Ethical dilemmas: Teaching futures in schools

Educational policy is implicitly futures oriented, yet in most instances fails to engage learners with explicit futures tools and concepts at a school level. Futures studies in education, or futures education has the potential to reposition learning as purposeful and mobilizes the lives of participants by connecting the curriculum of schools with the multifaceted futures of learners. This is a complex task within the tensions often existing between: the cultural role of a school, the expectations of a society, the expertise of teachers, and the increasingly diverse needs of learners (Bateman, 2012). It is between the tensions of these things that the ‘ethical’ issues of what is taught, or omitted as content in a classroom and the consequences of these choices are evident.This paper highlights ethical and moral dilemmas, as they were apparent in two futures education projects. In the first study, the teachers discuss the inherent limitations of offering a broader and more futures oriented curriculum. In the second study, teachers reflect upon their students’ anxiety with regards to futures images as they are interrogated within a curriculum study. Each of these studies highlights the ethical challenges that arise, when possible, preferable and probable futures are developed as part of learning in school settings, which are culturally and demographically diverse.Tirri and Husu (2002) highlight the ethical dilemmas, which emerge in classrooms around the world, based on conflicts in values and competing intentions between key stakeholders. In the studies which contribute to this discussion, there is evidence to suggest that futures thinking causes conflict within an individual's perception of how the world should be, or their worldview as a result of futures imagining which goes beyond what is taken for granted, or is an assumed future eventuality. In the same way, Carrington, Deppeler, and Moss (2010) argue that all curriculum choices about what is taught (or not taught) in a classroom reflect an ethical decision made by a teacher, with regards to what is foregrounded for learning and what is omitted.It is crucial to re-examine the role of a school in educating students for their futures, as opposed to educating students with an aim of furthering governmental agendas. More significantly, however, as this paper highlights, it is exploring the boundaries of what is acceptable or unacceptable, appropriate or inappropriate to teach in a classroom, given the changing diversities of schools and education systems throughout the world.     

The futures of science : The human context of scientific expectations

As the international scientific community faces increasingly complex global problems, there is a growing need for closer cooperation between scientists. This can only be achieved if it is based on an understanding of the cultural elements involved in the scientific enterprise, which determine how scientists interpret and strive towards the future. This article describes a research project undertaken to investigate the nature of scientists' worldviews by surveying their images of the future. No single scientific worldview emerged, but rather a structured set of alternative views of the future, running along demographic, social and cultural lines. Such diversity may theoretically provide a healthy basis for scientific enterprise, but only if used creatively; otherwise it may hinder international, ] multidisciplinary collaboration.     

Communities of tomorrow

The social spotlight seems to be refocusing to the scale of local community at a time when globalisation of the economy is threatening the authority of nation-states. Certain small communities are in peril of falling out of the global economy while losing local customs to a globalised culture. Globally beleaguered nation-states are being squeezed in a two-pronged grip: from the growing weight of global capital and from local communities rising to global pressures by demanding local solutions. National authority is also being bypassed as new global communities of interest form on the Internet, expanding the meaning of the term community. But, is community more than common interest—a celebration of difference, negotiating symbiosis among diversity of ethnicity, lifestyle and aspirations for the future? This paper explores five scenarios of tomorrow’s communities. One scenario is a nostalgic return to the romantic notion of the white-picket fence. Then there is the drop-out feral community. In another future the fence becomes a fortress wall, or a ring of barbed wire. Yet another is a virtual community beyond place, where people sharing a common interest live in cyber-reality. The viable community is one for the long haul. To be viable in a global world it must make local-global links to create synergies by sharing resources and inspirations throughout a diverse, planetary society. Viable, local-global network communities of tomorrow set a global example for creativity by honouring difference and open exchange. They take responsibility for their own futures.Two powerful images from recent events remain with me, in juxtaposition. After considering the American attacks on Afghanistan, a well-experienced teacher feels isolated at the periphery, and powerless. In addition, she watches, in “quiet despair”, one of her pupils “virtually going crazy” before her eyes. She shares these words with me:

“Neither he nor I, it seems, have anywhere to run except to the graciousness and the care of the other children, that as classroom leader I’m tying daily to coalesce, in order to put a cocoon of community around him. Bit like the planet!”

“We all work to keep our very bright and fairly disturbed ADHD-labelled¹ learner connected to us in genuine relationship. That’s the foundation of authentic learning support. I’m not operating a medical model!”

Our leaders and the babbling mass media ignore this, the first image, and many similar to it.By contrast, the second image gets constant exposure. It gets instant recall from most TV viewers. It is the scramble of screen jockeys, on what is left of Wall Street, playing the casino economy, in a frenzy of greed. Curiously the main media focus emphasizes images that represent the world at the global scale. They largely ignore images of life at the scale of community.Why is this? Why does the second image of the so-called finance community, where the focus is the dollar, override the more basic image of a hometown community where the focus is human life-support? Are the media reflecting our true priorities, and have we got it wrong? Is money more important than community?     

Replication and reality: or,the future of sociology

This article has been written to raise some questions about the practice of sociology in the past in order to be clearer about sociological practice in the future. Its object is to encourage some reflection on what sociologists do in order that sociology may have a securer future. More specifically the author is concerned with the theoretical implications of some of the methodological assumptions that sociologists make, and with the need for a better epistemological base for sociology as a predicting science.     

Is that a future we want?: An ecofeminist exploration of images of the future in contemporary film

Contemporary film images of the future are usually made within the hegemonic world of the Hollywood¹ film industry. This paper will argue that these films, with their global reach, are contributing to the dominant single view of the future. A view that limits the future to a Western high-tech, white, heterosexual, patriarchal, militaristic, dark blandness where a small number of the rich and powerful men are in control; it is a view that misses out on the lushness of human and biological diversity and the joyful messiness of plurality and truly democratic systems of shared power. Using Causal Layered Analysis as a methodological framework, and ecofeminism to ask questions, this paper explores images of the future in a small number of contemporary films, with specific attention to images of the ecological future in depictions of landscape, food, and animals as well as women's roles in society as an indicator of social justice and equality.Ecofeminism provides a theoretical base from which to identify areas of domination of women, human Others, non-human Others, and the Earth. Ecofeminism combined with Futures Studies provides direction on alternative ways to envision futures—futures that celebrate and protect local human and biological diversity as well as a recognition of common values based on requirements for peace, shelter, food, water, basic material well-being, and cultural expression.     

New Zealand High School Students’ Perception of Accounting: How and Why Those Perceptions Were Formed

Abstract

Attempts to change the negative perceptions high school students have of accounting appear to have been unsuccessful. Using the social psychology theory of stereotyping, this study explains why such attempts have been unsuccessful and proposes intervention strategies. Individual perception data were collected through questionnaires and focus groups with New Zealand high school students, half of whom had studied accounting and the other half who had not. The findings suggest that high school accounting students have a very narrow and specific perception of accounting based on their classroom experience. The non-accounting students, on the other hand, have a very abstract perception of accounting, which is devoid of specificity. Failure to address the issues identified may lead the stereotype to become self-fulfilling and result in the recruitment of future accountants who lack the required skills and capabilities required by the profession.     

Futures India: society, nation-state, civilisation

The future of a phenomenon can only be understood in terms of (a) the conceptual construction one makes of it and (b) the changes in empirical content of that phenomenon. In turn, the empirical reality ought to be discerned in terms of the past-present-future dialectic. Keeping this in view, this paper begins with conceptual clarifications of the terms society, nation-state and civilization and situates India in terms of these notions. It is suggested that India’s future as a society and as a civilisation is durable although some changes in their content are inevitable. But as a ‘nation-state’ India may radically change given the contestations about it. Four competing value-orientations—cultural monism, cultural pluralism, cultural federalism and cultural subalternism—about the contemporary Indian nation-state have been identified. India’s future as a nation-state will depend upon the legitimacy these value orientations achieve in future.     

Four Mexican dreams: What will drive the Mexican millennial to invest?

The American Dream is a well-researched concept, but what would be its equivalent for Mexico? We investigate the Mexican Dream for young adults (25 to 35 year old Mexicans). The aim of the study is to develop an understanding of the core values of young Mexican adults reflected in their consumer behavior in the financial sector. We implement a cross-cultural consumer behavior framework by David Luna, in order to consider factors like culture, and value systems to uncover the Mexican Dream for young Mexican adults. In order to gather data for this study, six focus group discussions of key informants were carried out in specific areas, such as consumer behavior, futures images and Mexican culture among others. The results suggest that the core drivers of the Mexican Young adults, known as Generation Y, differ from the traditional cultural values in several ways. The results are used to create four images of the future in order to understand the young Mexican adults core drivers for the future: 1) Following the North Americans image describes a future based on the traditional Mexican values updated with a modern twist; 2) The Muddling Through image describes a future where the most important aspects of life go wrong; 3) the Telenovela combines positive and negative aspects in an image of the future; and 4) the Going European image strives for a civilized individualism within a welfare state.     

Symbolizing the future—towards a futures'' iconography

This essay brings the art historical methodology of iconography to bear upon symbolic representations of futures issues. The discipline of iconography was developed as a way of analysing symbolism as it evolved from antiquity to the Baroque in order to identify and interpret the meaning of symbols within their wider cultural context. Symbols constitute significant indicators of the aspirations, belief systems and neuroses of the cultures which generate them. As such, they constitute fundamental tools in any analysis of past and contemporary attitudes towards science, technology and the future. With this in mind the essay considers symbolic images of the three fundamental aspects of futures studies—the interconnectedness of past, present and future, the plurality of options for the future, and the importance of the human input into technology and the creation of the future.     

How foresight creates unforeseen futures: the role of doubting

This paper defines foresight as being a mental model about the future and considers the role of foresight in shaping actions and events reflected in imperious, heroic, tragic and chaotic futures (defined within the paper). The paper contends that success in foresight is not about acquiring knowledge or using it to build pictures about the future. Rather, it is the expectations that come with such processes that cause organisational closure, and thus chaotic and tragic futures. The argument is made that firms need to doubt much more than they do.Two processes of doubting are described: the first (single loop doubting) shows how differences between expectations and perception cause doubt that (whenever the underlying mental model is sufficiently plastic) is accommodated by social processes without change. The second process, called double loop doubting, is based on genuine attempts to refute, rather than confirm, mental models about the future. The contention is that such processes would lower expectations and certainty, thereby opening the organisation and enabling mental models to be more accurate.

“I fear there can be no possible doubt about the matter”.

Jack in The Importance of Being Ernest, Oscar Wilde     

Degrowth,the past,the future,and the human nature

In the last years, different sources point to a same message: industrial civilization has entered an overshoot mode, the natural limits to growth have been already surpassed. This frontier does not wait for us in the future; it already belongs to our past. If population and the economy are truly beyond the limits, then current visions and theories of social change would be deeply perturbed. If the development era is approaching its end, then many sociological theories on current societies will share the same destiny, sustainable development doctrines between them. It is worth to examine theories that explicitly look at the social world this way or that – at least – are not incompatible with it. Differences between these theories depend on sociological, psychological and anthropological questions; or, in other words, they depend on the human nature. Exploring the relationship between degrowth and the human nature gives rise to debates about selective pressures under conditions of scarcity (human evolution), historical and anthropological evidence, philosophy, and sociology (institutional resilience, utopies as whole society experiments…). As its conclusion, the argument accepts that an evolutionary perspective supports that there are some potentials for conscious social change even in a way-down era, but it does not justify the belief in a particular only line of history. This conclusion does not satisfy the desire of knowing the future; nevertheless it may be the only one possible. The future is not written. Neither in history nor in evolution; not even in the mixture of history and evolution that conforms us as inhabitants of the Earth.     

Intercultural communication, interreligious dialogue, and peace

In an increasingly interdependent world that includes great cultural, ethnic, racial, national, and religious diversity, it is imperative that we find ways to come together as a human family while still honoring and respecting our many diversities. In the nuclear age, and now the bioterrorism age, and in the wake of September 11, 2001, it is also imperative that we find ways to resolve our conflicts short of violence. The fields of intercultural communication and interreligious dialogue provide important tools to help people deal with all these diversities in more positive ways that increase understanding between people and can enrich people’s lives. People must still resolve their conflict issues, but understanding other people’s cultures, negotiating styles, and religions will prevent unnecessary misinterpretations of other people’s behavior, which can exacerbate conflicts that already exist. This article is concerned with many positive approaches and tools for dealing with diversity from the fields of intercultural communication and interreligious dialogue as these pertain to creating more peaceful futures. It is a basic hypothesis of this article that a more peaceful future requires adoption, by people worldwide, of a dynamic, interdependent, complex (not homogenized) whole systems’ worldview, which honors both our unity and interdependence, as well as our diversity—of races, ethnicities, cultures, nationalities, and religions.

Our generation has arrived at the threshold of a new era in human history: the birth of a global community. Modern communications, trade, and international relations as well as the security and environmental dilemmas we all face make us increasingly interdependent. No one can live in isolation. Thus, whether we like it or not, our vast and diverse human family must finally learn to live together. Individually and collectively we must assume a greater sense of Universal Responsibility.

The XIVth Dalai Lama

No peace among the nations without peace among the religions. No peace among the religions without dialogue among the religions.

Hans Kuhn     

Back to the futures: Retrospecting the prospects of smart grid technology

This paper analyzes a ten-year long technology debate, which dealt with the so-called advanced electricity meters in Norway (1998–2008). The debate circled around one central question: should the implementation of this technology be forced through with regulations or should the market decide on pace and character of implementation? In 2008 it was decided that it was best to regulate the implementation. Throughout these 10 years, the debate largely concerned how the future would look with or without regulation. This paper is inspired by “the sociology of expectation”, which assumes that futures are performative. This means that when the future is evoked or imagined, it influences present action and navigation. With this in mind, the paper analyzes future visions and expectations as they were formulated in the technology debate, and traces the role of these futures in the policy debate and for the policy outcome. The paper identifies two modes of future performativity: translative and transformative futures. Translative futures are often mobilized as spokespersons for desired technology or policy trajectories. Here, they work as (a) stagestting devices: sparking debate, enrolling new actors in the debate and generating interest. Further, they work as (b) regulative tools: establishing the need for political decisions, either to realize the content of future visions, or to avoid the contents of alternative futures. Transformative futures do more subtle and gradual work, shifting the practical, symbolic and cognitive meaning of “what” the technology in question might become in the future. As an example, the significance of the advanced electricity meters discussed in this paper changed from being a device filling the knowledge gaps of electricity consumers, to being a central hub in households delivering a range of potential services and being available for a number of different users. In this paper, I describe the gradual shift in understanding of what advanced electricity meters could be as a virtual domestication trajectory.     

The future of art in postcultural democracy

Has the future of art fallen irredeemably into the grip of the ‘creative industries’ directed by a consortium of public and private cultural entrepreneurs? Is democracy the natural guardian of artistic independence? Or has the cultural policy agenda of neoliberal democracy solidified into a managerial instrumentalization of art geared to the functions of the market and the state? European Cultural Policies: 2015 provides a model introductory text for a discussion of these vital issues in near future forecast. The authors of the report are independent curators operating from dissident research groups whose aim is to challenge the dominant neoliberal model of cultural enterprise and offer viable alternatives to it. This paper examines the report's diagnosis of a symptomatic cultural predicament and its proposals for future recuperation.     

Diffusion with distinction: The diffusion of household durables in the UK

Futures researchers have long been interested in studies that investigate the diffusion of innovations among consumers. Often this is simply as a basis for extrapolating future trends in access to technologies. But also this literature has been particularly useful in providing frameworks for understanding the processes by which new commodities come into circulation and spread across populations of adopters. In this paper we seek to deepen the analysis. We argue that many studies have oversimplified the issues by treating populations of potential adopters as being homogeneous. This, we believe, is inadequate for understanding the diffusion of products in consumer markets. Drawing on debates from cultural studies and the sociology of consumption, as well as emerging theories from evolutionary economics, and analysing household survey data, we show that there are discernible social groups that adopt products at different rates. These differential rates of adoption are attributable to the existence of groups with different tastes, and not simply a question of different income groups.     

Is it Shameful to be an Accountant? GenMe Perception(s) of Accountants' Ethics

The function that accountants fulfil in the economic system is dependent on their ability to maintain the perception of high ethical standards. Building on the idea that birth cohorts, otherwise known as generations, are a useful proxy for the socio‐cultural environment of different time periods, we focus on the so‐called ‘GenMe’, that is, students and young workers born in the 1980s and 1990s. In particular, combining the accounting and business ethics literature, the purpose of our paper is to contribute to an increased awareness of the GenMe perceptions of accountants, with special attention given to ethical aspects. We believe that the perceptions of this age group are particularly crucial for the future of the accounting profession as it is these young people who will either become professional accountants or the accountants' future clients. Using an extensive database of 1,794 questionnaires, results show that the impression of the accountant as a corrupt professional is not dominant among GenMe and seem to suggest the existence of a multifaceted perception of accountants' ethics. Specifically, the factors that contribute to influencing GenMe perceptions of accountants' ethics are level of education, having attended an accounting course at high school level, gender, and belonging to the accounting profession. Finally, our study indicates that there is room for improving public perceptions of accountants' ethics through university courses in ethics, continuing education programs, and focused communication strategies by accounting firms and professional bodies.     

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.