Teaching for uncertain futures - Neville Freeman Agency

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10the open book scenariosdata-gathering, examining the influences and issuesthat might be important in the future both for teachingand for the wider world, crafting alternative futureworlds and exploring the implications of these worldsfor their professional practice, both in the futureand today.Early in the process, framing questions designed toshape the exploration of the future were agreed.These were:What will the Australianteaching profession haveto do to be successful inthe environments inwhich it will have tooperate in 2030?&What are theimplications ofthese challengesfor schoolleadership?The perspective was deliberately that of the teachingprofession itself, with a focus on professional practicerather than schooling or education more broadly.To assist the scenario builders to explore thesequestions, inputs and contributions were gatheredfrom a range of sources – from future thinkers andopinion leaders in fields as various as philosophy andthe environment and science; from research,interviews and focus group workshops in differentlocations; from consultation with stakeholders inteaching, school leadership, government, teachereducation, education policy and administration,business, the community, students and families;and from students themselves.Students’ views were sought through face to facediscussions, and also through ‘A day in my life in2030’, an activity designed to capture the ideas ofyoung people about what life might be like in the year2030. Students of all ages submitted online creativepieces imagining themselves, at their current age, in aschooling environment in 2030, and describing a dayin their school life. For students, climate change andtechnology were centre stage, shaping ways of living,getting around and interacting with others. Robotstake on domestic chores, including the roles of parents,teleportation replaces commuting and microchipsmean the end of homework and the need to study.Technology mostly substitutes for teachers, althoughin emergencies – when the computerised teachers crash– students face the challenge of “listening to a humanvoice talk and teach … She projected the notes on thewall and made us write them out by hand! My handdoes not know how to use a pen, let alone write a ton ofnotes. This is child labour!”
11HEADING HEREI felt totally challenged at all times.We were required to absorb a greatdeal of information, assimilate thatwith our existing values andbeliefs and then use this data topredict influences and changes ina variety of contexts. Then justwhen you thought you had itthe context was changed orextended requiring newchallenges to thinking.It was great!!Scenario BuilderThinking outside ofmy comfort zone.Realising that theglobal world has a largeimpact on what I do in myeveryday life, as well as whathappens daily has a largeimpact on the future.Scenario Builder
Page 1: Teachingfor uncertainfuturesThe Ope
Page 5 and 6: iiiCONTENTSTeaching foruncertain fu
Page 7 and 8: JaimeLawrenceOliviaO’NeillAnneSar
Page 9 and 10: viiPREFACEPrefaceHedley BeareEmerit
Page 11 and 12: 9HEADING HERE
Page 13: 1INTRODUCTIONIntroductionAs a new b
Page 16 and 17: 4INTRODUCING SCENARIO BUILDINGThe c
Page 18: 6INTRODUCING SCENARIO BUILDINGFutur
Page 24 and 25: 12the open book scenariosAden Blanc
Page 28 and 29: 16four scenario worldsSynopsis of S
Page 30 and 31: 18four scenario worldsglobalisation
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Page 38 and 39: 26four scenario worldssea. Most of
Page 42 and 43: 30four scenario worldsThe family ar
Page 46 and 47: 34HEADING HERERequirements for the
Page 48 and 49: 36implications of the scenarios for
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Page 58 and 59: 46LEARNING FROM THE FUTUREProfessio
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Page 64 and 65: 52LEARNING FROM THE FUTUREComing to
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Page 68 and 69: 56APPENDIXNatureIn this world, the
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Teaching for uncertain futures - Neville Freeman Agency

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