the Manoa Schoolmentioning

confidence: 99%

The X-Project in Korea: Reflecting Molitor’s Emerging Issue Analysis

Park

2017

World Futures Review

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Molitor mentions that victims, relatives, close friends, or sympathizers of victims could be the vanguard for new change. If futurists want to detect emerging issues, they should hear from those who are suffering. For this reason, the X-Project pursued a project in which the public from all walks of life was asked to raise questions that reflected the desperate needs of the public. Out of the experimental research, we designed the process of the X-Project in which the research teams tackle serious and dire problems, with a sense of challenge.

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What Futures Studies Is, and Is Not

Cited by 33 publications

References 0 publications

Future secondary schools for diversity: Where are we now and were could we be?

Future secondary schools for diversity: Where are we now and were could we be?

The Image Today: Field-Notes on the Interdisciplinary Use of the Visioning Workshop

The X-Project in Korea: Reflecting Molitor’s Emerging Issue Analysis

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