Futures studies reflects on how today’s
changes (or the lack thereof) become tomorrow’s reality.
The subjects and methods of futures studies include possible,
probable and desirable variation or even transformations
of the present, both social and “natural” (i.e.
independent of human impact). A broad field of enquiry,
futures studies explores, extrapolates, and/or portrays
what the present could become from multiple perspectives.
Futures studies takes as one of its important
attributes (epistemological starting points) the on-going
effort to analyze images of the future and distinguish possible,
probable and preferred (normative) futures. This effort
includes collecting change-data supporting the emergence
of futures in any of those three categories, as well as
setting up scenarios which portray all categories of futures.
Like historical studies that try to explain why and what
happened in the past, the efforts of futures studies to
understand the potential of the present requires the development
of theories of present conditions and how conditions might
change. For this task futures studies uses a wide range
of theoretical models and practical methods, many of which
come from other disciplines - including economics, sociology,
history, engineering, mathematics, psychology, physics,
biology, and theology.
Two factors usually distinguish futures studies
from the research conducted by these other disciplines (although
all disciplines overlap, to differing degrees):
1. futures studies often examines not only
probable but also possible and preferable futures
2. futures studies typically attempts to gain a more holistic
view based on insights from a range of different disciplines.
The following discussion, in presenting the history of futures
studies and the work of its many branches, conveys futures
studies as emergent, cross-cutting and diverse.
The term "futures" can denote the
field of "Futures" Studies. It describes the field’s
recognition that one person or group of persons can not
predict "the" future, only possible, probable
and desired futures. A number of tools and methods for arriving
at possible, probable and desired futures exist.
Trends come in different sizes. A mega-trend
extends over many generations, and in cases of climate,
mega-trends can cover periods prior to human existence.
They describe complex interactions between many factors.
Futures Education:-
Education in the field of futures studies has
taken place for some time. Beginning in the United States
of America it has since developed in many different countries.
Futures education can encourage the use of concepts, tools
and processes that allow students to think long-term, consequentially,
and imaginatively. It generally helps students to:
1.conceptualise more just and sustainable human
and planetary futures
2.develop knowledge and skills in exploring probable and
preferred futures
3.understand the dynamics and influence that human, social
and ecological systems have on alternative futures
4.conscientize responsibility and action on the part of
students toward creating better futures.
While futures studies remains a relatively
new academic tradition, numerous tertiary institutions around
the world teach it. These vary from small programs, or universities
with just one or two classes, to programs that incorporate
futures studies into other degrees, (for example in planning,
business, environmental studies, economics, development
studies, science and technology studies). Various formal
Masters-level programs exist on six continents. Finally,
doctoral dissertations around the world have incorporated
futures studies. A recent survey documented approximately
50 cases of futures studies at the tertiary level.
