64,946 research outputs found

    Interactivity and the development of futures studies

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    Introducing and expanding a futures focus in science classroom

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    The article discusses the incorporation of futures thinking in science education programmes in New Zealand. The flexibility of exploring components of the futures thinking model allows for the selection of activities to engage and motivate students. A timeline obtained from the New Zealand Biotechnology Hub assisted the students in identifying key trends and drivers in the dairy industry

    Technology foresight and its contribution to advancing participatory democracy

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    Theory and practice in the field of foresight

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    Purpose – The paper aims to explore the gap between theory and practice in foresight and to give some suggestions on how to reduce it. Design/methodology/approach – Analysis of practical foresight activities and suggestions are based on a literature review, the author's own research and practice in the field of foresight and futures studies, and her participation in the work of a European project (COST A22). Findings – Two different types of practical foresight activities have developed. One of them, the practice of foresight of critical futures studies (FCFS) is an application of a theory of futures studies. The other, termed here as praxis foresight (PF), has no theoretical basis and responds directly to practical needs. At present a gap can be perceived between theory and practice. PF distinguishes itself from the practice and theory of FCFS and narrows the construction space of futures. Neither FCFS nor PF deals with content issues of the outer world. Reducing the gap depends on renewal of joint discourses and research about experience of different practical foresight activities and manageability of complex dynamics in foresight. Production and feedback of self-reflective and reflective foresight knowledge could improve theory and practice. Originality/value – Contemporary practical foresight activities are analysed and suggestions to reduce the gap are developed in the context of the linkage between theory and practice. This paper is thought provoking for futurists, foresight managers and university researchers

    Futures Studies in the Interactive Society

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    This book consists of papers which were prepared within the framework of the research project (No. T 048539) entitled Futures Studies in the Interactive Society (project leader: Éva Hideg) and funded by the Hungarian Scientific Research Fund (OTKA) between 2005 and 2009. Some discuss the theoretical and methodological questions of futures studies and foresight; others present new approaches to or procedures of certain questions which are very important and topical from the perspective of forecast and foresight practice. Each study was conducted in pursuit of improvement in futures fields

    The ‘responsibility’ factor in imagining the future of education in China

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    Design and creativity have been a considerable force for improving life conditions. A lot of effort has been invested in explaining the design process and creativity mainly through the design thinking methodology, but design accountability and responsible actions in the design process are, yet, to be fully explored. The concept of design ethics is now increasingly scrutinized on both the level of business organization and of the individual designer. A 4-day design workshop that involved creativity techniques provided the base to explore responsibility in the fuzzy front end of the design process. The future of education in 2030 was defined as the workshop's theme and fifty-six students from China were asked to create detailed alternative scenarios. A number of imagination exercises, implementation of technological innovations and macro-environment evolutions employed in the workshop are discussed. The aim was to incite moral and responsible actions among students less familiar with creative educational contexts of student-led discovery and collaborative learning. This paper reflects on the use of creativity methods to stimulate anticipation in (non)design students

    Managing technological transitions: prospects, places, publics and policy

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    Transition management (TM) approaches have generated considerable interest in academic and policy circles in recent years (Kemp and Loorbach, 2005; Rotmans and Kemp, 2003). In terms of a loose definition, a ‘transition can be defined as a gradual, continuous process of structural change within a society or culture’ (Rotmans et al, 2001, p.2). The development of TM, much of which has occurred within the context of the Netherlands, may be seen as a response to the complexities, uncertainties and problems which confront many western societies, in organising ‘sustainably’ various aspects of energy, agricultural, water, transport and health systems of production and consumption. Problems such as pollution, congestion, the vulnerability of energy or water supplies and so on are seen as systemic and entwined or embedded in a series of social, economic, political, cultural and technological relationships. The systemic nature of many of these problems highlights the involvement - in the functioning of a particular system and any subsequent transition - of multiple actors or ‘stakeholders’ across different local, national and international scales of activity. With this in mind, such problems become difficult to ‘solve’ and ‘solutions’ are seen to require systemic innovation rather than individual or episodic responses. The point being that ‘these problems are system inherent and… the solution lies in creating different systems or transforming existing ones’ (Kemp and Loorbach, 2005, p.125). In this paper we critically engage with and build upon transitions approaches to address their ‘applicability’ in the context of the UK. In doing this the paper addresses the prospective potential of transitions approaches, but also their relative neglect of places and publics. Through developing an argument which addresses the strengths and ‘gaps’ of transitions approaches we also analyse the resonances and dissonances between three themes – cities and regions, public participation and national hydrogen strategy – in the transitions literature and the UK policy context
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