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