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The Advent Futures Studies and Research Curriculum Guide; the Advent Futures Studies and Learning Resources Guide

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The Advent Futures Studies and Research Curriculum Guide; the Advent Futures Studies and Learning Resources Guide DOCUMENT MUNE ED 099 249 110 007 909 AUTHOR Miller, David C.; Hunt, Ronald L. TITLE The Advent Futures Studies and Research Curriculum Guide; The Advent Futures Studies and Learning Resources Guide. PUB DATE 73 NOTE 209p. AVAILABLE FROM DCM Associates, 908 fox Plaza, San Francisco, California 9410 2 (85.00 each for the curriculum and learning resources guides) EDRS PRICE MF-$0.75 RC Not Available from EDRS. PLUS POSTAGE. DESCRIPTORS Class Activities; Course Content; Curriculum Guides; *Futures (of Society); Higher Education; Instructional Materials; Lesson Plans; *Prediction; Reference Materials; Resource Guides; *Social Change; *Trend Analysis; *Values ABSTRACT This two-part curriculum and resource guide provides an undergraduate and graduate level coursemethodology tn contemporary future studies and research. The objectives ofthis curriculum are to create awareness and appreciation of the fundamental concepts, methods, and limitations of future studies. The curriculum design is conceptual, general in nature, and designed to be used with topical content and focus provided by the instructor and/or the students. The curriculum outline of 15 free-standing modules includes topics on standard study procedure, thetime-line, appraising futures reports, futures studies methods, change, alternative futures, forecastability, confidence in forecasts, attitudes toward futures, causality and futures, manageability of futures, values and futures, transcendental change, and stability. The learning resources guide is designed for use with the curriculum guide and includes suggested exercises, assignments, and references for each of the 15 modules; lists of basic reading references and useful 16mm films; and referral title lists of useful popular music recordings and future-oriented poems. (Author/DE) S OE PAR TmE N OF HEAL TN PERMISSION 10 Re P11000C1 THIS EDUCATION WLLFARE COPYRIGHTED MA II It 'At ST M1CRO NATIONAL soditToTta OF PICAUL ONI.YI4jS 90N C T D pY aDutAtiON wp lit ft 't 6'140 1 rA.I. VA'44 c tot,' TO ERIC AND ORGANIA ?IONS OPERA? 'NG uNDEW AGREEMENTS WITH 74r PO A 4',14R.A. TIONAt 1NSt tun 0$E DuCAt ION :SO PK. 41 tWt ki uw1 HER wT PRODuftION OUTSIDE .( A. TH5 Fill( %VS?' M WIQUIRt S PERMIS SION OT THE COPYRIGHT OWNER Futures StudiesHang Research Curriculum Guide By David C. Miller * And Ronald L. Hunt, EdOD. ** A modular, introductory approach designed for class instruction or self-study at the college, graduate, and adult levels and intended for use with Futures Studies And Research Learnincr Resources Guide Qh *Adjunct Professor ** Professor of Education Cybernetic Systems Program Instructional Technology Dept. California State University California State University J-San Jose, California San Jose, California and and House Hunt Productions QPacificPalo Alto, California San Jose, California PUBLISHED 1973 BY DCM ASSOCIATES 908 FOX PLAZA SAN FRANCISCO, CALIFORNIA 94102 . is . The ADVENT,Program 171:' an the bilis* a . fiotn U.S.,:060 vtur learners at iht eisFlotgraditnte,,gtokthmie.040111,*44..,-- ::interested in whiting:. thn1tiniipt40')`fetnt.4,-.Stitili0 AI VENT prevides 414,11culniiik. tiesign:.StiOeit 41W-ski* materials arid. seraic;es 34440174.-Eit, While the ADVEN1 Program coestangie4401veSi.inits, efUrriCtlittril consist* of 15 Sepatite..1:10110011*(4114* indivsdual or any: 01*.94; AI3VEN/w.;Standat4 Study Ptc*eiltyt; V hile.. 4#.:: Core cuncei)ti:.`lhe .Tirfliikpni, °,.:Futti Futures &tidies Meths*, chinge;:AltemativOltintik:"_.F4t Confidence in Forecasts, :Attittidas vrid: Futures,titii hionegishility of Futures **on stability. ., MI Core Concepts are prwented ina cptIc44.:001#0 fOrrnii:1_'0-10 -.., ,...,- :.elaboration by the ittitrtiet,*. Oti #eart*t.**he:::0100000PVIt?.!!! aetidimic.fiegaitx,OrOblerrJ1,64...,. ii***d'i#0.,*$9: ' AD-vitNI®ini ht sNi .,,tc_..ons n--nw avoilableinat010.:';, '6 4 X. ,... -.) -,,.....,...,,....- . I pl. A.: forleffth,,..,,, ,-,.,,_-.,4.2.,,......:: / I.: 774A ADVENOMOW* -::; Sig:iigga: A.,, nnoriff "Mr -, ' 4:,. .r...,.- . -, ;Az-, 1 -.'..'.12.t0.4' . ,-;,:,,,,;;.;.,,,...,,. :,., C : ' cid*, -.4 w.;: , 2.. The,Q.A110) J. , A. $, A GredtiOe4.eill ; DeveloistnOnt Pioject,,I.J.S.CW.14141.-; MC941..0°23(057); porehased either fiom elates at $15`postpaid,,s4jei0O.:'10 * , .. A . .Inquities about the Al.YtilE1411,::ftiig niiinv;. (;Iiidepikes when by the DO* AO10*-- 908 Pdx Franc**, talifoirital,41 1%., ; . PREFACE Introduction It is by now beyond reasonable dispute that Futures Studies and Research (hereafter, FSR) has ar- rived on the intellectual scene and is not apt soon to depart. Why? Futurist and sociologistDaniel Bell offered one of the first and best explanations to which the reader is commended: "The Study of the Fu- ture," The Public Interest, Number 1, Fall, 1965, pages 119-130. Just as the origins of any new intellectualde- parture can be traced to thesocietal clir'ate in which the new departure appears, so it isreasonable to think that the subsequent development of the newdeparture is shaped bi and relevant to that same societalclimate.In this prefatory essay, we offer a generaldiscussion of possible links between FSR and the societalclimate in our era. Our remarks areintended to prompt discussion and debate and should be taken as suggestiverather than as definitive. We begin by listing ten dilemmas and ten oppor- tunities confronting humanity in our time. Wethen iden- tify what seems to us to be the seven mostcentral or fundamental aspects of FSR, and try to relatethese to the dilemmas and opportunitiesalready mentioned. Ten Dilemmas In Our Era A listing of fundamental human ills mayconsist of one item--"we exist"--or may be ofinfinite length. Our list is meant to be suggestive of our ownperspective rather than exhaustive. Our listincludes ten items: 1. We share no common vision. "WE" in this and in all other items belowre- fers simply to humanity, to all of us now living on this planet. Advances in communications technology'and trans- port technology have thrust us all willy nilly into one single, earth-wide "central place." But we are not ready for it. Even as Americans or Belgians or South Africans we are not ready for it. As Terrestrials, we are so far completely lost. What possil,le common vision can be shared by the starving wretch on the streets of Calcutta and the affluent multi-national corporate executive in Westport, Connecticut? Even the cataclysm of World War II resulted only in the United Nations--a mere shadow of its never self. Yet we know that the fate of Cedar Rapids, Iowa is bound inextricably to the fate of, say, the rice paddies of Viec Nam. In this surely lies a basic dilemma of our time. 2. Our sense of human continuity is shattered. In the many millennia which preceded the rise of modern technology, human beings perforce struggled only to comprehend "the world" well enough to survive by adapting to it, by "fitting in." This basic premise of civilization has been substantially swept away dur- ing the course of the pa3t century or so. Within limits so broad and vague that for many purposes they do not even exist, we have come to realize that we can make "the world" conform to our desires--if we are prepared to pay the ultimate price. Tn technology's yeasty youth, this basic transformation of the human condition was celebrated with unreserved joy. No longer was it a mat- ter of Man Under Nature; now it had become a matter of Man Over Nature. More recently, we have begun to see some of the hidden costs in the ultimate price. Now we are be- ginning to aspire to the status of Man In Nature. But in any case the seizure by men of powers once reserved to God or Nature has shattered the fundamental sense or inevitable continuity in human affairs, on the basis of which civilization evolved. Now few can ever be sure about much for long. Here is Alvin Toffler's famous Future Shock. 3. The scope of our, engagements is too narrow. Collective Irnowledie has in recent decades ex- panded much more rapidly than has the individual's ca- pacity acquire, absorb, and apply knowledge. Clr un- suprising response ham been to specialize. Each of us saws of that infinitesimal fraction of the whole which seems of most interest or value to him. As for the rest ...well...someone else...But we are beginning to see tPat this approach may bear a prohibitive cost. Intract- able residues claimed by no one can create grave crises fcr us all. No one realized beforehand that Lake Erie was being murdered. Many of the most crucial bits of knowledge are elusive, embedded in complex relations among many more immediately obvious bits. We find that we must know more than we can know. Herein is a dilemma. 4. We cannot, manage complexity and interdependency. This is an activist elaboration of Point 3. above. Knowing that fragmentation of knowledge and issues is dangerous is one thing. Knowing what to do about it is quite another. Welfare reform, structural unemployment, health care delivery, mental health services--in these and in countless other matters we see the folly of the piecemeal approach but simply don't know how to Improve our performance. A dilemma, surely. 5. Our societal institutions are obsolete. Here again, the dilemma is an extension of the preceding one, but again it has even broader dimensions. We have already alluded to the shattering of our human sense of con'inuity in "the world." Thisdevelopment in its present ,Aimensions occurred after the evolution of virtually all existing societal institutions and organi- zations. All such structures evolved in a world "here continul.ty was the rule and discontinuity was the rare exception. Institutions and organizations all essentially have been created to regularize and stabilize predictable, recurrent societal functions: marriage, war, production, governance, etc. When we rage and rant about bureaucratic inortia we may forget that by their nature societal in- stitutions and organizations always strive first to achieve what they were established to do: maintain some status gm.
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