Transforming teachers’ temporalities: Futures in an Australian classroom

There is much rhetoric in education about the ways in which students are prepared for ‘the future’. The notion of the future in Australian education is dominantly singular, vague and abstract. This paper describes research which investigates changes which occur within teacher practices, enacted curriculum and student learning. The case study at the centre of this research focuses on a primary school south-east of Melbourne, Australia, which is internationally acknowledged as ‘innovative and leading’ in ‘educating for the future’. Initially, it was apparent that this notion of the future was assumed, and these specific teachers had given little thought to what that future looked like, or how that related to students’ learning requirements. As a result of professional learning, the teachers underwent temporal transformation, in integrating explicit futures dimensions within their curriculum. Arising from this research were significant key findings which highlight the need for a reconceptualisation of the ways in which curriculum and pedagogy are enacted in regards to notions of multiple futures. Furthermore, it generates renewed calls for futures perspectives to be addressed explicitly within education. Importantly it highlights a deficit in current teacher thinking about their roles in ‘educating for the future’.     

The future only arrives when things look dangerous: Reflections on futures education in the UK

This article takes the form of a personal reflection on the struggle to establish futures education in the UK school curriculum. After promising beginnings in the 1980s under the aegis of global educators the 1990s saw a retrenchment in order to create a research base and to develop appropriate support materials for teachers. Whilst until recently not understood or accepted by most mainstream educators a futures perspective is now beginning to be included in the work of geographical educators. In particular some aspects of futures thinking are also becoming enshrined in initiatives relating to education for sustainability. Encouraging teachers to develop a futures perspective in their own curriculum area may be a more profitable way forward than trying to promote futures education as a separate entity. Dominant neoliberal ideology and its influence on education will always make it difficult to challenge mainstream views of the future.     

Preparing for the millennium : Reflections on the need for futures education

What does education for a just and sustainable future look like and how might it be implemented in the classroom? This article is an introduction to the work of one particular curriculum project in the UK which is working with teachers on this issue. First, the broader educational context is described both in terms of the author's personal and professional interests and in relation to existing good practice in global education. Attention is then drawn to various formative influences on the project's design, both from futures education and from the futures field more generally. Finally, the aims of the project are outlined together with details of current work in progress.     

A futures perspective in Dutch geography education

Geography education offers many possibilities for futures education. In The Netherlands, a future perspective is obvious in the vision behind the curriculum for secondary education, but this perspective becomes thinner and less open when elaborated in the syllabus, textbooks and examinations. From an intended ideal curriculum with challenging future relevant issues and a call for scenario thinking, it changes into a presentation of a fixed and often negative future in the perceived implemented curriculum. In a focus group meeting with stakeholders of the geography educators’ community, there is recognition of the importance of a futures perspective. But there is also uncertainty and unfamiliarity, when it comes to implementing a futures perspective in geography education. Moreover, the institutional constraints, with an output testing regime, prevent the geography educators from making substantial room in their implemented curriculum for futures education. To enable geography teachers to implement or improve a futures perspective in their education, more clarity about the function and form is necessary. By researching and supporting good teaching practice, the expertise needed can be built, extended and used to empower a lobby advocating a more supportive national policy.     

Landscapes for peace: A case study of active learning about urban environments and the future

The relationships between peace and futures education and our urban landscapes are potentially very rich. They invite wide-ranging discussion on issues such as the futures of urban design, public transport, environmental justice, and active citizenship and nonviolent movements of social change. Developing a peace, environmental and futures education perspective, involves a number of pedagogic shifts.The authors decided to take a group of postgraduate students from a wide range of countries and various disciplinary backgrounds on an urban walk in Sydney. This diverse group of students was enrolled in a cross-disciplinary course called Peace and the Environment. As one of several current curriculum offerings, this course is taught through the Centre for Peace and Conflict Studies at the University of Sydney, Australia.As a learning activity, the urban walk component was designed to facilitate reflection on what might constitute peaceful environments, including alternative readings of the Australian landscape. With such experiential learning activities, the evidence suggests that students are more likely to be open to alternative readings or mappings of their everyday environments, as well as to hospitable rather than hostile, imagined future landscapes.     

Internationalisation and a post-development vision

The best futures concepts are simple and can be taken up by many people to help create much-needed shifts in perception.[1]However, the change process is not easy. Futures concepts and techniques continue to challenge my thinking and my work in the professional development of academic staff. From a basis in multicultural education and cross-cultural curriculum development, this article explores some issues of internationalisation of education within the context of a post-development vision of the future.[2]Despite the current emphasis on internationalisation as educating for profit, it remains an opportunity to develop education with the planet in mind.     

Changes in accounting education: preparing for the twenty-first century ∗

The Accounting Education Change Commission (AECC) was formed in the USA to be a catalyst for change in accounting education. The AECC has called for fundamental changes in what is taught and how it is taught. The AECC has issued Position Number 1 that describes the desired objectives for accounting education and has made ten grants to four-year and graduate schools to stimulate curriculum changes.     

Consumer education and everyday futures work

The purpose of this article is to draft new tasks for consumer education in a transformed and transforming world and consumption situation. The basic claim is that consumer education needs to become empowering or emancipatory, and that this can be reached through emphasizing the futures aspect and skills concerning everyday futures work. The functions of traditional consumer education can be described as socializative, preventive and corrective. This is not enough in a rapidly changing world in which consumers face completely new challenges. Section 2 of this article studies changes focal to the individual consumer. In Section 3 I define the basic functions of a household as an economic unit, consumption and consumer education. In Section 4 I continue the analysis of the functions of consumer education with the help of the neologism everyday futures work, which is grounded on the application of Joseph Nuttin's theory of action. I also argue that to fulfill an empowering function, consumer education has to emphasize the futures aspect. The core concept here is futures-will, which highlights the dynamic character of human action. In Section 5 I suggest relevant solutions for consumer education in relation to the challenges and functions of consumption described above as well as explain how the enhancing of everyday futures work skills could be applied in the framework of the cycle of human action. I conclude the article by discussing some recent topics in consumer education to show that consumer education thinking is in some measure - even if not often explicitly expressed - converging with futures education.     

Texas Roundtable on: The Future of Graduate Business School Education

A small group of academics and practitioners discuss the challenges now facing today's business schools. First and foremost is the challenge now being mounted by “online” courses to the traditional methods of classroom lecture and discussion, supplemented in some cases by apprenticeships and other kinds of “experiential” learning. How will traditional universities burdened with high and rising fixed costs for buildings and faculty compete with very low‐cost competitors—programs that reportedly have enabled star lecturers to reach audiences that, in some cases, have exceeded 100,000 students? In assessing the seriousness of the challenge, the panelists start by attempting to articulate what is valuable in current business school education—valuable enough to enable the best business schools to command as much as $175,000 for two‐year (or shorter) programs that confer MBAs. Much of the discussion focuses on establishing the relative importance of the disciplines, or body of knowledge, that are taught in business schools, as compared to the development of “collaborative” habits and interpersonal skills aimed at enabling students to make more effective use of their knowledge within large organizations. Some of the panelists, notably Jeff Sandefer, founder of the (now ten‐year old) Acton School of Business, argue that far too much of today's business school curriculum is devoted to the classroom and conventional learning. And many of the changes in the top business schools during the past decade appear to reflect Sandefer's charges. But, to the extent there is a consensus among the other panelists, it is that the best business schools will continue to try to accomplish both of these goals, though with varying degrees of effectiveness, while most schools attempt to maintain their specialized capabilities, and carve out distinctive niches based on them. For some schools, such specialization is likely to mean continued emphasis on theory and classroom learning—though almost certainly with more attention to practical application and collaborative decision‐making. For other schools, the main focus will continue to be the development of general management and leadership skills.     

The use of short role-plays for an ethics intervention in university auditing courses

This paper reports how short 10-minute role-plays can be used as an effective tool for ethics education within university auditing classes. A mixed method approach elicited student perceptions of role-plays in developing ethical awareness. While many students self-reported difficulty in recognising and dealing with the ethical dilemmas appropriately, most agreed role-plays helped them to prepare for dealing with these issues in the workplace. This was especially the case for students with English as an additional language. Students reported the role-play ethical dilemmas raised their awareness of the need to protect their professional independence. Students commented that they had a better understanding of the importance of the professional code of conduct and the code of ethics. Role-plays are a simple experiential learning approach that helps students to recognise ethical dilemmas, explore strategies to deal with such dilemmas in a safe environment, and practice listening and questioning skills to obtain information. Short role-plays can offer critical thinking opportunities that are more relevant to the student’s personal experience than case studies of historical ethical breaches.     

Are futures organisations “ahead of their times”? A view of the World Futures Studies Federation in the 21st century

This paper explores the idea of what it means to be “ahead of the times.” In doing so the paper looks at new generations of ideas; new generations of individualism; and new generations of organisational structures and cultures. Weak signals can already be identified from a century ago indicating new ways of thinking within several disciplines such as science, philosophy, psychology and education. These signs of what many regard as evolutionary change in human thinking run parallel with many of the exponential changes manifesting in the external world. The paper argues for a shift beyond egotistic individualism to collective individualism, laying foundations for major organisational transformation to meet the needs of uncertain futures. The paper suggests that futures studies as a field needs to be sensitive to the developmental and paradigmatic changes that have been occurring both within and across the knowledge spectrum. Finally, the World Futures Studies Federation is examined as a case study to determine whether it is, indeed, ahead of its times.     

Improving Ethical Attitudes or Simply Teaching Ethical Codes? The Reality of Accounting Ethics Education

ABSTRACT

Ethical instruction is critical in accounting education. However, does accounting ethics teaching actually instil core ethical values or simply catalogue how students should act when confronted with typical accounting ethical dilemmas? This study extends current literature by distinguishing between moral/ethical and legal/ethical matters and then re-evaluating the effectiveness of ethics training. A cohort of final-year accounting students with significant ethical training evaluated ethical scenarios. Half were moral (non-legal) and half contained legal as well as moral components. After further ethical instruction they re-evaluated the scenarios. Ethical attitudes towards legal/moral issues improved, but attitudes towards moral-only issues did not. This questions previous studies which purport to demonstrate the effectiveness of ethical instruction and queries the benefits of accounting ethics education. Are fundamental ethical principles being ignored in an effort to prevent more obvious accounting wrongdoings? Accounting ethics training needs to be reassessed if true ethical improvement is to be achieved.     

The evolution of futures in school education

School education seems to be mostly stuck in an outdated industrial era worldview, unable to sufficiently address the significance and increasing rapidity of changes to humanity that are upon us. An integrated forward-looking view should, now more than ever, be of central importance in how we educate. Yet there is little sign that—unlike corporations—school systems are recognising the true value of futures studies. A brief history of futures in school education shows the significant role played by the World Futures Studies Federation in its evolution to date. The article also introduces integral analysis as a way of opening up new possibilities to help school education develop due foresight and to more fully realise its potential as a prime facilitator in individual and cultural evolution.     

Corporate ethical futures: responsibility for the shadow on the future of today's ethical corporations

Humankind needs protection from the actions of corporations, which have an effect in time and space beyond the boundaries that they attend to in their day-to-day business decisions or their regulatory duties. A combination of an ethical orientation with a futures orientation gives rise to ethical futures, which produces a more developed and robust moral code for corporate organisations. In a pilot study of the current corporate social responsibility reports of five corporate organisations, a tentative qualitative relationship was found between the futures orientation of these corporations and their (BITC) corporate social responsibility index rating. Enforcing corporate ethical futures should become an imperative for stakeholders.     

Thinking futures. How to survive and thrive in a fast changing (business) world

The evolution of the ability to think futures is believed to be a very recent development in man. Whilst this, probably uniquely human, form of prescience provides us with the power to shape the world in which we live, most are reluctant to develop it. Many of our academic forms of education re-enforce this reluctance. Of the three times available to us: the present's of the past, present and future, it is considered that the most important is the present of the future. We reap what we sow. A non recognition of this leads to a lack of time management, lack of achievement and locks the individual at the lower levels of a hierarchy of self fulfilment. The future of the world depends more and more upon decisions made by human beings, many have not developed this ability and others misuse it. Either situation, if taken to the extreme, could lead to disaster. Whilst this paper is based upon experience and research in the world of business most of what it contains applies to much wider readership.     

Prospective youth visions through imaginative education

This paper reports research which investigated the views and visions of the future of Steiner educated senior secondary students using quantitative and qualitative methods. The students demonstrated a strong sense of activism and self-confidence and felt empowered to create their own preferred futures. This capability is referred to as `prospectivity' of futures visions. In exploring the human qualities they thought they should develop to contribute to their ideal world in 2020, the students identified such factors as more activism, more awareness, attitude and values changes, future care and more spirituality. A number of features of Steiner education are identified which might contribute to feelings of empowerment in spite of realistic fears and concerns about the future. In conclusion, there is an exploration of theoretical and practical links between the findings and recent speculations of educational futurists in regard to educating young people for the 21st century.     

An Insurance Pricing Game

Understanding data and statistical distributions is a fundamental part of an undergraduate business student's education. The insurance pricing game presented here gives the students a unique way to apply statistical analysis in the classroom. The game requires decision making about risk with limited information. Specifically, the students must decide what “premium” to charge the members of a hypothetical risk pool. The game provides teachers with a discussion platform for numerous aspects of insurer risk pooling.     

Where were the auditors? Using AAERs in introductory or advanced auditing courses

I provide instructions for use of a Securities and Exchange Commission (SEC) Accounting and Auditing Enforcement Release (AAER) assignment by instructors in Introductory or Advanced Audit Courses. The assignment gives students an opportunity to use the knowledge they have gained from their auditing and other accounting courses. Students analyze what was done by individuals in a company to cause the SEC to issue an AAER and what the external auditors could have done to prevent the AAER from happening. A secondary feature of the assignment is that students are able to practice their presentation skills by presenting their analysis to their class members and instructor. The assignment can also lead to class discussion on ethics and what ethical dilemmas practicing auditors are faced with.