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Transforming the Future: Anticipation in the 21st Century

Authors:
  • Ecole des Ponts Business School; University of New Brunswick; University of Stavanger
  • Coherent Streams, Switzerland
  • Meaning Processing

Abstract

OPEN ACCESS: https://www.taylorfrancis.com/books/e/9781351047999 Anticipation is a fundamental building block of this universe. It is a key to turning complexity from a liability into an asset. Yet few have thought about the anticipatory systems and processes that not only surround us but are critical ingredients of the actions everyone, from a baby to a general, take constantly. Today humanity is Futures Illiterate and it is costing us. From poverty of the imagination to colonisation of tomorrow, a cognitive dissonance is ripping apart the fabric of current conceptions of human agency. Without Futures Literacy providing the capacity to ‘use-the-future’ for different reasons, in different ways, depending on specific contexts, the only constant, change, becomes toxic. Instead of being a source of hope the rich source of our existence, complex emergence, eludes our comprehension leaving only the bitter taste of certain disappointment when we waste our will on the search for certainty. Transforming the Future: Anticipation in the 21st Century presents findings on the theory and practice of Futures Literacy, including 14 case studies.
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... Over the past decade, advances in the discipline of anticipation , a discipline focusing on how humans use the future in the present (Rhisiart et al., 2015), have introduced new concepts such as "anticipatory systems" and "anticipatory assumptions" (Rossel, 2010;Miller, 2011). Going further on, they have provided insights about the existence of different anticipatory systems and assumptions and their implications in using the future (Miller, 2018). One of these implications is that every human is equipped with anticipatory systems and implicitly or explicitly uses the future in the present. ...
... We argue here that this resource, the future, has in theory all the attributes of a public good as defined in economicsas a good that is simultaneously non-excludable and non-rival (Oakland, 1987). The future qualifies as a non-excludable good because it is impossible to exclude anyone from consuming (that is, using) the future given that this ability is inherent to the anticipatory systems that we all possess (Miller, 2018). It is also a non-rivalrous good because its consumption or use does not affect its availability for subsequent use; we can all imagine as much as we wish to. ...
Article
Purpose The purpose of this paper is to nurture reflections on the colonization of the future in the present with a particular focus on Africa. This paper aims at exploring how participatory research and particularly anticipatory action research can contribute to a decolonising process. Design/methodology/approach Considering the future as a public good, this paper develops a reflection on the colonization processes that can turn it into a club or a private good. This paper mobilizes the notions of participatory knowledge production and local action research as a way to decolonize the future and empower imagination. This paper revisits the tenets of participatory action research as a means to achieve this objective and discusses the main features of a non-colonial anticipatory action research in the context of African futures. Findings This paper highlights the challenges associated with connecting anticipatory endeavours focusing on action research, the creation of collective intelligence and co-design, with the intention of encouraging the decolonisation process. It includes design principles and anticipates a possible process of counter-decolonization. Research limitations/implications This is a conceptual paper, which does not provide field-tested evidence. Yet, the authors hope it serves as an input enabling to design methodologies that will prevent the colonisation of the future when engaging in future-oriented research activities in Africa and elsewhere. Originality/value This paper provides an integral approach to the colonisation of the future, as a renewed old question. This paper also connects this process with a reflection on the nature of what could be non-colonizing anticipatory action research.
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... Literacy que viene liderando la UNESCO(Miller, 2018), el cual se vuelve un aporte y recurso clave. En palabras de Riel Miller "la alfabetización para el siglo XXI es la de aprender a reconocer signos y símbolos que nos permitan generar nuevas composiciones de sentido frente a la novedad emergente".En síntesis, se desarrolló un marco conceptual-heurístico con la finalidad de dar base teórica y metodológica con sentido aplicado, que permitiese generar aprendizajes y conocimientos sobre procesos de cambio. ...
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... Exploramos la relación que tiene con descubrir y crear oportunidades de cambio en educación y aprendizaje en el presente. En otras palabras, como contribución clave, se propone el integrar capacidades profundas que tienen que ver con las condiciones para el cambio mismo (anticipación como capacidad) y manejarse en contextos de novedad, incertidumbre, sorpresa, no-conocidos (Rosen, 1985;Miller, 2015Miller, , 2018, en educación y aprendizaje (como prácticas y como sistemas). ...
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Resumen El presente trabajo revisa procesos de adaptación y transformación de la educación y el aprendizaje desde un enfoque de capacidades anticipatorias en centros educativos del sistema educativo uruguayo. Se reflexiona con base a marcos epistémicos que integran diferentes aportes de teorías de la complejidad, el desarrollo humano y las capacidades de aprendizaje profundo ensambladas con teorías curriculares, prácticas docentes, de liderazgo pedagógico, gestión institucional e innovación educativa. Se recurre a distintas herramientas heurísticas y metodologías de análisis macro/micro-sistema/centros educativos-, que propician una mejor comprensión de prácticas transformativas en el contexto de la pandemia por Covid19.
... Nonetheless, scholars have long explored fictional and imaginary representations of the city and urban life and how they shape and frame urban change [53][54][55]. In future studies, fictional worlds provide essential multidimensionality in imaginary ways of knowing, and making sense of them covers the institutional contours of imagined tomorrows [56]. Indeed, the idea of the smart city as a science fiction that was pictured in the popular media for much of the 20th century has become established in policy and planning discourse as visions of an urban future where advanced technology offers a panacea to the problems of the city. ...
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... Futures education seeks to introduce changes in the way we think about the future, this involves awakening temporal consciousness (developing skills to critically analyze the past, present, and future), producing and imagining narratives of the future, and focusing on the ability to build future prospects to act in the present, thus ceasing to conceive the future as an abstract category so that it becomes an active social category (Gidley, 2004;Medina-Vásquez, 2020;Miller, 2018;Slaughter, 2012). Based on Inayatullah (2008) and Gidley (2004) we define four dimensions that allow us to identify the elements of futures education: 1) situating in time; 2) anticipation; 3) imagining alternative futures; and 4) acting socially. ...
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