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Extra info for Educating Beyond Violent Futures (Futures and Education Series)

Example text

Secondly, predictive or extrapolative techniques invest the future with a spurious objectivity: ‘times to come are seen as the metaphorical equivalent of places to visit, as though they had a tangible presence “out there”’ (Gough 1989, p. 54). Indicative of this kind of putative ‘new science’ of futurology discourse is Alvin Toffler’s notion of ‘future shock’ (1970, 1973). In this discourse, people in the late twentieth century are imaged as mainly powerless and traumatised victims. They are depicted as frequently suffering from stress-related symptoms of inadequate adaptation to the demands of modernisation, with its accelerating pace of technological change.

Images of one true world of empirical reality and potential reality are not propagated. Good theory is dynamic and not just a flashlight picture of the world (Boulding, K. 1990; Antonio and Kellner 1994). From a critical futurist and peace research perspective, it is useful to reflect upon how our epistemological assumptions or cultural conventions concerning ways of knowing may actually influence not only the theories we formulate to explain what is, but also our anticipations or images of what might be.

In terms of this extrapolated future, the world will be by 2025 on average one degree warmer than today. 6). Underpinning this projected future, however, are implicit assumptions about law-like invariance in development patterns and the continuance of existing legitimating ideology as powerfully as now. During the present century, the development ethic of subduing the Earth has been the dominant one in both capitalist and state communist economies. Resourcism still is a very pervasive ideology, although there are now some beginnings of important questioning from the new environmental ethic of the green movement.

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