Prospective youth visions through imaginative education

Gidley, Jennifer M.

doi:10.1016/s0016-3287(98)00044-5

Cited by 49 publications

(36 citation statements)

References 8 publications

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“…Of significant note, however, has been a study of senior secondary students in the three largest Steiner schools in Australia. [23,65] These findings contrast markedly with research from mainstream schools:…”

Section: Differences By Educational Approachmentioning

confidence: 75%

“…• the empowerment-oriented, action research component which has been lying dormant since the nineties and only just beginning to be acknowledged, [18,[21][22][23][24][25] and • the integral futures model, which is newly emerging. [20,26,27] In this framework, the empowerment/action research futures would be the fourth iteration and integral futures would be the fifth.…”

Section: A New Perspective On the Traditions Of Futures Studiesmentioning

confidence: 99%

“…In this instance, the students' preparedness to act to solve the problems they envisioned suggests they were empowered by their style of education. [23] Other studies have additionally suggested that social and political activism can both lessen feelings of powerlessness in the face of global problems and also increase enthusiasm about personal future prospects. [55,73] Empowerment-oriented futures techniques can also be valuable in countering young people's fears about the future [74][75][76][77] -as the following Australian research indicates.…”

Section: Empowermentmentioning

confidence: 99%

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The evolution of futures in school education

Gidley

Hampson

2005

Futures

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School education seems to be mostly stuck in an outdated industrial era worldview, unable to sufficiently address the significance and increasing rapidity of changes to humanity that are upon us. An integrated forward-looking view should, now more than ever, be of central importance in how we educate. Yet there is little sign that -unlike corporations -school systems are recognising the true value of futures studies. A brief history of futures in school education shows the significant role played by the World Futures Studies Federation in its evolution to date. The article also introduces integral analysis as a way of opening up new possibilities to help school education develop due foresight and to more fully realise its potential as a prime facilitator in individual and cultural evolution.

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Section: Differences By Educational Approachmentioning

confidence: 75%

Section: A New Perspective On the Traditions Of Futures Studiesmentioning

confidence: 99%

Section: Empowermentmentioning

confidence: 99%

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The evolution of futures in school education

Gidley

Hampson

2005

Futures

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“…Using imagination to bring concepts to life has been central to Steiner pedagogy for eighty years, as a catalyst for the evolution of consciousness via both individual development and cultural regeneration (Gidley, 1998;Nielson, 2006;Sloan, 1992;Stehlik, 2008). Several contemporary educators emphasise imagination 20 in school education (Egan, 1990;Eisner, 1985;Neville, 1989;Takaya, 2003, July).…”

Section: The Art Of Pedagogical Life: Creating Imaginative "Lines Of mentioning

confidence: 99%

“…Others note its epistemological role in awakening higher knowledge and overcoming the dualisms fragmenting higher education (Gidley, 2003(Gidley, , 2006Leonard & Willis, 2008;McDermott, 2005). Imagination is also a focus of futures education (Gidley, 1998;Gidley, Bateman, & Smith, 2004;Hicks, 1998;Milojevic, 2005).…”

Section: The Art Of Pedagogical Life: Creating Imaginative "Lines Of mentioning

confidence: 99%

Educating for Evolving Consciousness: Voicing the Emergency for Love, Life and Wisdom

Gidley

2009

International Handbooks of Religion and Education

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This paper takes as its starting point the notion that human consciousness is evolving beyond the boundaries of formal, reductionist modes of thinking and beginning to open to postformal, integral and planetary consciousness. It explores the theoretical relationships between several themes arising from the evolution of consciousness discourse and a diversity of postformal educational discourses. Four core pedagogical values emerge from the intersection between these two clusters: love, life, wisdom and voice. These core values are elucidated theoretically in relation to philosophies of education, and practically through examples from the art of education. They are offered as pedagogical seeds for evolving consciousness through education in the 21 st century.

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Participatory futures methods: towards adaptability and resilience in climate‐vulnerable communities

et al. 2009

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This paper points to the value of broadening the palette of approaches to climate change futures beyond the dominant methods of empiricist predictive trends and expert scenarios. The fi rst half of the paper contextualizes the climate change discourse within the fi eld of futures studies and explores potential points of dialogue between a number of futures approaches and the most prominent of the climate protection work. The second half of the paper introduces a case study of community based participatory approaches involving community scenario writing and community visioning, which enacts a collaborative engagement between futures researchers and climate-vulnerable communities. However, any participatory futures method chosen to facilitate climate change adaptation must be context aware in both its design and implementation if it is to facilitate adaptability and resilience in climate-vulnerable communities.

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Prospective youth visions through imaginative education

Cited by 49 publications

References 8 publications

The evolution of futures in school education

The evolution of futures in school education

Educating for Evolving Consciousness: Voicing the Emergency for Love, Life and Wisdom

Participatory futures methods: towards adaptability and resilience in climate‐vulnerable communities

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