Dec 20, 2021
Dec 03, 2021
In Young Voices
This project started with a futures game, organised by @Daniel de Sant'anna Martins from our Teach the Future Brazil team. It was an inspirational game that he developed to engage in Futures Thinking. At the beginning I was a bit sceptic about the "gameplay". But as he laid out the concept it dawned on me it was a "serious game". In the conversations that followed @Daniel de Sant'anna Martins introduced me to the field of "Game studies" or "Ludology" as it is also called. A whole new world opened to me. Futures Studies Futures Thinking, Futures Literacy and Strategic Foresight all belong to the same academic field of Futures studies. It is a beautiful, but largely unknown field of research. And that is actually very weird as we deal with it EVERY day of our lives. We imagine possible and preferable scenario's each day when we think about dinner or the next social or professional appointment we have. We think about our next holiday destination and we dream about this next job or winning a trophy with a sport. While thinking and dreaming about the future, grown ups are biased and hindered with years of education and social influences. They have developed values and norm and are sometimes limited in their ability to think freely and out of the box. Young people however, have a great power of imagination. Futures thinking Young Voices If we imagine possible futures we need out of the box and creative thinking. As humanity we face challenges like climate change, employment, resource scarcity and dealing with a global population that might reach over 9 billion people. We need radical thinking and creative solutions to come up with new strategies to deal with the rapidly world around us. We need to be Futures Literate! Futures Reporter That is why the game inspired me to tinkering with the Futures Reporter project. Imagine if we could capture the stories of young people in the age between 12 and 25 from all over the world? What would their headlines look like and what kind of futures would they describe if we all gave them the year 2050 to think about? Well. The map is slowly populating and I invite you fill out the form if you are under 25 or share it with young people you know if you're a parent, teacher or futures enthousiast. The gameplay is very simple: If you ask your grandparents, they will tell you the world looked way different back then. So, there's a big chance the world will also look very different in the future. New inventions, developments and issues arise. The questions we're all wondering about is: how will they affect our future? So what do you think? Imagine you're a reporter from 2050 writing about the world as it is then, and feel free to focus on whatever you think would be important then. What has happened to the environment? Are the countries still the same? Has technology drastically changed people's lives? Klik here to start and Let your mind go free!
Nov 24, 2021
In Futures Thinking in Education
(image source Fedore project) Teach the Future is proud to be involved in the EU supported FEDORA project. The project started in 2020 and will run for three years. Fedora has discovered three dissonances in current science education. Basically you can compare it with learning geography using a map of the world dated back to a century ago. The FEDORA project addresses three dissonances in science education: Aligning science teaching (mathematics, physics, chemistry and biology) in informal contexts with the modus operandi with Research and Innovation (The aim is to creatively regenerate the ecosystem of science learning and intensify those approaches that will lead to open, collaborative, imaginative and curious way of thinking and doing.); Exploring new languages, narratives and arts in science education and the need for enhancing the imagination to talk about the contemporary challenges of the future (e.g. address climate change, AI, robotics, Global health and diversity); Futurizing science education (to address the discrepancy between the a-temporal or historically oriented teaching approaches and the need to support the young to construct visions of the future that empower actions in the present.) If you want to learn more about the project check out the video in the link below or contact Erica Bol and Els Dragt who are involved in the project from our Netherlands and EU hubs.
Nov 10, 2021
In Futures Thinking in Education
We're very honoured that Dr Loes Damhof, UNESCO Chair in Futures Literacy in Higher Education at Hanze University of Applied Sciences (HUAS), The Netherlands referred to the groundbreaking work from Teach the Future founder @Peter Bishop in teaching futures in primary schools. The link to the article can be found below. From my own experience as a volunteer for Teach the Future I know how inspiring it can be to work with 10-12 year old kids. Last year I did an introduction with our "Futures Thinking Playbook" and more recently I've given a one hour lesson in the Sustainable Development goals. The key solution of a good intro lesson is in its simplicity, structure and interaction with the kids to keep the attention. What are your experiences?