I have been trying to articulate my world view of futures and how that impacts what I say and do in my futures work. I don’t see the future as being something that comes next, but rather a whole way of being, a constant movement and a futures fluent approach to taking action. I have called my emerging explanation Unbounded Futures, a model which weaves pasts, presents and futures.
Teaching is dead in its current format. It’s not doable. It requires people who can juggle so many balls in the air that most of them fall to the ground. It’s even too hard to focus on a few critical balls. So why do we persist with this used future? What’s the story of educational inertia? Why aren’t teachers falling in love with teaching? Are learners really at the centre?
This year I have been working with a number of diverse groups that want some futures literacy support. They are very aware of the complex challenges of today’s world but don’t know what to do about these challenges!
In these times of unprecedented change we oscillate between making sense of the here and now and considering new possibilities for change. For those of us in Christchurch, Ōtautahi we have experienced nearly a decade of these oscillations, with earthquakes, fires, the mosque terror attack and now a pandemic. We have moved from crises that are localised to those that impact us on the global stage. There is no ‘new normal’.
Technological change continues to accelerate. Automation is an increasing threat to employment. In times of such exponential acceleration it is important for us to consider and amplify what makes us uniquely human. Rather than trying to compete with technology, let’s explore ways in which technology can enhance humanity. What does it mean to be human? What are the implications for organisations trying to understand these complex times?