Design futures in action: Documenting experiential futures for participatory audiences

The futures field demonstrates a willing openness in embracing methodologies, approaches, and influences from a diversity of disciplines and perspectives. This plurality of practice is evidenced in a growing body of work that increasingly embodies futures thinking in the design of everyday material and networked experiences. The intersection of design and futures produces artifacts, applications and interactions created to provoke dialog in an accessible manner. As part of the Futures special issue on the Emerge: Artists and Scientists Redesign the Future event, this article describes the documentation and public representation of the creative outcomes from nine Emerge design futures workshops. These workshops provided a rich opportunity to study how designers and futurists collaboratively engage, implement and communicate alternative futures. The goal of the documentation effort described is to capture the experience of creating experiential futures and extend the capacity for developing social foresight through a participatory exhibit and online social platform.     

Rethinking tomorrow's cities: Emerging issues on city foresight

Rethinking tomorrow's cities now, builds our capacity to act with foresight and create resilient and liveable places. I use methods from the futures studies field, particularly macrohistory, to provoke our current patterns of city making. From macrohistory, the grand patterns of social change reveal some of the key systems dynamics influencing the rise and fall of cities in civilisation. The key urban system dynamics in the broadest sense provide a meta-framework of emerging issues shaping new urban challenges or opportunities for our towns and cities. The hope drawn from the past and present is to focus our urban interventions in the key areas to create future cities of wonder and purpose. The implications of the emerging issues (critical focus areas of city foresight) that arise from the macrohistorical analysis are discussed using the case study of the Maroochy 2025 community visioning project.2025 is a community driven project to develop shared visions and action plans for the Maroochy Shire¹ towards the year 2025, for the purpose of creating an empowering and community owned response to the challenges facing them locally and globally.     

An assessment of futures studies worldwide

This article is based on a recent survey of the futures field. For a report of the survey, see Futures Studies : An International Survey by John McHale and Magda Cordell McHale. The full report on the survey was published by UNITAR, December 1975 and may be purchased from UN Sales Section, Room LX 2300, New York, NY 10017, USA or from Palais de Nations, 1211 Geneva 10, Switzerland. The expansion of the subject is shown by the growing number of conferences, publications, secretariats and commissions, and the subject is characterised by a drive for professional recognition and higher standards of methodological rigour. Changes in futures studies include: the shift from linear forecasting towards more normative modes that consider a range of alternative futures; and a new predominance of social science over physical science among practitioners. Whereas futures studies used to have the appearance of a disciplinary enclave it now appears increasingly like a social movement, attracting a degree of involvement similar to that of the civil rights movement, ecology, or consumerism.     

Futures studies comes of age: twenty-five years after The limits to growth

Twenty-five years ago, the publication of The limits to growth marked a period of accomplishments in the futures field. Today, futures studies is experiencing another burst of development and is ready to move more fully into mainstream intellectual life and the standard educational curriculum. In addition to continued work on methods, theory, and empirical research, the resolution of three issues might help persuade established academic communities of the serious purposes and sound intellectual contributions of futurists. They are (1) the adoption of an adequate theory of knowledge (critical realism is proposed), (2) the recognition that prediction does play a role in futures studies (so we can deal explicitly with the philosophical challenges it poses), and (3) the formulation and justification of core values (so we have a valid basis by which to judge the desirability of alternative futures). I propose a critical discourse among futurists in order to resolve each issue. The desire to make futures thinking a part of everyone's education is not, of course, mere futurist chauvinism, but is based on the conviction that futures studies has important contributions to make to human well-being.     

Bridges over troubled waters: Observations on the futures work of Eleonora Masini

It is really an expedition to study the work of a person you think you somehow know. In this commentary I try to apply my female point of view into the work of Eleonora Masini, one of the most outstanding female futures researchers and a person who has left a deep footprint in the futures research culture of our planet. The material is vast and, for me, the more impressive the unknown continents of the work of this bridge builder seems the more one learns. The areas which I try to cover are first her work as bridge builder among futures researchers as well as between researchers and activists from every continent. Basically this work seems to maintain threads of a global aspect and an ethical touch and creates forums where people can have discussions on an equal basis. This approach has much in common with the principles of the Club of Rome where she was invited as one of the first female members of the club. As a bridge builder for female futures researchers and activists she has gifted a great model through her own activity; she has educated and encouraged lots of women in the field. To give a futures perspective, I discuss a few of those problems she has brought up, but which have not been discussed as much as they deserve. The problems I pose are, first, the division between the culture of care and the culture of control, by now also divided into the female and the male culture. The dominance of the culture of control has caused the problem of useless people. Second is the role of everyday life and households in the world economy. The third is that futures studies has neglected to study the everyday futuring or anticipation of ordinary people. The fourth problem concerns the missing discussion about the future in terms of feminine worldviews.     

Carpe the academy: Dismantling higher education and prefiguring critical utopias through action research

This paper engages with the challenge of re-imagining higher education. We start from the position that the ascent of the increasingly corporatized university is deeply problematic precisely because of the neoliberal realist position on ‘the future’ that it assumes and perpetuates: the view that there is no alternative to neoliberal capitalist market principles, that present and future realities can diverge only to the extent permitted by existing market forces and rationales (Amsler, 2011). In this context, ‘education’ takes the form of preparing and socializing the next generation of workers: a future focus severely limited in the possibilities it considers. Thus we are faced with a mutually-constitutive relationship where constrained visions of future needs and demands serve to constrain present educational offerings; a dynamic which becomes self-reinforcing and which admits little disruption. In this paper, we draw on the concrete body of practice known as action research to consider how we might prize open spaces for thinking much more expansively about what ‘the future’ might entail, and what forms of education and organization are necessary in the present to keep open, rather than shut down, diverse possibilities and democratic debate around this. We focus on critical utopian action research and systemic action research as illustrative of key qualities of prefigurative and critical utopian engagement with educational presents and futures. We conclude that the capture of the university by neoliberal logics can be resisted and challenged through radical methodologies, like action research, which explicitly set out to be ongoingly anti-hegemonic, critical, self-reflexive, pluralistic, and non-recuperative (Firth, 2013, Garforth, 2009).     

3D,SF and the future

This article assesses the use of ‘science fiction’ (SF) in visioning or prototyping the potential economic and social consequences of so-called 3D printing. What is becoming clear to many commentators as well as science fiction writers is how rapid prototyping, or 3D printing more generally, could permit many final objects to be made near to or even by consumers on just-in-time ‘printing’ machines. This revolution in making would have many implications for the economy-and-society in the future by seriously augmenting, or possibly replacing, current systems of manufactured production, long-distance transportation and consumption. These 3D technologies have featured in SF works, including Neal Stephenson's The Diamond Age, Ian McDonald's Brasyl, Charles Stross's Rule 34 and Cory Doctorow's Makers. The article reports on current research seeking to understand the implications of what may be a major new sociotechnical system in the making. Some creative uses of SF are presented in a professional workshop setting. As well the article documents the use of SF as a methodological prototype in forecasting alternative scenarios of the future. SF prototyping could be a powerful tool in the social science repertoire when put into action in forecasting possible technology and business futures.     

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.     

Heart of the dragon: Metaphor use in futures thinking in Taiwan

This article explores metaphors in the teaching of futures studies in Taiwan. Metaphors are divided into those that describe current reality and those that describe the future. For instance, the metaphor of the gold fish is used by students to illustrate the short attention span of the people, which attributed to recurring societal crises. A transformative metaphor example is for the library—from a fort that passively awaits worships to fire that actively passes knowledge to people. The article concludes with the benefits of using metaphors in futures thinking.     

The chronospace: A proposed methodology for futures studies

In a recent article in Futures, ¹ eclectics was presented as the first part of a methodology of futures studies. In this second article, time is introduced as a variable and expressed in a diagram entitled the chronospace. Time is treated both as a subjective perception and as a vehicle for causality. The passage of time is perceived as a “scenario”, the content of which must vary with the scenario writer and the medium used. The perceived symmetry between historical and futures studies leads the author to propose the construction of a new science of time—chronosophy —to use with eclectics as an operational methodology for futures studies.     

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.     

Is it possible to make scientific forecasts in social sciences?

This article attempts to answer the question, whether and how it is possible to make scientific forecasts in social sciences through the investigation of the actual scientific-philosophical problems and methodological aspects of futures studies.¹ Following a critical analysis it describes the scientific-philosophical features of uncovering and forecasting the possible futures from the classic predictions to the latest approaches. In the methodological chapter it turns its attention to the impossibility of making scientific predictions and demonstrates the methods with the help of which—reacting to the challenges of uncertainty, instability and various changes—futures studies can perform its original function, i.e. supports present decisions providing information about the future.     

Metaphors,semiotics and futures studies

Metaphor belongs to key concepts of semiotics. I have made my career in the field of semiotics and I appreciate the possibility to tell to the scientific community of futurists how a semiotician sees the various functions of metaphors and their connections to the future. The edited volume CLA 2.0 (Inayatullah & Milojevic, 2015) shows that in addition to metaphors, many futures researchers have found the general language-based approach of semiotics. The paper deals with three issues: first the theory of metaphors as such, much discussed in the semiotic literature; then what semiotics says about the future; and finally, what kind of semiotics we are considering here. I would propose to scrutinise the problem of metaphors and future in light of my own new theory which I call ‘existential semiotics’.     

Movements toward holism in futures inquiry

This article takes up the question of the various movements toward holism in futures inquiry. The Ken Wilber inspired integral futures, developed by Richard Slaughter and others, and put forth as the most comprehensive approach to-date, is critiqued and assessed. While Wilber's integral and the variant it has inspired in futures represent significant innovations, it also contains the tendency to un-necessarily close down, lock out or to sub-ordinate alternative conceptions of holism, what I term ‘Wilber-ism’. Wilber's ‘theory of everything’ and integral futures are analysed, re-assessed and re-situated in the context of the alternative approaches to holism that exist. What emerges is a rich view of potential genealogies and ontogenies as movements toward holism. One variant from the action research tradition, which I call ‘integrative foresight’, is put forward as an example of an alternative. The article concludes by proposing a process of dynamic dialogue between diverse conceptions of holism, which can at once honour the great diversity of approaches, while likewise continuing the journey of creating shared meaning and common understandings of the complex contexts in which futures inquiry works.     

A continuous time equilibrium model of forward prices and futures prices in a multigood economy

This paper is a theoretical investigation of equilibrium forward and futures prices. We construct a rational expectations model in continuous time of a multigood, identical consumer economy with constant stochastic returns to scale production. Using this model we find three main results. First, we find formulas for equilibrium forward, futures, discount bond, commodity bond and commodity option prices. Second, we show that a futures price is actually a forward price for the delivery of a random number of units of a good; the random number is the return earned from continuous reinvestment in instantaneously riskless bonds until maturity of the futures contract. Third, we find and interpret conditions under which normal backwardation or contango is found in forward or futures prices; these conditions reflect the usefulness of forward and futures contracts as consumption hedges.     

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.     

Learning ahead of time: how evaluation of foresight may add to increased trust,organizational learning and future oriented policy and strategy

Evaluation of futures research (foresight) consists of three elements: quality, success, and impact of a study. Futures research ought to be methodologically and professionally sound, should to a certain extent be accurate, and should have a degree of impact on strategic decision making and policy-making. However, in the case of futures studies, the one does not automatically lead to the other. Quality of method does not ensure success, just as quality and success do not guarantee impact. This article explores the new paths for understanding evaluating of futures studies that are provided by the various articles in this special issue and sets out an agenda for next steps with regard to evaluation of futures research. The more structural and systematic evaluation can result in an increased level of trust in futures research, which may in turn lead to more future oriented strategy, policy and decision making. Therefore, evaluation should be seen as more than a burden of accountability – albeit important as accountability is – but as an investment in the credibility and impact of the profession. It may set in motion a cycle of mutual learning that will not only improve the capacity of futures-researchers but will also enhance the capacity and likeliness of decision-makers to apply insight from futures research.     

Is the future a political economy? Functional analysis of three leading foresight and futures studies journals

This article tests whether the field of foresight and futures studies shows significant variable selection biases in the modelling of the future in general and the impact of function systems in particular. We performed a word frequency analysis to measure the relative importance of the political system, the economy, science, art, religion, law, sport, health, education, and the mass media to three pertinent journals in the field of futures studies and foresight. The results show that Futures, Long Range Planning, and Technological Forecasting and Social Change have different and changing preferences for the above function systems, an information which authors may find helpful in supporting decisions on where to submit. Our results also show that all journals feature a highly significant bias to the triple helix systems – the political system, the economy, and science. While the latter bias may be adequate to scientific journals, the dominant focus on the political system and the economy as well as the corresponding neglect of the other systems points at implicit presumptions about the importance of the individual systems that may not be in line with their importance to the larger society.     

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.     

The Resourceful Earth: optimism and confrontation

The Resourceful Earth: A Response to Global 2000, edited by Julian Simon and the late Herman Kahn, is a recent contribution to the continuing debate over ‘optimistic’ v ‘pessimistic’ futures and how projections about the future should be made. This article is concerned more with issues of methodology, fact and philosophy raised by The Resourceful Earth than with assessing its Tightness or wrongness. The intention of the article is to move beyond the debate not to perpetuate it.