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’.     

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.     

Futures: A question of values-consciousness-choices

How important is the quality of values, worldviews, consciousness and choices in the theory and praxis of futures studies and the creation of possible futures? This paper is based on an unpublished Ph.D. Thesis (that is now accessible on the ADT database on the internet), a case study about the evolution of values, consciousness and choices in 12 Australian women's lives. It contains a summary of the impact of the Women's Liberation Movement on these women's values and consciousness, their current values and consciousness, as well as some of their hopes and concerns for the future. Many of the value priorities these women share stand in remarkable contrast to mainstream patriarchal ethics. These women's values also find themselves in uneasy relation to patriarchal worldviews, future visions and futures studies and in important ways surpass them. Based on my research, I propose questions and suggestions in regards to futures studies.     

Examining the forward pricing function of the Australian equity index futures contract

The relationship between the Australian equity index futures and spot prices is examined. Tests indicate that futures prices with one, two and three months to maturity are unbiased predictors of the spot and hence provide an efficient hedging mechanism for Australian equity index market participants, while six‐, nine‐ and twelve‐month futures prices are biased predictors of spot prices, indicating that speculative opportunities may exist in futures contracts for these time spreads. An analysis of the short‐run dynamic properties of the long‐run equilibrium relationship found that for all time spreads the futures prices respond to changes in the long‐run equilibrium, and for the twelve‐month contract, both futures and spot prices adjust to return to the long‐run equilibrium.     

Multiscale hedge ratio between the Australian stock and futures markets: Evidence from wavelet analysis

This paper examines the relationship between the Australian stock and futures markets over various time horizons. In contrast to methods employed in previous studies, wavelet analysis allows us to decompose data into various time scales. Using this technique and the Hurst exponent, we find that the Australian stock and futures markets are antipersistent. The wavelet correlation between the two markets varies over investment horizons, but remains very high. Furthermore, the magnitude of the correlation increases as the time scale increases, indicating that the stock market and the futures market of the All Ordinaries Index are found to be not fundamentally different. The hedge ratio increases as the wavelet time scale increases. In addition, the effectiveness of hedging strategies initially increases with the hedging horizon.     

Activity in futures: does underlying market size relate to futures trading volume?

This study investigates the determinants of trading volume in the futures markets and focuses on underlying market characteristics as an explanation for futures trading volume. Four major futures contracts traded on the Sydney Futures Exchange are investigated: the stock price index (SPI); the 90-day bank accepted bill (BAB); the 3-year bond; and the 10-year bond. An important outcome of this study is an identification of the fundamental drivers of trading volume in the futures markets, which have largely gone undocumented in prior research. We find evidence that futures trading volume is related to underlying market characteristics: the size of the Australian superannuation fund investments in equities (for the SPI), short term treasury notes (for the BAB), non-government bonds on issue (for the 3-year contract) and government bonds on issue (for the 10-year contract).     

Can the choice of interpolation method explain the difference between swap prices and futures prices?

The standard model linking the swap rate to the rates in a contemporaneous strip of futures interest rate contracts typically produces biased estimates of the swap rate. Institutional differences usually require some form of interpolation to be employed and may in principle explain this empirical result. Using Australian data, we find evidence consistent with this explanation and show that model performance is greatly improved if an alternative interpolation method is used. In doing so, we also provide the first published Australian evidence on the accuracy of the futures‐based approach to pricing interest rate swaps.     

Engineering,a civilising influence?

The global environment is increasingly under threat and we face a challenge with little time to respond. Are we prepared to change the actions and attitudes that have led to this parlous situation, and if we are, how do we do it? Is the world ready for a more ecologically benign, less economically driven, peaceful and spiritually oriented way of living? My challenge lies in higher education. How do you encourage such values in a tertiary education system which has spent many years applying and rewarding a ‘respond to the market’ discourse? My responses are grounded in transformative education research with large diverse cohorts of first year engineering students. This paper also uses a critical futures methodology, Causal Layered Analysis, to update my concerns about Australian engineering education and the profession, using two recent reports. The aim is to offer constructive insights that may be transferable to educators in other contexts.     

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.     

Futures and forward price differential and the effect of marking‐to‐market: Australian evidence

The objective of this paper is to examine the effects of marking‐to‐market of futures contracts on the price differential between futures and forward contracts based on the predictions of the Cox, Ingersoll and Ross (1981) (CIR) model. Cox et al ., (1981) derive a series of propositions with respect to the relationship between futures and forward prices and a set of testable implications. These are tested empirically in this paper using Australian data from November 1991 to June 1997. The results provide evidence of the presence of significant futures and forward price differences, where the futures price is consistently below the forward price. Only partial support is found for the Cox et al ., (1981) propositions, implying that the effect of marking‐to‐market is not able to fully account for the price differential. Therefore, it is not possible to rule out the influence of other institutional factors on the futures‐forward price difference.     

Futures and forward price differential and the effect of marking‐to‐market: Australian evidence

The objective of this paper is to examine the effects of marking‐to‐market of futures contracts on the price differential between futures and forward contracts based on the predictions of the Cox, Ingersoll and Ross (1981) (CIR) model. Cox et al ., (1981) derive a series of propositions with respect to the relationship between futures and forward prices and a set of testable implications. These are tested empirically in this paper using Australian data from November 1991 to June 1997. The results provide evidence of the presence of significant futures and forward price differences, where the futures price is consistently below the forward price. Only partial support is found for the Cox et al ., (1981) propositions, implying that the effect of marking‐to‐market is not able to fully account for the price differential. Therefore, it is not possible to rule out the influence of other institutional factors on the futures‐forward price difference.     

Ways of knowing, culture, communication and the pedagogies of the future

This article focuses on how cultures are embedded in diverse ways of knowing and how individuals teach (formal, action research, spiritual) and learn the world (action, science, technique or gnosis) differently. We present case-studies or stories of teaching and learning futures and futures generations. These stories tell the fundamental difficulties we face in teaching, communicating and learning across civilization, profession, worldview and pedagogical style. We offer a futures method, causal layered analysis, as one way to enter different knowing spaces. The educational challenge ahead of us is to pass on the rich diversity of culture and ways of knowing to future generations.     

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 history of Western futures studies: An exploration of the intellectual traditions and three-phase periodization

The main purpose of this paper is to present a three-phase periodization of modern Western futures studies to construct historical classification. In order to reach this goal, the following intellectual traditions are introduced to review the philosophical and historical contexts that affect the very foundations of futures studies: (a) religions, (b) utopias, (c) historicism, (d) science fiction, and (e) systems thinking. The first phase (beginning in 1945 to the 1960s) was the era of scientific inquiry and rationalization of the futures characterized by the prevalence of technological forecasting, the rise of alternative futures in systematic ways, and the growth of professionalization of futures studies. In the first phase, futures had become objects of rationalization removed from the traditional approaches such as utopia, grandiose evolutionary ideas, naive prophecies, science fiction, religious attitudes, and mystical orientation. The second phase (the 1970s and the 1980s) saw the creation the global institution and industrialization of the futures. This era was marked by the rise of worldwide discourse on global futures, the development of normative futures, and the deep involvement of the business community in futures thinking. In the second phase, futures studies-industry ties were growing and the future-oriented thoughts extensively permeated the business decision-making process. The third phase (the 1990s – the present) reflects the current era of the neoliberal view and fragmentation of the futures. This phase is taking place in the time of neoliberal globalization and risk society discourses and is characterized by the dominance of foresight, the advance of critical futures studies, and the intensification of fragmentation. In the third phase, futures practice tends to be confined to the support of strategic planning, and hence is experiencing an identity crisis and loss of its earlier status of humanity-oriented futures.     

Globally scanning for “Megatrends of the Mind”: Potential futures of futures thinking

This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early 20th century indicating the emergence of new knowledge patterns. These signals have strengthened in the last 40 years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking,” “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.     

Action oriented futures studies in Hungary

The significant social changes and unstable social-economic processes we are undergoing require more participation and more future oriented grassroots activity both in designing the possible future alternatives and in the actions for the realization of them. Action oriented futures studies and participatory futures studies are in close connection, because orientation towards actions and participation of non-professionals can be strengthened by their mutual interdependence in futures work. This study gives—as examples—summaries of four Hungarian case studies using participatory futures methods: one case from the field of vocational training, two cases concerning regional development, and one about national social-economic development. Our experience shows that such selected groups have evaluated the present issues in their environments as well as the closer and broader regional issues in authentic ways. The future alternatives that were outlined regarding the future of vocational training, acceptable future alternatives of domestic social-economic development, and future living conditions of a smaller settlement and in a larger town, reflected obligation, responsibility and personal interest. That non-professionals lack sufficient future orientation, and do not see possibilities to take serious actions for the future is a read problem. Fortunately, it seems that the future and action oriented attitude of the individuals might be further developed by the use of partnership education.     

RBA monetary policy communication: The response of Australian interest rate futures to changes in RBA monetary policy

This paper examines the Australian interest rate futures market reaction to changes in Reserve Bank of Australia (RBA) monetary policy. Having determined market expectations from 30-day Interbank futures, the study finds evidence that interest rate futures react strongly to target rate announcements across the maturity spectrum, with a stronger reaction evident in short maturity futures. Further, there is evidence of an asymmetric news effect whereby volatility reacts more strongly to bad news. Disaggregation of the market reaction into target- and path-surprise factors demonstrates that the change in market expectations of future target rates plays a significant role in explaining changes in yield, particularly for bond futures. There is strong evidence that monetary policy statements drive the path-factor, while the December 2007 modification in policy communication has improved the ability of the RBA to influence market expectations.     

Interdependence and dynamics in currency futures markets: A multivariate analysis of intraday data

This paper investigates long-term interdependencies and short-term dynamics in currency futures utilizing intraday data for six major foreign currencies: the British Pound, Deutsche Mark, Swiss Franc, Australian Dollar, Canadian Dollar, and Japanese Yen. Lack of cointegration (CI) among the foreign exchange futures is found to be the prevailing mode of behavior, but some temporary deviations from the no-CI condition are detected. There is a notable overlap between detected CI relationships and the timing of policy changes, world events, and regime shifts, indicating that the observed CIs are event-driven. The robustness of the CI results is checked with respect to variations in the model, lag structure, data period, sample horizon, and currency basket grouping. Impulse–response functions (IRFs) reveal that currency markets are in general efficient and absorb new information within the day. The interdependence among currencies is found to be asymmetric.     

THE PROPOSED INTRODUCTION OF FUTURES‐STYLE MARGINING IN THE UNITED STATES: AN AUSTRALIAN COMPARISON

We extend the quadratic approximation method to examine American‐style options traded using futures‐style margining and show that an early exercise premium can exist when the cost of carry is negative. Empirical results based on a reduced form of the model using futures‐style call options traded on the Australian All Ordinaries Share Price Index are consistent with previous research: call option early exercise premiums are economically zero. Full option prices are examined by comparing observed futures‐style with theoretical stock‐style values. We find futures‐style values exceed stock‐style values and argue that the increase results from improvements in liquidity. The findings are particularly relevant given the pending decision at the Commodity Futures Trading Commission to introduce a futures‐style system in the United States. JEL classification: G13, C13     

Assessing the future of futures studies in management

It can be observed that a growing number of German corporations are using futures studies and its methods in various ways. This evidence suggests that there is a strong ongoing interest in the field of management in futures studies. To assess how the future of futures studies might look like a Delphi study was carried out. The experts in this Delphi study were asked not only to state how futures studies are used in corporations but also what futures studies need to accomplish in order to find more acceptance.The Delphi study suggests that futures studies will become more important in German corporations. In particular, the improvement of methods like environmental scanning, trend research, trend monitoring, strategic early warning and the scenario technique were suggested. While the results of the Delphi study do not suggest that new methods are needed, implementation remains a major concern.