Learning outcomes
Students get familiar with origins, key concepts, schools of thought, historical developments, current debates, and relevant actors in the field of futures studies on a level that they can articulate an analytical overview of the field. Students can reflectively discuss the starting point of contemporary futures studies: a predetermined future does not exist, and human decisions influence how the future unfolds. Students can distinguish between possible, probable, preferred and plausible futures. They can identify assumptions underlying images of the future and ways of studying futures, examine their conceptual lineages, and critically discuss their implications.
The course will educate students in following generic working life skills: analytical thinking and critical thinking. The course also gives the basics of futures skills, especially in imagining alternative futures.
Content
The course begins with the origins and definitions of the field of futures studies and its position in academic disciplines. Key themes such as concepts of time, alternative futures and human agency are dealt with. Students are given information about various perspectives in futures studies, and analytical tools to discuss these critically. An overview of futures studies methods and concepts is provided, and students discuss and try the methods and concepts in classes. Students produce an individual mind map and conduct a personal horizon scanning task on a chosen topic, and report these in a reflective text. Students are encouraged to create links to their previous studies and work experience and understand how prior knowledge, experience and expertise remain useful and relevant.
- Opettaja
Toni Ahlqvist