Realist Ontology for Futures Studies

Patomäki, Heikki

doi:10.1558/jocr.v5i1.1

Cited by 42 publications

(29 citation statements)

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“…It is within the ontological realm that the conditions and possibilities for alternative future realities lie, and we will show how to take this into account when classifying futures research. Patomä ki suggests that even though the future is unknowable, futures can be analysed, compared and evaluated [19]. We agree.…”

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confidence: 57%

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Truth claims and explanatory claims—An ontological typology of futures studies

Bergman

Karlsson

Axelsson

2010

Futures

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confidence: 57%

“…However, any serious attempt to contribute to a better society should rest on questions that arise from a critical social science with an interest in an ontology that helps us understand why there are different possible futures [19,24]. We believe that our typology could be used for that purpose.…”

Section: A Typology and Its Usementioning

confidence: 99%

Truth claims and explanatory claims—An ontological typology of futures studies

Bergman

Karlsson

Axelsson

2010

Futures

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“…A final example of this type of strategic futures thinking in education is the works that describe what an inclusive school (a school that effectively includes children with SEN) should look like (Thomas et al, 1998;European Agency for Development in Special Needs Education, 2005;2006).…”

Section: Future Visions Of Inclusive Schoolsmentioning

confidence: 99%

Future secondary schools for diversity: Where are we now and were could we be?

Black

2018

Review of Education

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There are more pupils of secondary‐school age in special schools in England than those of primary‐school age. In 2016, 60% of the 88,009 pupils aged between 5 and 16 in special schools in England were of secondary age. This disproportionality can be viewed as an indication that inclusion of children with special educational needs in mainstream secondary schools is not being achieved. This two‐part multiple methods study involved a standard empirical enquiry, used survey methodology with rating scales and open‐ended questions. The second part used futures studies methodologies and focus‐group evaluation techniques to develop a vignette of a school that successfully includes those children who are placed in special schools, at the time of this study which was then subjected to critique and evaluation by a variety of expert and stakeholder groups in several focus‐group settings. The suggestions arising from these discussions informed the reformulating and development of the vignette. Analysis reveals that while school structure and organisation account for some of the explanations of over‐representation, so do within‐child factors, issues around relationships, processes and curriculum as well as exosystemic/chronosystemic factors. A vignette of a future school is presented, one that which includes the children who are excluded from mainstream schools at the time of writing. This paper highlights the unexplored phenomenon of secondary over‐representation in special schools in England and presents an in‐depth analysis of the reasons that stakeholders give to explain this over‐representation. Uniquely, this analysis is then translated into a design of a possible future inclusive school.

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“…Yet despite the flurry of debate that followed, IR theory quickly resumed its ambivalence to dialectical analysis. Nevertheless, an undercurrent of new scholarship has arisen that canvasses both theoretical and practical applications of dialectics: Rosenburg (2013) has utilised Trotsky's uneven and combined development as a distinctly dialectical way of understanding key problems in social and international thought; Ling (2013b) has developed a unique Daoist dialectical approach to world politics; Patomäki (2006) has furthered a Critical Realist approach to dialectics and global futures; and I have begun to outline an open-ended and social-relational dialectic for world politics (see Brincat, 2009Brincat, , 2011.…”

Section: Dialectics In Irmentioning

confidence: 99%

Dialectics and World Politics: The Story So Far …

Brincat

2014

Globalizations

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The question 'What is dialectics?' is notoriously difficult to answer. Theoretical obfuscation and ideological baggage have fostered widespread misunderstandings of the concept. This article is intended to go some way in providing an answer, though one offered as a heuristic in which further developments can be made, rather than as doctrinaire statement of first principles. This introductory account of dialectics proceeds in four steps. It begins with a basic definitional and conceptual outline of dialectics before offering a brief philosophical history of dialectics in Eastern and Western philosophical traditions; its reemergence from scholasticism through Kant and Hegel; its vivification in Marx's thought (and subsequent decline under 'Diamat'); and its development in Western Marxism and on into contemporary political philosophy. The third part then explores the more modest engagements with dialectics that have taken place within IR theory before closing with a discussion of some of the ongoing tensions and key themes in dialectical thought. These center on the question of understanding dialectics as a process of reflection and an objective logic traceable in human praxis, highlighting the ongoing critical and revolutionary essence of dialectics.

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Realist Ontology for Futures Studies

Cited by 42 publications

References 0 publications

Truth claims and explanatory claims—An ontological typology of futures studies

Truth claims and explanatory claims—An ontological typology of futures studies

Future secondary schools for diversity: Where are we now and were could we be?

Dialectics and World Politics: The Story So Far …

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