On applied science, prediction and contingency

Like any other science, to remain a worthwhile scientific discipline, futures research needs to reflect on itself. It needs to do so from three perspectives: 1) futures research is regarded as an applied science: a closer connection between studying the future in an academic manner and conducting futures research can improve the quality and subsequently the use and impact of futures research, since this will set a cyclic process between theory and practice in motion. An important condition for ensuring this is to increase the amount of empirical research concerning the way futures research is carried out in real life; 2) a reappraisal of predicting the future: although history has shown that predicting the future is difficult, stating that, in the future, predictions will not be a part of futures research is in itself a prediction. In fact, predictions can serve as valuable starting points for discourses on the future; 3) the context of futures research: futures researchers should be more aware of the context in which they do their work. This can significantly enhance the usability of futures research but it also means that futures researchers should become more flexible in applying their methods and processes.     

The future revisited: Looking back at The next 25 years by the Netherlands Scientific Council for Government Policy (WRR)

Looking back at futures studies in the past (past futures) is perhaps the second nature of futures researchers. In this article we look back at a study that was conducted by the Netherlands Scientific Council for Government Policy in 1977. We considered it interesting to assess its value 25 years later since many changes have taken place in technology, society, economy, and in the science of futures research as well. From our analysis we have drawn the following conclusions: (1) instead of giving every topic the same time horizon more diverse time horizons should be included because of the different dynamics, (2) more attention for people and opinions outside the mainstream discourse, (3) more attention for thinking in multiple futures instead of predicting just one future outcome, (4) do not only look at the (possible) future of a specific topic, but assess if this topic in its whole will be relevant in the future important (meta-forecast), and (5) more attention for integrating topics for futures studies, but not fulfilling the impossible ambition to link everything to everything.     

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.     

Understanding rural change—demography as a key to the future

The last decades have seen a rapidly growing interest in foresight methodology. Methods have been developed in corporate and governmental communication exercises often labelled technology foresight. In reality, these foresights have often drifted into processes of social change, since technological change is hard to foresee beyond what is already in the pipe-line. Forecasting of social change, however, must be based on solid knowledge about the mechanisms of continuity and change. Virtually nothing can be said about the future without relating to the past; foresights and futures studies are about revealing the hidden pulse of history. Hence, the answer to forecasting the future is empirical research within the social sciences.Demographic change has been recognised as a key determinant for explaining social change. Population changes are fairly predictable and the age transition can explain a wide range of socio-economic changes. For rural futures, demographic change is a key issue, since age structure in rural areas is often uneven and also unstable due to migration patterns. A number of policy related questions as well as research challenges are raised as a consequence.     

A vision of futures studies

The article looks at futures studies from the point of view of the author who has spent over 30 years in the field, with special reference to the World Futures Studies Federation. It suggests that visions are essential for conducting futures studies and education in futures studies is vital for preparing future oriented new generations. The author points out that around the world women are developing silent alternatives to the present societies geared to conflict and violence; this may lead to non-violent changes of which many are not aware. Futures studies will also benefit from examining futures of cultures as we seem to be developing a new culture of peace.     

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.     

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.     

A method for building community resilience to climate change in emerging coastal cities

Rapidly urbanising coastal locations represent prototypes of future cities. While these “sea change” locations will face a range of issues associated with rapid growth such as infrastructure provision and enhancement of social capital, anticipated environmental impacts are likely to add significant challenges. Climate change is likely to have dramatic impacts on sea change communities through diminished potable water supplies, rising sea levels, storm surges, and increased intensity of flood events - with indirect impacts on health, financial sectors, and biodiversity. Given the inherent diversity within sea change communities with regard to age, culture, and socio-economic status there are likely to be differences in ways of adapting, the ability to adapt, and the desired direction of any changes. Cognizant of the potential enormity of climate change impacts, the need for rapid responses, and the diversity within communities, this paper proposes a participatory and transformative method to work with communities in responding to climate change and variability within rapidly urbanising coastal locations. The method focuses on determining probable futures for various communities of place and interest within sea change areas and aims to build the capacity for dynamic on-going learning to achieve those futures, both within and between the communities. Through this process community members may be empowered with dynamic and future-orientated learning skills that build upon community knowledge, innovation, and resilience.     

Visioning 2035: The future of the higher education sector in the UK

The concept of ‘university’ has been around for centuries and yet the majority of British Universities have yet to reach their 50th birthday. The higher education sector has been through extensive change over a relatively short period of time and this is likely to continue in the future. This paper presents the results of a futures study focussed on the Higher Education sector in the UK in 10 and 25 years time. Following an extensive, broad ranging literature review covering business, education, futures, and socio-political texts and studies, a series of scenarios were developed for the future of the sector as a whole. This study differs from other studies in its field as it is does not focus on individual institutions, but rather at the environmental factors that are going to impact on the sector, setting out a range of scenarios within which institutions will need to shape their individual futures. Five scenarios are presented in this paper with their underlying driving factors, and their implications for the academic workforce being employed in the sector.     

Demography as a forecasting tool

The European population is rapidly ageing. This implies changing economic and social relations between the generations. In turn this precipitates economic change. In particular the welfare bill in the future needs to be paid for more dependants by a smaller working population. This fundamental shift also changes the conditions for productivity growth, trade and even monetary policy. Using demographic projections to forecast these changes and integrate them into futures scenarios contributes to realism in the futures envisioned. Demographic processes can be influenced by policy, but the feedback is slow. This ensures the usefulness of demographic forecasting but it also implies that policy decisions need to be taken well in advance of the problems that ageing will cause. At horizons beyond 10–20 years there are ample opportunity to adapt the society to avoid unacceptable scenarios. Before that the scope for action is much less and much more constrained. The inertia of the demographic structure is such that it is hard and probably costly to turn unwanted trends caused by unbalanced age structures. For example, a likely consequence of the developing scarcity of labour in Europe is that the demand for education goes down in spite of the desirability for society to expand higher education.     

Macrohistory and futures studies

Through its delineation of the patterns of history, macrohistory gives a structure to the fanciful visions of futurists. Macrohistory gives us the weight of history, balancing the pull of the image of the future. Yet, like futures studies, it seeks to transform past, present and future, not merely reflect upon social space and time. Drawing from the book Macrohistory and Macrohistorians [Galtung, J. and Inayatullah, S. (eds), Praeger, New York, 1997], this article links macrohistory with futures studies. It takes the views of over 20 macrohistorians and asks what they offer to the study of alternative futures.     

Epistemology, social technology, and expert judgement: Olaf Helmer's contribution to futures research

The article discusses Olaf Helmer's contribution to the development of futures studies by focusing on four basic theses defining his approach. (1) Quasi-laws in social sciences and futures studies can in fact be treated in the same way that the natural laws of the physical sciences. (2) In order to make predictions, one need not appeal to a strict logical derivation, as the “covering laws” doctrine of logical-empiricism suggests. (3) Prediction and explanation are not logically symmetrical as positivists believe, thus the conditions needed for explanation are not those required for prediction. (4) Local, tacit, personal and expert knowledge are crucial in developing a foresight methodology. In conjunction, these four theses open the way to a unique theory of social prediction and to variety of “unorthodox items of methodological equipment for the purposes of prediction in the inexact sciences.”     

Futures research and global change

Futures research must be carried out on the basis of people having the right to choose their own future. There is thus a need, particularly in the developing countries, for the spread of training in futures to those who will themselves be shaping their own future, and this places responsibilities on futures specialists in the developed North. The global value changes underway must also be confronted if futures research is to retain its relevance. A ‘project approach’ is preferred, which embraces both extrapolative and normative futures methodologies.     

Complexity,uncertainty and future risks

Roger Kasperson’s paper prompts us to reflect on whether traditional risk communication tools and approaches might be inadequate for many of the tasks now emerging. One can point to the increasingly complex nature of some technological and environmental hazards; the need to scrutinise emerging technologies upstream of significant applications; and fundamental changes to risk identities within society. Perhaps, we now genuinely face a risk society, exemplified by the dysfunction of global financial systems, extreme inequalities and encroaching environmental threats, alongside the unwinding of traditional social identities? Strategic capacity to address many of these fundamental risk challenges is lacking.     

The future according to Jesus: A Galilean model of foresight

Should futures studies situate the historical Jesus within the pre-history of their discipline? This paper proposes a first-century Galilean model, which argues that Jesus envisioned a middle-range future as a dynamic interaction of conventional, counter, and creative paths. This historical model then is compared and contrasted with 20th century frameworks of the kingdom of God, ranging from imminent, existential, inaugurated, and contextual. Suggestions are offered on how futurists might use this model to enhance their understanding of social and strategic foresight.     

Futures research and complexity: A critical analysis from the perspective of social science

This article deals with the use of the new paradigm of complexity for futures research. The introduction of the ideas of complex thinking in futures research has been characterized by epistemological lacunae and contradictions. The main shortcomings derive from the superficial application of physical concepts to social sciences and the univocal theoretical approach to futures studies. The methodology of social sciences, instead, can help us to find critical arguments and correct indications for consistent futures research.     

Environmental outlooks: How they frame futures and long term uncertainty

Futures studies intend to structure our knowledge and our judgement about the future by handling facts and values in a certain way. In other words, futures studies frame futures. These frames might be powerful, triggering social action and societal transformation, yet they risk to be criticised and provoke scepticism. The environmental field has a long tradition in futures studies: environmental outlooks. Some of these outlooks, e.g. those published by the IPCC are among the most prominent examples of outlooks that provoke scientific, social and political debate, create commotion and provoke action. Part of these discussions deal with how outlooks frame the future and how they handle the uncertainty inevitably linked to framing futures. The way these challenges are dealt with may affect the overall assessment of an environmental outlook. This article attempts to identify the way environmental outlooks frame futures. We do not strive for exhaustiveness, but deliberately restrict to an in-depth analysis of a handful of recent environmental outlooks. We conclude that environmental outlooks reflect a lack of clarity and argumentation upon how they frame futures and how they deal with uncertainty. This epistemological and methodological ambiguity risk to affect the outlooks’ credibility and impact.     

Futures studies and the policy sciences

Part of the current evaluation of the work of the Swedish Secretariat for Futures Studies focuses on the practicality and legitimacy of futures studies in relation to the policy sciences. Two crucial issues are focused on, first the justification and relevance of futures studies methodological approaches and their rigorous application to areas of public policy importance and second, the measures by which futures studies can be evaluated in the light of different time frames. Although there are differences between the policy sciences and futures studies approaches which require further analysis, there nevertheless is a symbiotic relationship between the two. The legitimacy of futures studies as a relevant public policy exercise should not be at issue.