Futures Scenario Construction around Contemporary Issues: Tertiary Students’ Perceptions of Their Value

By David G. Lloyd.

Published by The Sustainability Collection

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Article: Print $US10.00
Article: Electronic $US5.00

I describe in this study how students go about writing integrally informed futures scenarios and the value they place upon them as a pedagogical device for valued learning. In assisting students in the process of futures scenario writing, I have been informed by the integral and futures literatures. I identify my motivation for using futures scenarios in two general studies courses and how students are supported in their construction. How students go about constructing their futures scenarios and their perceptions of their value to them as citizens and (for most students) future teachers, is the central aspect of the paper. The paper complements an earlier one in which I described the value of futures scenario writing for developing deep learning and foresight (Lloyd, 2009). The participating students are co-researchers and have undertaken undergraduate general studies courses in science.

Keywords: Futures Scenarios, Learning, Pedagogy, Integral Education

The International Journal of Environmental, Cultural, Economic and Social Sustainability, Volume 6, Issue 4, pp.85-106. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.130MB).

Dr. David G. Lloyd

Lecturer, Division of Education, Arts and Social Sciences, School of Education (Mawson Lakes Campus), University of South Australia, Adelaide, South Australia, Australia

I am a lecturer in science education in the School of Education, University of South Australia. I am course coordinator for a group of general studies course, Local and Global Environments. I work primarily with preservice primary and middle school teachers. I have a particular interest in using Integral and Futures Education to frame the courses I teach. My research interests include evaluating sustainability practices within the School of Education, citizen science in schools and my own pedagogical practices.

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