- Melbourne, Australia
- Sciences Po., Futures Research, AdjunctWorld Futures Studies Federation, Futures Studies, Department Memberadd
- Climate Change, Climate Change Education, Transhumanism/Posthumanism, Futures Studies, Postformal Thinking, Adult Thinking Forms, Developmental Psychology, Postformal Reasoning, and 41 moreEvolution of Consciousness, Creativity and Consciousness, Integral Studies, Global Social Change, Complexity Theory, Education, Transdisciplinarity, Integral Theory, Philosophy of Education, Philosophy of Time, Educational Psychology, Future Studies, Consciousness, Cultural Evolution, Humor and laughter in education, Transformative Learning, Aesthetic Education, Critical Pedagogy, Globalization And Higher Education, Globalization and Youth Culture, Time Studies, Psychology of Hope, Social Change, Sociology of Knowledge, Positive Psychology, Educational Philosophy, Psychological Empowerment, Psychology, Anthroposophy, Global cities, Educational Research, Higher Education Policy, Rudolf Steiner, Integral Philosophy, Rudolf Steiner education, Globalisation of Its Impact on Youth, Global Youth Culture, Spiritual Epistemology, Higher Education, Waldorf Education, and Ecologyedit
- Author, Psychologist, Climate Educator & International Futures Researcher Principal at Global Futures Education now ... moreAuthor, Psychologist, Climate Educator & International Futures Researcher
Principal at Global Futures Education now offering Climate Change Education (Online).
Adjunct Professor at the Institute for Sustainable Futures (UTS) Sydney.
Leading researcher and global thought leader on the urgency of "new thinking" to navigate the complexity of global futures.
Expertise in climate change education, educational futures, and sustainable futures.
Recent books include "The Future: A Very Short Introduction" (Oxford University Press, 2017), "Postformal Education: A Philosophy for Complex Futures" (Springer, 2016), and "The Secret to Growing Brilliant Children: Volume 1: Steiner Education for the 21st Century" (Bear Books, 2020).
My research, speaking and consulting in educational futures and new thinking have taken me to many parts of Europe, USA, Middle East and Asia.
As former President of the World Futures Studies Federation (2009-2017), a UNESCO and UN ECOSOC partner and the global peak body for futures studies, I represented the world’s leading futures academics from over 60 countries.
I serve on editorial boards of several academic journals and have published over 50 academic papers. I co-edited the books “University in Transformation” (2000) and “Youth Futures” (2002), and the special Journal issues: “Global Mindset Change” (2010) and “Educational Futures” (2012).edit
"Record-breaking heatwaves. Devastating wildfire season. Unprecedented decline in sea ice. June 2023 has just been declared the hottest month on record, a stark reminder of the intensified impact of climate change and El Niño." - UN... more
"Record-breaking heatwaves. Devastating wildfire season. Unprecedented decline in sea ice. June 2023 has just been declared the hottest month on record, a stark reminder of the intensified impact of climate change and El Niño." - UN Environment Program (UNEP), July 2023.
Welcome to "Global Futures of Climate”, the first Course in our series on Global Systems designed for individuals and organisations committed to facing global challenges and finding solutions.
This self-paced, online Climate Education Course is scientifically-based, and incredibly well researched to give you a deep understanding of our emerging world, providing a solid basis for you to build your personal, professional, and family futures. The innovative solutions offered align with the UN Sustainable Development Goals (SDGs).
Welcome to "Global Futures of Climate”, the first Course in our series on Global Systems designed for individuals and organisations committed to facing global challenges and finding solutions.
This self-paced, online Climate Education Course is scientifically-based, and incredibly well researched to give you a deep understanding of our emerging world, providing a solid basis for you to build your personal, professional, and family futures. The innovative solutions offered align with the UN Sustainable Development Goals (SDGs).
Research Interests:
Article introducing the Global Futures Education Online Course Platform that provides high-level online education for professionals and executives wanting to confront and manage the intensifying global challenges of the 21st Century and... more
Article introducing the Global Futures Education Online Course Platform that provides high-level online education for professionals and executives wanting to confront and manage the intensifying global challenges of the 21st Century and to find solutions that enable them to take leadership.
Research Interests:
This is a Greek translation of my book The Future: A Very Short Introduction (Oxford University Press). It was translated by Crete University Press.
Research Interests:
This is an Italian translation of my book The Future: A Very Short Introduction (Oxford University Press). It was translated by the Italian Institute for the Future in Naples, Italy.
Research Interests:
This is a Turkish translation of my book The Future: A Very Short Introduction (Oxford University Press). It was translated by iKÜ YAYINEVi Press, Istanbul Kultur Universitesi.
Research Interests:
The Secret to Growing Brilliant Children tells you everything you need to know about Steiner’s revolutionary educational approach, and how remarkably aligned it is to the latest research in education and developmental psychology. Discover... more
The Secret to Growing Brilliant Children tells you everything you need to know about Steiner’s revolutionary educational approach, and how remarkably aligned it is to the latest research in education and developmental psychology. Discover how to adapt it for the 21st Century to help create healthier futures for our children. This book is the first in a series of three that will explore how to contemporise the core values of Steiner Education for our times. In its seven research-based chapters you will form a deep understanding of Rudolf Steiner’s vision, how Steiner Education works, and its potential role in preparing our children for futures of great change, complexity, and uncertainty.
This peer-reviewed material, previously published in a range of journals and scholarly books, is brought together for the first time as a single reference work. It is designed for all readers: parents, teachers, education researchers, and government policy makers.
This peer-reviewed material, previously published in a range of journals and scholarly books, is brought together for the first time as a single reference work. It is designed for all readers: parents, teachers, education researchers, and government policy makers.
Research Interests:
This is an Arabic translation of my book The Future: A Very Short Introduction (Oxford University Press).
It was translated by the The Bahrain Authority for Culture & Antiquities
It was translated by the The Bahrain Authority for Culture & Antiquities
Research Interests:
From the beginning of time, humans have been driven by a paradox: fearing the unknown but with a constant curiosity to know. In this video we look at connections across a range of futures-related topics, and find that we live in a world... more
From the beginning of time, humans have been driven by a paradox: fearing the unknown but with a constant curiosity to know. In this video we look at connections across a range of futures-related topics, and find that we live in a world of quantum possibilities.
Discover new connections across hundreds of topics with the Very Short Introductions series – in print or online.
Learn more: http://www.veryshortintroductions.com/
© Oxford University Press
Discover new connections across hundreds of topics with the Very Short Introductions series – in print or online.
Learn more: http://www.veryshortintroductions.com/
© Oxford University Press
Research Interests:
In this chapter I offer a big picture overview of cultural history as a context for understanding our present situation in relation to education. Ever since human beings first appeared as Homo sapiens around 200,000 years ago, human life... more
In this chapter I offer a big picture overview of cultural history as a context for understanding our present situation in relation to education. Ever since human beings first appeared as Homo sapiens around 200,000 years ago, human life on earth has been in a state of continual change and gradual development. The way that human cultures and societies have evolved over macro time periods is intimately connected with individual psychological development, including degrees of consciousness and ways of knowing about the world. Furthermore, the evolution of human consciousness is deeply interwoven with the development of speech, language and art. The aesthetic sensibility of early humans, once expressed in bodily ornamentation, cave paintings, carvings and pictograms, gradually evolved over several millennia into more abstract forms of writing and, more recently, digital technology (see Chapter 4). In a similar manner, the enculturation of children was for millennia purely about cultural transmission-that is, passing on the values and traditions of the tribe or community to the next generation. I refer to this broad enculturation of children into the myths, mores and laws of their societies as pre-formal education. It is only in the last two to three hundred years that pre-formal enculturation of children by their families and tribes has been replaced by formal school education for the majority. But before we go into formal education in Chapter 4, I want to trace this fascinating story of cultural evolution for its relevance to understanding the background from which school education emerged. After introducing the concept of evolution of consciousness and discussing the research challenges, I take a transdisciplinary approach to evolution, to overcome some of the limitations of Darwinian biological evolution. Three theorists of cultural evolution are chosen
Research Interests:
This book explains why the current education model, which was developed in the 19th century to meet the needs of industrial expansion, is obsolete. It points to the need for a new approach to education designed to prepare young people for... more
This book explains why the current education model, which was developed in the 19th century to meet the needs of industrial expansion, is obsolete. It points to the need for a new approach to education designed to prepare young people for global uncertainty, accelerating change and unprecedented complexity.
The book offers a new educational philosophy to awaken the creative, big-picture and long-term thinking that will help equip students to face tomorrow’s challenges. Inside, readers will find a dialogue between adult developmental psychology research on higher stages of reasoning and today’s most evolved education research and practice. This dialogue reveals surprising links between play and wisdom, imagination and ecology, holism and love.
The overwhelming issues of global climate crisis, growing economic disparity and the youth mental health epidemic reveal how dramatically the current education model has failed students and educators. This book raises a planet-wide call to deeply question how we actually think and how we must educate. It articulates a postformal education philosophy as a foundation for educational futures.
The book will appeal to educators, educational philosophers, pre-service teacher educators, educational and developmental psychologists and educational researchers, including postgraduates with an interest in transformational educational theories designed for the complexity of the 21st century.
- Introduces the US psychology research on postformal reasoning to a global audience.
- Seriously examines the full educational implications of postformal psychology.
- Connects postformal psychology with post-formal approaches to education.
- Integrates diverse “alternative” pedagogies into a postformal education philosophy.
The book offers a new educational philosophy to awaken the creative, big-picture and long-term thinking that will help equip students to face tomorrow’s challenges. Inside, readers will find a dialogue between adult developmental psychology research on higher stages of reasoning and today’s most evolved education research and practice. This dialogue reveals surprising links between play and wisdom, imagination and ecology, holism and love.
The overwhelming issues of global climate crisis, growing economic disparity and the youth mental health epidemic reveal how dramatically the current education model has failed students and educators. This book raises a planet-wide call to deeply question how we actually think and how we must educate. It articulates a postformal education philosophy as a foundation for educational futures.
The book will appeal to educators, educational philosophers, pre-service teacher educators, educational and developmental psychologists and educational researchers, including postgraduates with an interest in transformational educational theories designed for the complexity of the 21st century.
- Introduces the US psychology research on postformal reasoning to a global audience.
- Seriously examines the full educational implications of postformal psychology.
- Connects postformal psychology with post-formal approaches to education.
- Integrates diverse “alternative” pedagogies into a postformal education philosophy.
Research Interests:
Description of Part 1 The scope of the ‘futures in education’ research to date includes three major areas: – the research with young people (mostly in school settings) which explores their views and visions of the future, – the actual... more
Description of Part 1
The scope of the ‘futures in education’ research to date includes three major areas:
– the research with young people (mostly in school settings) which explores their views and visions of the future,
– the actual teaching of futures concepts, tools and processes in school settings,
– the speculative research into transformative educational models and approaches which have futures/foresight thinking as part of their worldview
The first of these areas provides a context for how young people see themselves in regard to ‘the future’ and why ‘futures’ processes are so valuable for them. The second will include an analysis of the current ‘state of play’ in futures education in schools and also some examples of ‘good practice’ at the primary and secondary levels. The third area points to a possible future of futures education which goes beyond ‘futures’ as isolated
lessons or subjects to where foresight is part of the meme rather than periheral.
The Monograph summarises and discusses the research to date. This is followed by a task analysis which highlights areas of strength and weakness and point to gaps in the research corpus. The implications of the existing theory, research and practice for developing foresight literacy in the future are then considered.
Finally, there is an exploration of ways of conceptualising research in futures education, including the identification of some specific research tasks that could be undertaken in the short to medium term.
The scope of the ‘futures in education’ research to date includes three major areas:
– the research with young people (mostly in school settings) which explores their views and visions of the future,
– the actual teaching of futures concepts, tools and processes in school settings,
– the speculative research into transformative educational models and approaches which have futures/foresight thinking as part of their worldview
The first of these areas provides a context for how young people see themselves in regard to ‘the future’ and why ‘futures’ processes are so valuable for them. The second will include an analysis of the current ‘state of play’ in futures education in schools and also some examples of ‘good practice’ at the primary and secondary levels. The third area points to a possible future of futures education which goes beyond ‘futures’ as isolated
lessons or subjects to where foresight is part of the meme rather than periheral.
The Monograph summarises and discusses the research to date. This is followed by a task analysis which highlights areas of strength and weakness and point to gaps in the research corpus. The implications of the existing theory, research and practice for developing foresight literacy in the future are then considered.
Finally, there is an exploration of ways of conceptualising research in futures education, including the identification of some specific research tasks that could be undertaken in the short to medium term.
Research Interests:
Description Generally, youth are considered immature, irresponsible toward the future, cliquish, impressionistic, and dangerous toward self and others. They are considered as a mass market--two billion strong--the passive recipients of... more
Description
Generally, youth are considered immature, irresponsible toward the future, cliquish, impressionistic, and dangerous toward self and others. They are considered as a mass market--two billion strong--the passive recipients of globalization. Most recently in OECD nations, youth have become fodder for political speeches--they are the problem that reflects both the failure of the welfare state (dependence on the state), the failure of globalization (unemployment), and postmodernism (loss of meaning and the crisis of the spirit). In the Third World, youth are seen not only as the problem, but equally as the force that can topple a regime (as in Yugoslavia). However, youth can also be seen as carriers of a new worldview, a new ideology.
These and other views concerning youth are examined in this volume of comparative empirical research. Studies from around the world provide intriguing answers to questions about how youth see the future and their future roles. This book will be of particular interest to scholars, students, researchers, and policymakers involved with youth issues and future studies.
Endorsements of Youth Futures
"This book is astounding. In a time of rapid, world-wide transformation dealing with globalization, genomics, terrorism and much else, constructive and creative views of possible futures are essential. This book makes a monumental contribution on youth futures. While we are accustomed to hearing universal rhetoric on the importance of youth to the future, it seldom goes beyond platitudes. In 20 essays the authors present extensive theory and practice, including up to date trans-disciplinary research from around the world. This remarkable book will be a lasting resource for educators, policy makers, youth workers and all people committed to creating a better, brighter and wiser future for future generations."
- Professor David K. Scott, Former Chancellor, University of Massachusetts, Amherst:
"Young people are increasingly viewed by scholars, practitioners, and policy makers as vital assets in the development of civil society. This book both gives voice to this positive conception of youth, and documents the power of young people to be active agents in actualizing their own healthy futures and in contributing to social justice and equity across the global community. This book is an impressive resource for all people concerned with understanding and enhancing the strengths of youth to build, sustain, and extend the quality of life in all nations of the world."
- Professor Richard M. Lerner, Bergstrom Chair in Applied Developmental Science Tufts University, USA
"This exciting and timely book is a milestone, bringing together for the first time international research on youth as both inheritors and creators of the future. Their hopes and fears for tomorrow, as reported here, are central to the future well-being of society - we would do well to listen to them. Essential reading for all those involved with young people, whether in formal or informal contexts, at home, in education or at work."
- Professor David Hicks, School of Education, Bath Spa University College, UK.
"The Youth Futures book by Gidley and Inayatullah is a very important contribution because there is so little cross cultural material on adolescence. It is a much needed antidote to our ethnocentric presentation of adolescence here in the States".
- Professor David Elkind, Professor and Chair, Elliott Pearson Department of Child Development, Tufts University, Medford. Author of Best-selling Book: The Hurried Child
Generally, youth are considered immature, irresponsible toward the future, cliquish, impressionistic, and dangerous toward self and others. They are considered as a mass market--two billion strong--the passive recipients of globalization. Most recently in OECD nations, youth have become fodder for political speeches--they are the problem that reflects both the failure of the welfare state (dependence on the state), the failure of globalization (unemployment), and postmodernism (loss of meaning and the crisis of the spirit). In the Third World, youth are seen not only as the problem, but equally as the force that can topple a regime (as in Yugoslavia). However, youth can also be seen as carriers of a new worldview, a new ideology.
These and other views concerning youth are examined in this volume of comparative empirical research. Studies from around the world provide intriguing answers to questions about how youth see the future and their future roles. This book will be of particular interest to scholars, students, researchers, and policymakers involved with youth issues and future studies.
Endorsements of Youth Futures
"This book is astounding. In a time of rapid, world-wide transformation dealing with globalization, genomics, terrorism and much else, constructive and creative views of possible futures are essential. This book makes a monumental contribution on youth futures. While we are accustomed to hearing universal rhetoric on the importance of youth to the future, it seldom goes beyond platitudes. In 20 essays the authors present extensive theory and practice, including up to date trans-disciplinary research from around the world. This remarkable book will be a lasting resource for educators, policy makers, youth workers and all people committed to creating a better, brighter and wiser future for future generations."
- Professor David K. Scott, Former Chancellor, University of Massachusetts, Amherst:
"Young people are increasingly viewed by scholars, practitioners, and policy makers as vital assets in the development of civil society. This book both gives voice to this positive conception of youth, and documents the power of young people to be active agents in actualizing their own healthy futures and in contributing to social justice and equity across the global community. This book is an impressive resource for all people concerned with understanding and enhancing the strengths of youth to build, sustain, and extend the quality of life in all nations of the world."
- Professor Richard M. Lerner, Bergstrom Chair in Applied Developmental Science Tufts University, USA
"This exciting and timely book is a milestone, bringing together for the first time international research on youth as both inheritors and creators of the future. Their hopes and fears for tomorrow, as reported here, are central to the future well-being of society - we would do well to listen to them. Essential reading for all those involved with young people, whether in formal or informal contexts, at home, in education or at work."
- Professor David Hicks, School of Education, Bath Spa University College, UK.
"The Youth Futures book by Gidley and Inayatullah is a very important contribution because there is so little cross cultural material on adolescence. It is a much needed antidote to our ethnocentric presentation of adolescence here in the States".
- Professor David Elkind, Professor and Chair, Elliott Pearson Department of Child Development, Tufts University, Medford. Author of Best-selling Book: The Hurried Child
Research Interests:
Taking a long-term historical and future perspective on the university is critical at this time. The university is being refashioned, often by forces out of the control of academics, students, and even administrators. However, there... more
Taking a long-term historical and future perspective on the university is critical at this time. The university is being refashioned, often by forces out of the control of academics, students, and even administrators. However, there remain possibilities for informed action, for steering the directions that the university can take. This book maps both the historical factors and the alternative futures of the university. Whereas most books on the university remain focused on the European model, this volume explores models and issues from non-Western perspectives as well.
Inayatullah and Gidley draw together essays by leading academics from a variety of disciples and nations on the futures of the university, weaving historical factors with emerging issues and trends such as globalism, virtualization, multiculturalism, and politicization. They attempt to get beyond superficial debate on how globalism and the Internet as well as multiculturalism are changing the nature of the university, and they
thoughtfully assess these changes.
Inayatullah and Gidley draw together essays by leading academics from a variety of disciples and nations on the futures of the university, weaving historical factors with emerging issues and trends such as globalism, virtualization, multiculturalism, and politicization. They attempt to get beyond superficial debate on how globalism and the Internet as well as multiculturalism are changing the nature of the university, and they
thoughtfully assess these changes.
Research Interests:
Research Interests:
For the first time in human history, we are becoming conscious of our own evolution. We are also beginning to realize we are responsible for co-creating it, through co-evolution. Co-evolution is both conscious and collaborative. This has... more
For the first time in human history, we are becoming conscious of our own evolution. We are also beginning to realize we are responsible for co-creating it, through co-evolution. Co-evolution is both conscious and collaborative. This has very significant implications for scientific and other academic research, for our abilities to have long-range vision and for
our abilities to comprehend and work with the complexity and interdependency that our current challenges as a species demand.
In response to these challenges, new theories and bodies of thought have appeared which attempt to articulate the paradigm change and help to further it. Some of the most important terms used in theorizing evolution of consciousness include: postformal, integral and planetary. These are key terms used in research that explicitly theorises new stage/s of
consciousness development—either individual or socio-cultural.
This chapter begins with a very brief overview of disciplines that have enacted major developments in their dominant mode of thinking during the 20th century. This is followed by some major developments in transdisciplinary fields that are enacting new knowledge
patterns. Finally, I discuss those areas of academic research, which explicitly theorise new modes of thinking or knowledge creation by way of the key transversal concepts— postformal, integral and planetary.
our abilities to comprehend and work with the complexity and interdependency that our current challenges as a species demand.
In response to these challenges, new theories and bodies of thought have appeared which attempt to articulate the paradigm change and help to further it. Some of the most important terms used in theorizing evolution of consciousness include: postformal, integral and planetary. These are key terms used in research that explicitly theorises new stage/s of
consciousness development—either individual or socio-cultural.
This chapter begins with a very brief overview of disciplines that have enacted major developments in their dominant mode of thinking during the 20th century. This is followed by some major developments in transdisciplinary fields that are enacting new knowledge
patterns. Finally, I discuss those areas of academic research, which explicitly theorise new modes of thinking or knowledge creation by way of the key transversal concepts— postformal, integral and planetary.
Research Interests:
Current trends indicate there are grand global futures challenges that will create major problems for the futures of humanity if not reversed. These complex, interconnected and apparently intractible challenges are synthesized into twelve... more
Current trends indicate there are grand global futures challenges that will create major problems for the futures of humanity if not reversed. These complex, interconnected and apparently intractible challenges are synthesized into twelve clusters across three domains: environmental, geo-political, and socio-cultural (See Figure 1). More importantly, in each of the three domains numerous counter-trends, twists, and surprises have the potential to mitigate, disrupt, or even reverse the dominant trends (See Figure 2). By exploring alternative futures the chapter will inspire people to imagine, design, and create worlds beyond the disturbing trends being forecast, as we enter humanity's great creativity reset.
Research Interests:
This chapter examines and critiques the changing socio-political implications that accompany the shift from the concept of a singular future to the pluralization of futures. From the 1960s onwards, the emergence of multiple futures... more
This chapter examines and critiques the changing socio-political implications that accompany the shift from the concept of a singular future to the pluralization of futures. From the 1960s onwards, the emergence of multiple futures enabled larger sections of society to envision and create ‘alternative futures’ to the status quo. In this chapter Gidley brings to bear the democratizing effect of multiple possible futures upon the evolution of theory and practice across academic disciplines. In particular, Gidley illuminates how the theory and practice of futures studies has paralleled developments in the evolution of science and the social sciences, to incorporate critical futures, cultural futures, participatory futures, and integral futures. She concludes with reflections about how the field of futures studies will continue to evolve so that it can diversely represent the future conceptualizations and actions of scholars, practitioners and researchers, globally.
Research Interests:
Our evolving views about the future, and their connection with time, are interwoven with the evolution of human consciousness. Cultural historians and consciousness researchers tell us that Charles Darwin's biological theories are not the... more
Our evolving views about the future, and their connection with time, are interwoven with the evolution of human consciousness. Cultural historians and consciousness researchers tell us that Charles Darwin's biological theories are not the entire story of evolution. Theories about the evolution of culture and consciousness were already circulating in the late 18 th century among German idealist and romantic philosophers, such as Hegel, Goethe and Schelling. The idea that human consciousness has evolved, and is still evolving, is central to the work of
Research Interests:
We are living in times of great transition, uncertainty and exponential change. In the 1990s the US Defense Department coined a new term to describe this period: VUCA, that stands for "Volatile, Uncertain, Complex and Ambiguous." VUCA is... more
We are living in times of great transition, uncertainty and exponential change. In the 1990s the US Defense Department coined a new term to describe this period: VUCA, that stands for "Volatile, Uncertain, Complex and Ambiguous." VUCA is even more relevant today than it was when coined over twenty years ago. It characterizes not only society and economics but also politics. More recently VUCA has slipped beyond the Pentagon and entered the common vernacular-especially in the context of global leadership as well as in business and organizational studies. In this chapter I investigate the psychological and cultural factors operating in a VUCA world through an evolution of consciousness narrative. Firstly, I introduce the growing body of research by cultural historians, sociologists, philosophers and others on the evolution of culture and consciousness. Secondly, I discuss the research by adult developmental psychologists on the types of reasoning that exist beyond Piaget's "formal operations." When these two bodies of research are synthesised, the evidence indicates that a new stage of consciousness is currently emerging. From this perspective the chaos and turbulence arising in the political arena can be viewed from a different light. Furthermore, the types of cognitive, emotional and behavioural responses that we humans need to develop in order to thrive in this new milieu are remarkably synergistic with the qualities indicative of postformal reasoning. I draw out a number of qualities associated with postformal reasoning that are important for political leaders to embrace if they are to lead human evolution further, through conscious evolution, to prevent us spinning backwards. I identify and discuss several postformal qualities that are adaptive and thus 'normal' for the present times. Finally, I show that these qualities are exactly what is required of political leaders to move us beyond our current crises and into a future in which postformal reasoning will become the new 'normal' for dealing with volatile, uncertain, complex, and ambiguous futures.
Research Interests:
Research Interests:
The dominant 21st century worldview is replete with stupid, rather than wise values, signified by corporate greed, climate crises, environmental degradation and huge economic disparity. Is this what we want for our children and their... more
The dominant 21st century worldview is replete with stupid, rather than wise values, signified by corporate greed, climate crises, environmental degradation and huge economic disparity. Is this what we want for our children and their grandchildren? Wisdom requires the head as well as the heart. Yet paradoxically, even a brilliant intellect—if it lacks heart and ethics—is not always wise. Wisdom is integrative, it is complex and it is creative. Wisdom does not follow the straight and narrow, but meanders, pauses, and looks around corners seeing what surprises. So how do we educate for wisdom? That is what I hope you will discover in this article. The work begins with the distinction between old and new thinking, then explores the philosophical importance of wisdom, educational approaches that encourage and support it, and practical examples from educators who know how to cultivate wisdom.
Número 3, Volumen 2, pp. 37-62.
Número 3, Volumen 2, pp. 37-62.
Research Interests:
We are at a critical point today in research into human futures. Two divergent streams show up in the human futures conversations. Which direction we choose will also decide the fate of earth futures in the sense of Earth's dual role as... more
We are at a critical point today in research into human futures. Two divergent streams show up in the human futures conversations. Which direction we choose will also decide the fate of earth futures in the sense of Earth's dual role as home for humans, and habitat for life. I choose to deliberately oversimplify here to make a vital point.
Research Interests:
The relationship between concepts of time and concepts of futures has been in an ever-changing and dynamic evolution for thousands of years. Yet, time has been relatively underexplored in the futures studies literature until recently.... more
The relationship between concepts of time and concepts of futures has been in an ever-changing and dynamic evolution for thousands of years. Yet, time has been relatively underexplored in the futures studies literature until recently. Furthermore, the transdisciplinary fields of “time studies” and “futures studies” have operated in relative isolation within the siloism of twentieth- and twenty-first-century academia. This article draws substantially from my recent book The Future: A Very Short Introduction, which places this piece into the larger historical context of what we humans have done in the past with these deeply interwoven concepts. I discuss here how we relate to them today, and what is emerging regarding new concepts of futures and time in our current era. By understanding how humans in the past have storied and framed both time and the future, we can gain a deeper appreciation of the significance of time consciousness on futures thinking.
Research Interests:
This article explores the breadth of the futures studies field by creating a dialogue with some prominent approaches to climate change. The first half of the article takes an evolutionary perspective on the development of the futures... more
This article explores the breadth of the futures studies field by creating a dialogue with some prominent approaches to climate change. The first half of the article takes an evolutionary perspective on the development of the futures studies field. I show how developments in the field parallel the broader epistemological shift from the centrality of positivism to a plurality of postpositivist approaches particularly in the social sciences.
Second, I explore the current scientific research on climate change including issues related to mitigation, adaptation, and coevolution. Finally, I apply my futures typology that includes five paradigmatic approaches to undertake a dialogue between futures studies and climate change.
Second, I explore the current scientific research on climate change including issues related to mitigation, adaptation, and coevolution. Finally, I apply my futures typology that includes five paradigmatic approaches to undertake a dialogue between futures studies and climate change.
Research Interests:
Over the last thirty years we have witnessed the emergence, formation and consolidation in Australia of the field of futures studies and foresight. Given its relative population size and geographic isolation from major centres of... more
Over the last thirty years we have witnessed the emergence, formation and consolidation in Australia of the field of futures studies and foresight. Given its relative population size and geographic isolation from major centres of intellectual activity in Europe and North America, Australia has more than its fair share of futures researchers and practitioners (often called Futurists or Foresight Practitioners). Perhaps even more surprising to some is what the unwritten history reveals. This short piece shows that a significant number of the pioneers and shapers of Australian futures studies were women. Furthermore, a large proportion of futurists, researchers and foresight practitioners in Australia today are women.
The following “annotated time line” covers the last three decades from 1985 to 2015. It has been sectioned into three phases, roughly corresponding with the decades of “Pioneers”, “Institution Building” and “Professional Consolidation”. As we now move into a fourth decade of Australian futures practices we can ask “How will the contributions of Australian women futures researchers and foresight practitioners contribute to, and further develop, the complex futures for Australia and our global society?”
The following “annotated time line” covers the last three decades from 1985 to 2015. It has been sectioned into three phases, roughly corresponding with the decades of “Pioneers”, “Institution Building” and “Professional Consolidation”. As we now move into a fourth decade of Australian futures practices we can ask “How will the contributions of Australian women futures researchers and foresight practitioners contribute to, and further develop, the complex futures for Australia and our global society?”
Research Interests:
In this paper I articulate a new meta-level field of studies that I call global knowledge futures—a field through which other emerging transdisciplinary fields can be integrated to cohere knowledge at a higher level. I contrast this with... more
In this paper I articulate a new meta-level field of studies that I call global knowledge futures—a field through which other emerging transdisciplinary fields can be integrated to cohere knowledge at a higher level. I contrast this with the current dominant knowledge paradigm of the global knowledge economy with its fragmentation, commodification and instrumentalism based on neoliberal knowledge capitalism. I take a big-picture, macrohistorical lens to the new thinking and new knowledge patterns that are emerging within the evolution of consciousness discourse. I explore three discourses: postformal studies, integral studies and planetary studies 3 —using a fourth discourse, futures studies, to provide a macro-temporal framing. By extending the meta-fields of postformal, integral and planetary studies into a prospective future dimension, I locate areas of development where these leading-edge discourses can be brought into closer dialogue with each other. In this meeting point of four boundary-spanning discourses I identify the new meta-level field of global knowledge futures, grounded in human thinking capacities, such as creativity, imagination, dialogue and collaboration.
Research Interests:
This paper explores the idea of what it means to be "ahead of the times." In doing so the paper looks at new generations of ideas; new generations of individualism; and new generations of organisational structures and cultures. Weak... more
This paper explores the idea of what it means to be "ahead of the times." In doing so the paper looks at new generations of ideas; new generations of individualism; and new generations of organisational structures and cultures. Weak signals can already be identified from a century ago indicating new ways of thinking within several disciplines such as science, philosophy, psychology and education. These signs of what many regard as evolutionary change in human thinking run parallel with many of the exponential changes manifesting in the external world. The paper argues for a shift beyond egotistic individualism to collective individualism, laying foundations for major organisational transformation to meet the needs of uncertain futures. The paper suggests that futures studies as a field needs to be sensitive to the developmental and paradigmatic changes that have been occurring both within and across the knowledge spectrum. Finally, the World Futures Studies Federation is examined as a case study to determine whether it is, indeed, ahead of its times.
Research Interests:
Education today in most of the world is more suited to the nineteenth-century industrial era than it is to the twenty-first century. There are three key aspects to this insight. Firstly, knowledge is evolving. The fragmentation of... more
Education today in most of the world is more suited to the nineteenth-century industrial era than it is to the twenty-first century. There are three key aspects to this insight. Firstly, knowledge is evolving. The fragmentation of knowledge through specialization is widely regarded as being unsuited to the complexity of the twenty-first century by scholars and thinkers from many fields (including complexity science, ecology, futures studies, integral studies, philosophy and psychology). Yet education is still largely a piecemeal affair. Secondly, consciousness is evolving, and education needs to evolve with it. Research on the evolution of consciousness — pioneered by Rudolf Steiner in the early twentieth century (Steiner [1926] 1966) — has gathered impetus throughout the twentieth century. These theories are still marginalised by narrow Darwinian notions of biological evolution. However, evidence to support the evolution of consciousness comes from three main sources: from integral theorists (Donald 2001; Elgin 1997; Gangadean 2006; Hart 2001; László 2008; Russell 2000; Swimme 1992; Thompson 1998; Wade 1996); from adult developmental psychology research on postformal reasoning (Bassett 2005; Commons et al. 1990; Commons and Richards 2002; Cowan and Todorovic 2005; Kohlberg 1990; Labouvie-Vief 1992; Sinnott 1998, 2005; Torbert 2004); and from the literature on planetary consciousness (Benedikter 2007; Earley 1997; Elgin 1997; Gangadean 2006; László 2006; Montuori 1999; Morin and Kern 1999; Nicolescu 2002; Russell 2000; Swimme and Tucker 2006). My own research over the last decade on the evolution of consciousness confirms my view that education urgently needs to evolve (Gidley 2007a, 2007b, 2009, 2010a, 2010b). Thirdly, education belongs in the realm of culture, not economics. Educational bureaucrats produce concepts such as the “knowledge economy” which appropriate education for the purpose of profit. While schooling was taken over during the Industrial Revolution to provide fodder for the factories, education is fundamentally a socio-cultural practice. In the post-industrial twenty-first century education needs to be primarily concerned with developing the minds, hearts and souls of young people, to live in an increasingly complex and uncertain world. What do today’s educators know about, and think about, these challenges? What is the role of educational futures in these major developments? How can education transform itself to incorporate these new insights?
Research Interests:
Weak signals from the early twentieth century indicate the emergence of new ways of thinking and knowledge patterns, which will be key driv-ers of change in the next 100 years. Significant developments can be mapped in most, if not all,... more
Weak signals from the early twentieth century indicate the emergence of new ways of thinking and knowledge patterns, which will be key driv-ers of change in the next 100 years. Significant developments can be mapped in most, if not all, of the major academic disciplines. In parallel, there is an emerging movement to integrate knowledge, to move beyond the fragmentation of knowledge associated with disciplinary specialisa-tion via inter-, multi-, and trans-disciplinary approaches. In the current dominant model of higher education, disciplinary and ideological siloism thwart appropriate knowledge transfer—thus limiting the larger project of knowledge coherence so necessary if we are to cope with the complexity we must expect of the next 100 years. I propose that higher education can best be re-imagined through deeply embracing new ways of thinking and new knowledge patterns.
Research Interests:
"This paper proposes that all aspects of educational futures are affected by the new thinking patterns and ways of knowing that have been emerging over the last hundred years as part of the parallel processes of evolution of human... more
"This paper proposes that all aspects of educational futures are affected by the new thinking patterns and ways of knowing that have been emerging over the last hundred years as part of the parallel processes of evolution of human consciousness and major global societal change. Throughout the 20th century, significant developments can be mapped in most, if not all, of the
major academic disciplines. Secondly, the move to transcend disciplinary specialisation, via inter-, multi-, and trans-disciplinary approaches is strengthening. Thirdly, at a higher order theoretical level, these developments are explicitly theorized in the discourses associated with postformal reasoning, integral theory and planetary consciousness. In spite of all these
developments in other disciplines and knowledge fields, the institution of mass public education, with its underpinning industrial worldview, has been pretty static since its inception two hundred years ago. Finally, the paper identifies three minor, but significant, waves of evolutionary emergence in education over the last hundred years that if articulated and nurtured could strengthen the development of evolutionary pedagogies for the 21st century."
major academic disciplines. Secondly, the move to transcend disciplinary specialisation, via inter-, multi-, and trans-disciplinary approaches is strengthening. Thirdly, at a higher order theoretical level, these developments are explicitly theorized in the discourses associated with postformal reasoning, integral theory and planetary consciousness. In spite of all these
developments in other disciplines and knowledge fields, the institution of mass public education, with its underpinning industrial worldview, has been pretty static since its inception two hundred years ago. Finally, the paper identifies three minor, but significant, waves of evolutionary emergence in education over the last hundred years that if articulated and nurtured could strengthen the development of evolutionary pedagogies for the 21st century."
Research Interests:
Introduction to special issue of Futures on educational futures.
Research Interests:
PRE-PRINT VERSION: This paper points to some limitations of the narrow version of integral futures (IF) as represented in the recent special issue of Futures (2008, Vol 40, Issue 2). I also propose several ways that the IF brand could be... more
PRE-PRINT VERSION: This paper points to some limitations of the narrow version of integral futures (IF) as represented in the recent special issue of Futures (2008, Vol 40, Issue 2). I also propose several ways that the IF brand could be refreshed through a broader and deeper approach to integral futures by way of a scholarly engagement with other kindred discourses. The main focus of this paper is to open out beyond the " myth of the given " in relation to the notion of integral and in this way broaden and deepen possibilities for integral futures.
Research Interests:
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early 20th century indicating the... more
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early 20th century indicating the emergence of new knowledge patterns. These signals have strengthened in the last 40 years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking,” “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.
Research Interests:
This chapter provides a broad theoretical contribution to integral higher education by contextualising it within an evolution of consciousness narrative. Within this narrative there are three major discourses that identify and/or enact... more
This chapter provides a broad theoretical contribution to integral higher education by
contextualising it within an evolution of consciousness narrative. Within this narrative there are three major discourses that identify and/or enact the emergence of new patterns of thinking and being: the adult developmental psychology discourse on postformal reasoning (Commons & Richards, 2002; Cook-Greuter, 2000; Sinnott, 2005); the integral consciousness discourse1; and the cultural historical and eco-philosophical literature on planetary consciousness (Elgin, 1997; Gangadean, 2006; Montuori, Combs, & Richards, 2004; Morin & Kern, 1999; Russell, 2000). To
represent the breadth and depth of the emerging consciousness, I have coined a complex conjoined term, postformal-integral-planetary2 to conceptually link these three theoretic threads and invite dialogue between their communities of practice (Gidley, 2008). From a macrohistorical perspective where major shifts in human consciousness may occur across thousands of years, we may be in the very early stages of what many call integral consciousness. From this perspective integral education could be still in its infancy.
contextualising it within an evolution of consciousness narrative. Within this narrative there are three major discourses that identify and/or enact the emergence of new patterns of thinking and being: the adult developmental psychology discourse on postformal reasoning (Commons & Richards, 2002; Cook-Greuter, 2000; Sinnott, 2005); the integral consciousness discourse1; and the cultural historical and eco-philosophical literature on planetary consciousness (Elgin, 1997; Gangadean, 2006; Montuori, Combs, & Richards, 2004; Morin & Kern, 1999; Russell, 2000). To
represent the breadth and depth of the emerging consciousness, I have coined a complex conjoined term, postformal-integral-planetary2 to conceptually link these three theoretic threads and invite dialogue between their communities of practice (Gidley, 2008). From a macrohistorical perspective where major shifts in human consciousness may occur across thousands of years, we may be in the very early stages of what many call integral consciousness. From this perspective integral education could be still in its infancy.
Research Interests:
"This essay is a postformal rejoinder to Ziauddin Sardar’s Welcome to Postnormal Times. I have no quarrel with Sardar’s conclusion that these times are postnormal, nor do I disagree with many of his observations, but our standpoints... more
"This essay is a postformal rejoinder to Ziauddin Sardar’s Welcome to Postnormal Times. I have no quarrel with Sardar’s conclusion that these times are postnormal, nor do I disagree with many of his observations, but our standpoints regarding implications are somewhat contradictory. Paradoxically, rather than jump into an old paradigm form of debate with Sardar’s interpretations of postnormalcy, this rejoinder is a playful postformal response. I celebrate our complementary views as expressions of the complex truths of multiperspectivality. First I question the meaning of normal and postnormal in the context of such notions as “the pathology of normalcy.” Secondly I begin to explore the postnormal circumstances from a postformal perspective. This involves discussion of notions of progress, development, evolution and co-evolution from different points of view as an opener to coming to terms with complexity. I then explore how concepts such as complexity and paradox can be understood as paths to wisdom; how active imagination can be engaged in the service of life; and how engaged imagination can unfold new normative narratives of alternative futures. Such imaginaries of hope are vital for the wellbeing of young people. The essay closes with a call to embrace the richness of complexity and play with—rather than fear—the paradox of planetary pluralism.
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/ "
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/ "
Research Interests:
"This paper points to the value of broadening the palette of approaches to climate change futures beyond the dominant methods of empiricist predictive trends and expert scenarios. The first half of the paper contextualises the climate... more
"This paper points to the value of broadening the palette of approaches to climate change futures beyond the dominant methods of empiricist predictive trends and expert scenarios. The first half of the paper contextualises the climate change discourse within the field of futures studies and explores potential points of dialogue between a number of futures approaches and the most prominent of the climate protection work. The second half of the paper introduces a case study of community based participatory approaches involving community scenario writing and community visioning, which enacts a collaborative engagement between futures researchers and climate-vulnerable communities. However, any participatory futures method chosen to facilitate climate change adaptation must be context-aware in both its design and implementation if it is to facilitate adaptability and resilience in climate-vulnerable communities.
Copyright © 2009 John Wiley & Sons, Ltd
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/"
Copyright © 2009 John Wiley & Sons, Ltd
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/"
Research Interests:
This conceptual dissertation is both a study of, and an enactment of, the evolution of consciousness for the purpose of evolving education. The research draws attention to and situates itself within four complex, interlinked challenges:... more
This conceptual dissertation is both a study of, and an enactment of, the evolution of consciousness for the purpose of evolving education. The research draws attention to and situates itself within four complex, interlinked challenges: the current planetary crisis; the epistemological crisis underpinning it; the global youth problematique; and the inadequacy of the modernist, formal education model to meet these challenges. The research aims to identify and elucidate a new movement of consciousness through integrating and cohering literature on postformal, integral and planetary consciousness in conversation with literature from a variety of postformal pedagogies. It does so through what I refer to as postformal research, which I distinguish from formal research in numerous ways. The most obvious ways in which this dissertation differs from a standard social sciences dissertation is that it interweaves three different types of text throughout the dissertation: the five main chapters; the Prologue, Metalogue and Epilogue; and the reflective narratives—Prelude, Interludes and Coda. These three types of text are each visibly distinguished by a colour-coded facing sheet. [JG: colour not available in the digital form].
The five main chapters are academic publications, developed and published as part of the research process. The key research focii of the dissertation are addressed in each of these five chapters. Chapter One identifies features of the youth problematique and the broad cultural pedagogical context surrounding it, through a layered analysis of causal factors. Chapter Two provides a macrohistorical context for understanding the relationships among education, evolution of consciousness and culture. Chapter Three undertakes a broadening and deepening of the evolution of consciousness discourse through incorporating integral theoretic approaches including heterodox evolutionary narratives that offer alternative interpretations to classical Darwinism. In this chapter, I engage in an integral hermeneutic analysis of the evolutionary writings of Rudolf Steiner and Ken Wilber in the light of Jean Gebser’s structures of consciousness. I weave an epic but pluralist narrative tapestry created from an interweaving of these three alternative views of evolution. Chapter Four draws out significant features of the new consciousness and distils new understandings of evolution in a form suitable for engaging the current education discourse. Chapter Five contributes significant new perspectives to educational philosophy. This final chapter offers an aesthetic-philosophic alternative to scientism for present and future cultural pedagogical practice by identifying four core values that are seeds for evolving education in line with emerging shifts in consciousness.
In addition to the five chapters, the Prologue introduces the research, provides an overview of the dissertation and a preliminary discussion of my substantive content, the evolution of consciousness, and my pragmatic interest in cultural pedagogical practice. The Metalogue discusses my integral evolutionary philosophy, my transdisciplinary epistemology, my complex methodology of theoretic bricolage and my role as researcher. Finally the Epilogue summarises the significance and limitations of my research, evaluates it, and offers some suggestions for further research and closing reflections. It is proposed that a more conscious evolution of cultural pedagogical practice informed by postformal-integral-planetary consciousness may be more responsive to addressing the crises and complexities of the future.
The five main chapters are academic publications, developed and published as part of the research process. The key research focii of the dissertation are addressed in each of these five chapters. Chapter One identifies features of the youth problematique and the broad cultural pedagogical context surrounding it, through a layered analysis of causal factors. Chapter Two provides a macrohistorical context for understanding the relationships among education, evolution of consciousness and culture. Chapter Three undertakes a broadening and deepening of the evolution of consciousness discourse through incorporating integral theoretic approaches including heterodox evolutionary narratives that offer alternative interpretations to classical Darwinism. In this chapter, I engage in an integral hermeneutic analysis of the evolutionary writings of Rudolf Steiner and Ken Wilber in the light of Jean Gebser’s structures of consciousness. I weave an epic but pluralist narrative tapestry created from an interweaving of these three alternative views of evolution. Chapter Four draws out significant features of the new consciousness and distils new understandings of evolution in a form suitable for engaging the current education discourse. Chapter Five contributes significant new perspectives to educational philosophy. This final chapter offers an aesthetic-philosophic alternative to scientism for present and future cultural pedagogical practice by identifying four core values that are seeds for evolving education in line with emerging shifts in consciousness.
In addition to the five chapters, the Prologue introduces the research, provides an overview of the dissertation and a preliminary discussion of my substantive content, the evolution of consciousness, and my pragmatic interest in cultural pedagogical practice. The Metalogue discusses my integral evolutionary philosophy, my transdisciplinary epistemology, my complex methodology of theoretic bricolage and my role as researcher. Finally the Epilogue summarises the significance and limitations of my research, evaluates it, and offers some suggestions for further research and closing reflections. It is proposed that a more conscious evolution of cultural pedagogical practice informed by postformal-integral-planetary consciousness may be more responsive to addressing the crises and complexities of the future.
Research Interests:
In this article I aim to broaden and deepen the evolution of consciousness discourse by integrating the integral theoretic narratives of Rudolf Steiner, Jean Gebser, and Ken Wilber, who each point to the emergence of new ways of thinking... more
In this article I aim to broaden and deepen the evolution of consciousness discourse by integrating the integral theoretic narratives of Rudolf Steiner, Jean Gebser, and Ken Wilber, who each point to the emergence of new ways of thinking that could address the complex, critical challenges of our planetary moment. I undertake a wide scan of the evolution discourse, noting it is dominantly limited to biology-based notions of human origins that are grounded in scientific materialism. I then broaden the discourse by introducing integral evolutionary theories using a transdisciplinary epistemology to work between, across and beyond diverse disciplines. I note the conceptual breadth of Wilber's integral evolutionary narrative in transcending both scientism and epistemological isolationism. I also draw attention to some limitations of Wilber's integral project, notably his undervaluing of Gebser's actual text, and the substantial omission of the pioneering contribution of Stein...
Research Interests:
This paper takes as its starting point the notion that human consciousness is evolving beyond the boundaries of formal, reductionist modes of thinking and beginning to open to postformal, integral and planetary consciousness. It explores... more
This paper takes as its starting point the notion that human consciousness is evolving beyond the boundaries of formal, reductionist modes of thinking and beginning to open to postformal, integral and planetary consciousness. It explores the theoretical relationships between several themes arising from the evolution of consciousness discourse and a diversity of postformal educational discourses. Four core pedagogical values emerge from the intersection between these two clusters: love, life, wisdom and voice. These core values are elucidated theoretically in relation to philosophies of education, and practically through examples from the art of education. They are offered as pedagogical seeds for evolving consciousness through education in the 21st century.
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/
Research Interests:
**This paper is the most cited paper in the journal.** [See Taylor & Francis, Routledge, information] http://www.tandfonline.com/action/showMostCitedArticles?journalCode=cijc20 Rudolf Steiner and Ken Wilber claim that human... more
**This paper is the most cited paper in the journal.**
[See Taylor & Francis, Routledge, information]
http://www.tandfonline.com/action/showMostCitedArticles?journalCode=cijc20
Rudolf Steiner and Ken Wilber claim that human consciousness is evolving beyond the ‘formal’, abstract, intellectual mode towards a ‘postformal’, integral mode. Wilber calls this ‘vision-logic’ and Steiner calls it ‘consciousness/spiritual soul’. Both point to the emergence of more complex, dialectical, imaginative, self-reflective and spiritual ways of thinking, living and loving. Very little ‘evolution of consciousness’ literature appears in educational discourses. This article distils hermeneutic fragments of psychological, cultural-historical and philosophical texts and begins to examine education in this light. This evolutionary perspective may illuminate the emergence of contemporary understandings of spirituality as alternatives both to ‘formal’ secular and ‘formal’ religious education. A novel educational perspective is introduced based on a contemporised Australian interpretation of Steiner education seen through the lens of Wilber’s integral framework. This creative, ‘transmodern’ educational vision offers one way forward to consciously facilitate the emergence in children of more life-promoting, integral, spiritually aware forms of consciousness.
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/
[See Taylor & Francis, Routledge, information]
http://www.tandfonline.com/action/showMostCitedArticles?journalCode=cijc20
Rudolf Steiner and Ken Wilber claim that human consciousness is evolving beyond the ‘formal’, abstract, intellectual mode towards a ‘postformal’, integral mode. Wilber calls this ‘vision-logic’ and Steiner calls it ‘consciousness/spiritual soul’. Both point to the emergence of more complex, dialectical, imaginative, self-reflective and spiritual ways of thinking, living and loving. Very little ‘evolution of consciousness’ literature appears in educational discourses. This article distils hermeneutic fragments of psychological, cultural-historical and philosophical texts and begins to examine education in this light. This evolutionary perspective may illuminate the emergence of contemporary understandings of spirituality as alternatives both to ‘formal’ secular and ‘formal’ religious education. A novel educational perspective is introduced based on a contemporised Australian interpretation of Steiner education seen through the lens of Wilber’s integral framework. This creative, ‘transmodern’ educational vision offers one way forward to consciously facilitate the emergence in children of more life-promoting, integral, spiritually aware forms of consciousness.
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/
Research Interests:
Research Interests:
A biography of Rudolf Steiner.
Research Interests:
This paper seeks to offer a broad, Australian perspective on innovative approaches to education that may facilitate the social and emotional education of children. The paper begins with a brief overview of the unique history of education... more
This paper seeks to offer a broad, Australian perspective on innovative approaches to education that may facilitate the social and emotional education of children. The paper begins with a brief overview of the unique history of education in Australia including insights into the strong passion and commitment of Australians for freedom of choice and diversity of educational approaches. This is followed by a discussion of the youth mental health crisis during the 1990s, which it is argued, has precipitated the Australian government’s current strong commitment to social and emotional education. The paper then traces several phases of development of social and emotional education in Australia, before providing an overview of many kinds of approaches, including both explicit, curricular programmes and implicit, contextual and whole system approaches. Three case studies are then discussed: a whole system approach (Steiner education system), a whole population approach (all Australian five-year olds) and a targeted programme (for those experiencing grief and loss). The first is a national project to develop an Australian National Steiner Curriculum, which attempts to include the important feature of social and emotional education as part of its broader philosophy within the larger project of the development of the first Australian National Curriculum. The second case is the Australian Early Development Index—a whole population project to monitor the social and emotional wellbeing of all Australian five year old children; Thirdly, Seasons for Growth is specifically aimed at children and young people experiencing grief and loss.
Research Interests:
Research Interests:
Note: This contribution is the prize-winning essay of the competition launched in September 2009 by IAU and Palgrave. The theme of the competition was Equitable Access, Success and Quality – three essential ingredients or three mutually... more
Note: This contribution is the prize-winning essay of the competition launched in September 2009 by IAU and Palgrave. The theme of the competition was Equitable Access, Success and Quality – three essential ingredients or three mutually exclusive concepts for higher education development? IAU, together with Palgrave, would like to thank all those who participated, as well as the jury, and to once again offer our congratulations to the authors of the winning article.
IAU is the UNESCO-initiated International Association of Universities.
Abstract:
Equitable access, success and quality in higher education are examined from a variety of ideological perspectives. Quality is positioned as a complex generic concept while access and success are identified as key concepts in the social inclusion domain, supplemented by the concept of participation. The topic is approached through an integrative analysis of the theory and practice literature on social inclusion in higher education. After contextualising current higher education within economic globalisation, the notion of quality is uncoupled from the necessity of a neoliberal framing allowing broader interpretations arising from more inclusive ideologies. Access, participation and success are shown to represent degrees of social inclusion underpinned by a nested spectrum of ideologies — neoliberalism, social justice and human potential, respectively — with human potential ideology offering the most embracing perspective. Australian higher education is foregrounded, yet contextualised within European historical precedents and contemporary global issues.
Kewords: access, empowerment, engagement, integration, participation, success
IAU is the UNESCO-initiated International Association of Universities.
Abstract:
Equitable access, success and quality in higher education are examined from a variety of ideological perspectives. Quality is positioned as a complex generic concept while access and success are identified as key concepts in the social inclusion domain, supplemented by the concept of participation. The topic is approached through an integrative analysis of the theory and practice literature on social inclusion in higher education. After contextualising current higher education within economic globalisation, the notion of quality is uncoupled from the necessity of a neoliberal framing allowing broader interpretations arising from more inclusive ideologies. Access, participation and success are shown to represent degrees of social inclusion underpinned by a nested spectrum of ideologies — neoliberalism, social justice and human potential, respectively — with human potential ideology offering the most embracing perspective. Australian higher education is foregrounded, yet contextualised within European historical precedents and contemporary global issues.
Kewords: access, empowerment, engagement, integration, participation, success
Research Interests:
This paper analyses which aspects of spirituality are valued by adolescents, and how they are interconnected with youths' life satisfaction and 'self-centeredness'. The participants were 254 adolescents (11th grade) of four different high... more
This paper analyses which aspects of spirituality are valued by adolescents, and how they are interconnected with youths' life satisfaction and 'self-centeredness'. The participants were 254 adolescents (11th grade) of four different high schools from west Germany. After re-validation of the 6-factorial student's version of the ASP questionnaire (ASP-S, Cronbach's alpha = .90), we found that they appreciated most Conscious interactions, Compassion / Generosity and Aspiring for Beauty / Wisdom, while particularly Religious orientation / Prayer (Trust in God), esoteric Transcendence conviction, or Quest orientation were of lower relevance. The importance of these aspects of spirituality is known to increase with higher age. The correlation pattern between aspects of spirituality and life satisfaction dimensions differed remarkably between female and male adolescents. In particular Conscious interactions correlated with future prospects in females, while in males it correlated much better with family life and school situation. It became obvious that the non-formal aspects of spirituality in terms of relational consciousness are still vital, particularly secular humanism (i.e. Conscious interactions, Compassion / Generosity). These findings may have implications for religious educational programmes.
Keywords: adolescents; spirituality; gender; consciousness; self-centeredness; mutual consideration
Keywords: adolescents; spirituality; gender; consciousness; self-centeredness; mutual consideration
This article was the guest editors introduction to a special issue of the journal, New Political Science, on "The Changing Face of Political Ideologies in the Global Age."
"The published version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/ "
http://researchbank.rmit.edu.au/list/author_id/1311658/ "
Research Interests:
The pre-print version of this article is available for downloading from:
http://researchbank.rmit.edu.au/list/author_id/1311658/
http://researchbank.rmit.edu.au/list/author_id/1311658/
Research Interests:
The published version of this article is available for downloading from:
https://researchrepository.rmit.edu.au/esploro/outputs/bookChapter/The-metaphors-of-globalisation-a-multi-layered/9921863613501341?institution=61RMIT_INST
https://researchrepository.rmit.edu.au/esploro/outputs/bookChapter/The-metaphors-of-globalisation-a-multi-layered/9921863613501341?institution=61RMIT_INST
The paper uploaded is the Executive Summary. The full paper is available upon request of the author.
This paper presents some ground-work for the development of a new theoretical approach which has the potential to contribute to primary prevention of suicide in adolescents by targeting hopelessness. Drawing on the extensive... more
This paper presents some ground-work for the development of a new theoretical approach which has the potential to contribute to primary prevention of suicide in adolescents by targeting hopelessness. Drawing on the extensive psychological literature which has linked hopelessness with depression and suicide risk for decades, the author notes that although there is a strong research and clinical base for targeting depression, there is a gap in the psychological literature when it comes to targeting hopelessness, specifically. Looking beyond the psychology field to the futures studies research field, the author draws links between the psychology research that does exist and the youth futures research which correlates rising youth suicide rates with growing fears and negativity of young people towards the future. Based on this new theoretical perspective, an intervention has been developed and is detailed here which attempts to reduce hopelessness in adolescents by promoting more positive images of the future.
This chapter was part of the book series: Unfolding Learning Societies: Deepening the Dialogues Published by Vimukt Shiksha Special Issue April 2001. The full book publication can be accessed online at:... more
This chapter was part of the book series:
Unfolding Learning Societies: Deepening the Dialogues
Published by Vimukt Shiksha Special Issue
April 2001.
The full book publication can be accessed online at:
http://www.swaraj.org/shikshantar/ls2_intro.htm
Unfolding Learning Societies: Deepening the Dialogues
Published by Vimukt Shiksha Special Issue
April 2001.
The full book publication can be accessed online at:
http://www.swaraj.org/shikshantar/ls2_intro.htm
The Future was written by former WFSF President Jennifer Gidley (2009-2017), and it is no surprise that her book reflects critical reflection, cultural sensitivity, and a mountaintop viewpoint. In spite of the book’s title, the singular... more
The Future was written by former WFSF President Jennifer Gidley (2009-2017), and it is no surprise that her book reflects critical reflection, cultural sensitivity, and a mountaintop viewpoint. In spite of the book’s title, the singular future, Gidley opens with a multifaceted tour through alternative futures, from the past and present, perspectives on time and the evolution of human thinking about what extends beyond the eternal present.
Gidley explodes the notion of a singular future, by not only reminding us that futures studies is about possible and preferred futures, but reinforces the idea that the images of the future that we have in our heads are influenced by myriad forces of change and socialization in the world.
Gidley explodes the notion of a singular future, by not only reminding us that futures studies is about possible and preferred futures, but reinforces the idea that the images of the future that we have in our heads are influenced by myriad forces of change and socialization in the world.
Research Interests:
“[A] thoroughly researched and beautifully expressed invitation to look deeper at this fascinating field of enquiry… It is well researched, concise and lucidly written. This excellent book also contains a useful guide to further reading... more
“[A] thoroughly researched and beautifully expressed invitation to look deeper at this fascinating field of enquiry…
It is well researched, concise and lucidly written. This excellent book also contains a useful guide to further reading and websites as well as a handy index.
It is well researched, concise and lucidly written. This excellent book also contains a useful guide to further reading and websites as well as a handy index.
Research Interests:
In this brilliant and concise overview – part of the OUP Very Short Introduction series – [Jennifer Gidley] gives readers multiple insights into the field and ways of thinking about the future… This book not only raises the issues in a... more
In this brilliant and concise overview – part of the OUP Very Short Introduction series – [Jennifer Gidley] gives readers multiple insights into the field and ways of thinking about the future… This book not only raises the issues in a highly readable manner, but also raises awareness, and as such I can recommend it unreservedly.
Research Interests:
Jim Dator's BOOK REVIEW in “WORLD FUTURES REVIEW” June 2017 Brief Extract: “In [the first] three chapters, [Gidley’s] summary of the long history of ideas about time, the future, preferred futures, utopias and dystopias, progress and... more
Jim Dator's BOOK REVIEW in “WORLD FUTURES REVIEW” June 2017
Brief Extract:
“In [the first] three chapters, [Gidley’s] summary of the long history
of ideas about time, the future, preferred futures, utopias and dystopias, progress and chaos, to planning, she skillfully weaves many resources into a fluid, coherent narrative. She offers an excellent summary of
a long and complicated story, endeavoring with considerable success
to be global and multicultural, not just western-centric…
Gidley provocatively defines futures studies as “the art and science of taking responsibility for the long-term consequences of our decisions and actions today” (p. 136). This definition makes clear that futures studies typically are profoundly values-based…
We all should give Jennifer Gidley a standing ovation. This is an absolutely wonderful source, as a basic textbook about the field,
and as a very good short introduction about the futureS for everyone.”
By Jim Dator, Editor, World Futures Review
http://journals.sagepub.com/doi/full/10.1177/1946756717708913
Brief Extract:
“In [the first] three chapters, [Gidley’s] summary of the long history
of ideas about time, the future, preferred futures, utopias and dystopias, progress and chaos, to planning, she skillfully weaves many resources into a fluid, coherent narrative. She offers an excellent summary of
a long and complicated story, endeavoring with considerable success
to be global and multicultural, not just western-centric…
Gidley provocatively defines futures studies as “the art and science of taking responsibility for the long-term consequences of our decisions and actions today” (p. 136). This definition makes clear that futures studies typically are profoundly values-based…
We all should give Jennifer Gidley a standing ovation. This is an absolutely wonderful source, as a basic textbook about the field,
and as a very good short introduction about the futureS for everyone.”
By Jim Dator, Editor, World Futures Review
http://journals.sagepub.com/doi/full/10.1177/1946756717708913
Research Interests:
A philosophy for complex futures… offers the readers the possibility of a radical change in their thoughts about education, from solid theories that open new ways of thinking [about] the education of children and young people in the face... more
A philosophy for complex futures… offers the readers the possibility of a radical change in their thoughts about education, from solid theories that open new ways of thinking [about] the education of children and young people in the face of a proposal of a postformal education. The contributions of adult developmental psychology show that there are superior stages of reasoning in adults called postformal. Based on this fact, the key for Gidley's work appears: How to educate children and young people in order for them to reach more mature forms of reasoning, so that they can face the problems that challenge our society? The book [includes] an extensive collection of scientific citations and short personal narratives that enable the readers to understand Gidley's intention as she integrates the historical, cultural and psychological dimensions of research. Gidley's commitment to writing a work that is transformative stands out. Her proposition appears in the smallest details of her work as in choosing the core Pedagogical Love to come first to others because she believes it to be the most important and the most lacking. This transforming attitude that sees love as inherent in pedagogy is also found in the work of another transformative educator, Paulo Freire, who reminds us that "education is an act of love, therefore, an act of courage" (Freire, 1967, p.97). In conclusion, the book is recommended to all those interested in philosophy of education, developmental psychology and education professionals, so that they can reflect on the concepts of their practices and the paving of a new path that considers the complex world we live in. " Éverton M. Batisteti, Federal University of São Carlos, Brazil.
Research Interests:
" Altogether the ambition of this volume is enormous. " Helen E. Lees " In postformal education as phrase we have a rather new domain for the everyday educationist: one replete with views, perspectives, ideas that are not everyday … any... more
" Altogether the ambition of this volume is enormous. " Helen E. Lees " In postformal education as phrase we have a rather new domain for the everyday educationist: one replete with views, perspectives, ideas that are not everyday … any alternative educationist will find in this volume rich resources with which to think anew. It is a vitally important topic … well researched, scholarly, interesting and stimulating. We find Gidley stating that " the term postformal is the most widely used psychological term to denote higher developmental stages beyond Piaget's formal operations " (emphasis in the original). Thus we can see then the scope, magnificence and import of this book's intent. It is tremendously exciting to connect with education in this " zone " and indeed moments of deep fascination and stimulating speculations have accompanied my reading of this book. The offer is to allow education to dwell in great ideas that bring inroads to new approaches, alternative visions… There is meat here of an intellectual kind on which to chew… It is an important book for the rarity of its subject matter and ought to be paid attention.. "
Research Interests:
“Unless we resolve to rehumanise education so its core purpose becomes once again to develop whole human beings who care, who … respect life, who exercise wisdom and who have the courage to voice their truths to those who would corrupt... more
“Unless we resolve to rehumanise education so its core purpose becomes once again to develop whole human beings who care, who … respect life, who exercise wisdom and who have the courage to voice their truths to those who would corrupt our futures, then we should forget about the whole idea of education altogether.”
Jennifer M. Gidley Postformal Education…
So says Jennifer Gidley in the summary epilogue to this remarkable book. Rarely have I come across a book with such a copious scope of reference. The range of material that Jennifer Gidley has marshalled and organised into this book is positively breathtaking.
If you are looking for a book which gives as thorough a survey of the global educational landscape as could be wished for, you need look no further. The scope of her research is awe-inspiring, and she has a highly developed ability to perceive trends and relationships where others have remained in the dark.
To sum up, if you are trying to work creatively in education and you want to know who your allies are in the fight against the “audit culture” of modern factory-style education, then you need to read this book.
Jennifer M. Gidley Postformal Education…
So says Jennifer Gidley in the summary epilogue to this remarkable book. Rarely have I come across a book with such a copious scope of reference. The range of material that Jennifer Gidley has marshalled and organised into this book is positively breathtaking.
If you are looking for a book which gives as thorough a survey of the global educational landscape as could be wished for, you need look no further. The scope of her research is awe-inspiring, and she has a highly developed ability to perceive trends and relationships where others have remained in the dark.
To sum up, if you are trying to work creatively in education and you want to know who your allies are in the fight against the “audit culture” of modern factory-style education, then you need to read this book.
Research Interests:
“Postformal Education skillfully navigates the urgency and challenges embedded in these times, as well as the tremendous possibilities present within education, offering a vision for a new educational philosophy to awaken creativity,... more
“Postformal Education skillfully navigates the urgency and challenges embedded in these times, as well as the tremendous possibilities present within education, offering a vision for a new educational philosophy to awaken creativity, care, and agency.
The book provides a robust and substantive dialogue among leading thinkers and theories on cultural evolution, integral theories, developmental psychology, postformal reasoning qualities, postformal pedagogies, and educational futures, drawing upon Ken Wilber, Rudolf Steiner, Sri Aurobindo, Jean Gebser, Joe Kincheloe, Robert Kegan, Edgar Morin, and many others…
The book will appeal to educational philosophers and researchers, educators and teachers, developmental and educational psychologists, educational administrators, and anyone else with interest in transformative educational theories designed for the 21st century.
[Gidley] joins the chorus of voices calling for a planet-wide call to action to transform education and makes a distinct, inspiring, and significant contribution.”
The book provides a robust and substantive dialogue among leading thinkers and theories on cultural evolution, integral theories, developmental psychology, postformal reasoning qualities, postformal pedagogies, and educational futures, drawing upon Ken Wilber, Rudolf Steiner, Sri Aurobindo, Jean Gebser, Joe Kincheloe, Robert Kegan, Edgar Morin, and many others…
The book will appeal to educational philosophers and researchers, educators and teachers, developmental and educational psychologists, educational administrators, and anyone else with interest in transformative educational theories designed for the 21st century.
[Gidley] joins the chorus of voices calling for a planet-wide call to action to transform education and makes a distinct, inspiring, and significant contribution.”
Research Interests:
David K. Scott's BOOK REVIEW in “RESEARCH BULLETIN” Spring/Summer 2017 Volume 22 (1), pp. 66-68. Brief Extract: “What masquerades for education today must be seen for what it
is: an anachronistic relic of the industrial past.” Gidley’s... more
David K. Scott's BOOK REVIEW in “RESEARCH BULLETIN” Spring/Summer 2017 Volume 22 (1), pp. 66-68.
Brief Extract:
“What masquerades for education today must be seen for what it is:
an anachronistic relic of the industrial past.” Gidley’s solution is an education based on four core values–love, life, wisdom, and voice. Without “voice” in an age of proliferating communication devices and social media, the first three will be harder to incorporate.
The style, design, and construction of the book model its holistic, integrative content. In a breathtaking voyage through the past, present, and future, this book synthesizes an extraordinary wealth of research from philosophers, scientists, psychologists, educators, sociologists, all drawn together in this far-reaching book.
There are many nascent movements—integral and integrative learning, contemplative practice, meditation, and spirituality in education—giving intimations of the transformation advocated in this book. Presently, these movements are like separately flowing streams.
This path-breaking work by Gidley leads to a convergence of the streams into one river, carving out a path for educating future generations to be more humane, caring, and committed to building
a better and wiser world. Everyone interested in a better future should read this book. It may inspire us to act before it is too late.”
By David K. Scott, Former Chancellor at UMass (Amherst)
https://cloud.3dissue.com/111924/112291/131577/ResearchBulletin-SPSUM2017/index.html
Brief Extract:
“What masquerades for education today must be seen for what it is:
an anachronistic relic of the industrial past.” Gidley’s solution is an education based on four core values–love, life, wisdom, and voice. Without “voice” in an age of proliferating communication devices and social media, the first three will be harder to incorporate.
The style, design, and construction of the book model its holistic, integrative content. In a breathtaking voyage through the past, present, and future, this book synthesizes an extraordinary wealth of research from philosophers, scientists, psychologists, educators, sociologists, all drawn together in this far-reaching book.
There are many nascent movements—integral and integrative learning, contemplative practice, meditation, and spirituality in education—giving intimations of the transformation advocated in this book. Presently, these movements are like separately flowing streams.
This path-breaking work by Gidley leads to a convergence of the streams into one river, carving out a path for educating future generations to be more humane, caring, and committed to building
a better and wiser world. Everyone interested in a better future should read this book. It may inspire us to act before it is too late.”
By David K. Scott, Former Chancellor at UMass (Amherst)
https://cloud.3dissue.com/111924/112291/131577/ResearchBulletin-SPSUM2017/index.html
Research Interests:
Marian de Souza's BOOK REVIEW in INTERNATIONAL JOURNAL OF CHILDREN'S SPIRITUALITY April 2017 Brief Extract: “This book certainly provides a valuable resource for educators who are looking for inspiring, novel and creative ways to address... more
Marian de Souza's BOOK REVIEW in INTERNATIONAL JOURNAL OF CHILDREN'S SPIRITUALITY April 2017
Brief Extract:
“This book certainly provides a valuable resource for educators who are looking for inspiring, novel and creative ways to address the learning and behavioural problems they face in everyday classrooms…
It is filled with a broad and detailed overview of the concepts and arguments of many important and influential philosophers and theorists, which is accompanied by an abundance of thoughtful and innovative deliberations.
It may be most appropriate for researchers, academics and post-graduate students in education, consciousness and cultural studies.
Accordingly, Gidley’s new book is a welcome addition to existing educational literature that is focused on forward thinking, sustainability and innovation, and with the needs of young people at its heart.”
By Dr. Marian de Souza, ACU & Federation University
http://www.tandfonline.com/doi/full/10.1080/1364436X.2017.1310404
Brief Extract:
“This book certainly provides a valuable resource for educators who are looking for inspiring, novel and creative ways to address the learning and behavioural problems they face in everyday classrooms…
It is filled with a broad and detailed overview of the concepts and arguments of many important and influential philosophers and theorists, which is accompanied by an abundance of thoughtful and innovative deliberations.
It may be most appropriate for researchers, academics and post-graduate students in education, consciousness and cultural studies.
Accordingly, Gidley’s new book is a welcome addition to existing educational literature that is focused on forward thinking, sustainability and innovation, and with the needs of young people at its heart.”
By Dr. Marian de Souza, ACU & Federation University
http://www.tandfonline.com/doi/full/10.1080/1364436X.2017.1310404
Research Interests:
Daniella J. Forster's BOOK REVIEW in POLICY FUTURES IN EDUCATION June 2017. Brief Extract: “Few books offer such a broad scope of transdisciplinary scholarship, nor attempt to defend an education which takes aim at ‘planet-sized’... more
Daniella J. Forster's BOOK REVIEW in POLICY FUTURES IN EDUCATION June 2017.
Brief Extract:
“Few books offer such a broad scope of transdisciplinary scholarship, nor attempt to defend an education which takes aim at ‘planet-sized’ problems. Postformal Education: A Philosophy for Complex Futures
is such a book.
Jennifer M Gidley creates a tapestry for ‘radical change’ in education… drawing conceptual bridges across traditional disciplinary boundaries
to demonstrate how highly creative pedagogies can emerge…
The book is propelled by an urgent and passionate need to address
the problem of human meaning-making and thinking that Gidley sees
as underlying the large-scale issues facing humanity in environmental, psychological, socio-cultural and politico-economic terms.”
By Dr. Daniella J. Forster, University of Newcastle
http://journals.sagepub.com/doi/full/10.1177/1478210317715802
Brief Extract:
“Few books offer such a broad scope of transdisciplinary scholarship, nor attempt to defend an education which takes aim at ‘planet-sized’ problems. Postformal Education: A Philosophy for Complex Futures
is such a book.
Jennifer M Gidley creates a tapestry for ‘radical change’ in education… drawing conceptual bridges across traditional disciplinary boundaries
to demonstrate how highly creative pedagogies can emerge…
The book is propelled by an urgent and passionate need to address
the problem of human meaning-making and thinking that Gidley sees
as underlying the large-scale issues facing humanity in environmental, psychological, socio-cultural and politico-economic terms.”
By Dr. Daniella J. Forster, University of Newcastle
http://journals.sagepub.com/doi/full/10.1177/1478210317715802
Research Interests:
Philip Hadridge's BOOK REVIEW in FORESIGHT (2017) 19 (1): 81 – 82. Brief Extract: “A Philosophy for Complex
Futures… explores the future of education pedagogy. Jennifer Gidley has produced a work that repays studying. It … sows seeds.... more
Philip Hadridge's BOOK REVIEW in FORESIGHT (2017) 19 (1): 81 – 82.
Brief Extract:
“A Philosophy for Complex Futures… explores the future of education pedagogy. Jennifer Gidley has produced a work that repays studying. It … sows seeds. There is much here to repay contemplation.
For Dr Gidley, it is an invite to think about what comes after the still-dominant model based on the factory or warehouse. It is a book to stir up our thinking and the education system. It is unself-consciously “about radical change”.
It takes a grand historical sweep. Dr Gidley chronicles how Aztec culture was the first known one with mandatory education and how mass formal schooling has only been around for a couple of centuries.
Gidley works up to a comprehensive framework in the form of a wheel based around love, live, wisdom and voice (p. 179). This model resonates to the contemporary work of organization improvement more generally.
The book challenges the dominant pedagogy: the one that has served the elite of our elite institutions, even if not their children.”
By Philip Hadridge, Director, Idenk, Cambridge, UK
http://www.emeraldinsight.com/doi/abs/10.1108/FS-12-2016-0059
Brief Extract:
“A Philosophy for Complex Futures… explores the future of education pedagogy. Jennifer Gidley has produced a work that repays studying. It … sows seeds. There is much here to repay contemplation.
For Dr Gidley, it is an invite to think about what comes after the still-dominant model based on the factory or warehouse. It is a book to stir up our thinking and the education system. It is unself-consciously “about radical change”.
It takes a grand historical sweep. Dr Gidley chronicles how Aztec culture was the first known one with mandatory education and how mass formal schooling has only been around for a couple of centuries.
Gidley works up to a comprehensive framework in the form of a wheel based around love, live, wisdom and voice (p. 179). This model resonates to the contemporary work of organization improvement more generally.
The book challenges the dominant pedagogy: the one that has served the elite of our elite institutions, even if not their children.”
By Philip Hadridge, Director, Idenk, Cambridge, UK
http://www.emeraldinsight.com/doi/abs/10.1108/FS-12-2016-0059
Research Interests:
Jennifer Gidley, PhD, is a postformal psychologist, educator and futures researcher. She pioneers global change through her diverse roles as President of the World Futures Studies Federation and Consulting Researcher (Higher Education) at... more
Jennifer Gidley, PhD, is a postformal psychologist, educator and futures researcher. She pioneers global change through her diverse roles as President of the World Futures Studies Federation and Consulting Researcher (Higher Education) at Educational Transformations, Melbourne. She is giving a Plenary Speech at the 21st World Futures Studies Federation Conference, Bucharest, Romania, in June 2013.
Plenary speech at the WFSF World Conference Jondal Norway, 9 June 2017. A vital question with regard to the future is how we deal with human futures. While high-tech futures are of interest to some futurists, many futures scholars are... more
Plenary speech at the WFSF World Conference Jondal Norway, 9 June 2017. A vital question with regard to the future is how we deal with human futures. While high-tech futures are of interest to some futurists, many futures scholars are focused on the potential social, cultural, and environmental impacts of rapid unprecedented change, including exponential technological developments. ‘Human or Techno-futures?’ describes two contrasting approaches to human futures and their inherent values and ethics: ‘human-centred futures’, which is humanitarian, philosophical, and ecological; and ‘technotopian futures’, which is dehumanizing, scientistic, and atomistic. To find out more see Jennifer's new book The Future: A Very Short Introduction (OUP, 2017) especially Chapter 5. This chapter considers the history of the struggle between these two approaches, which has been waged since at least the European Enlightenment, and still challenges us today.
Research Interests:
Research Interests:
Abstract This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth... more
Abstract
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth century indicating the emergence of new knowledge patterns. These signals have strengthened in the last forty years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking”, “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.
Keywords: evolution of consciousness, futures, global, integral, planetary, postformal, transdisciplinary
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth century indicating the emergence of new knowledge patterns. These signals have strengthened in the last forty years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking”, “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.
Keywords: evolution of consciousness, futures, global, integral, planetary, postformal, transdisciplinary
Research Interests:
Abstract Futures studies as a field needs to be sensitive to the developmental and paradigmatic changes that have been occurring both within and across many areas of the knowledge spectrum. New ways of thinking can be mapped within... more
Abstract
Futures studies as a field needs to be sensitive to the developmental and paradigmatic changes that have been occurring both within and across many areas of the knowledge spectrum. New ways of thinking can be mapped within several disciplines such as science, philosophy, psychology and education. Futures thinking can be contextualised within the emergence last century of more integrative knowledge patterns such as transdisciplinarity, integral studies and planetary/global studies. These signs of what many regard as evolutionary change in human thinking run parallel with the exponential changes manifesting in the external world. Futures researchers need to be self-reflexive about their own ways of knowing to ensure that the field is continuing to evolve and not falling behind while other disciplines and fields are transforming. How will futures researchers ensure that “futures thinking” not only keeps pace with—but also leads the way in—higher order ways of thinking?
Keywords: futures studies, integral, global social change, megatrends of the mind, planetary, pluralism, positivism, postformal, post-positivism, transdisciplinarity.
Futures studies as a field needs to be sensitive to the developmental and paradigmatic changes that have been occurring both within and across many areas of the knowledge spectrum. New ways of thinking can be mapped within several disciplines such as science, philosophy, psychology and education. Futures thinking can be contextualised within the emergence last century of more integrative knowledge patterns such as transdisciplinarity, integral studies and planetary/global studies. These signs of what many regard as evolutionary change in human thinking run parallel with the exponential changes manifesting in the external world. Futures researchers need to be self-reflexive about their own ways of knowing to ensure that the field is continuing to evolve and not falling behind while other disciplines and fields are transforming. How will futures researchers ensure that “futures thinking” not only keeps pace with—but also leads the way in—higher order ways of thinking?
Keywords: futures studies, integral, global social change, megatrends of the mind, planetary, pluralism, positivism, postformal, post-positivism, transdisciplinarity.
Research Interests:
Abstract We are living in times of great transition and uncertainty. We hear the present times being referred to as chaotic, turbulent, even “postnormal.” Futurist, Zia Sardar (2010) refers to postnormal times as being characterized by... more
Abstract
We are living in times of great transition and uncertainty. We hear the present times being referred to as chaotic, turbulent, even “postnormal.” Futurist, Zia Sardar (2010) refers to postnormal times as being characterized by “complexity, chaos and contradiction”. In this paper I ask the question: “What can we expect for the futures of thinking?” I throw light on this question by exploring the relationships between cultural history, and adult developmental psychology, through an evolution of consciousness narrative.
Firstly, I will introduce the growing body of research by cultural historians, sociologists, philosophers and others on the evolution of culture and consciousness. Secondly, I will discuss the research by adult developmental psychologists on the types of reasoning that exist beyond Piaget’s “formal operations.” When these two bodies of research are integrated, they provide overwhelming evidence that suggests a new stage or structure of consciousness is currently emerging. From this perspective the chaos and turbulence that is regarded as postnormal, can be viewed from a different light. Furthermore, the types of cognitive, emotional and behavioural responses that we humans are required to develop to thrive in this new milieu are remarkably synergistic with the qualities indicative of postformal reasoning.
I draw out a number of qualities associated with postformal reasoning that are important in leading human evolution further, through conscious evolution. I propose that these postformal qualities are both adaptive, and thus increasingly “normal” for the present times, and also exactly what is required to think ourselves out of our current crises. Indeed, in terms of evolution, postformal thinking is indicative of what we can expect for the “futures of thinking.”
Keywords: conscious evolution, evolution of consciousness, futures of thinking, futures studies, postformal, postnormal
We are living in times of great transition and uncertainty. We hear the present times being referred to as chaotic, turbulent, even “postnormal.” Futurist, Zia Sardar (2010) refers to postnormal times as being characterized by “complexity, chaos and contradiction”. In this paper I ask the question: “What can we expect for the futures of thinking?” I throw light on this question by exploring the relationships between cultural history, and adult developmental psychology, through an evolution of consciousness narrative.
Firstly, I will introduce the growing body of research by cultural historians, sociologists, philosophers and others on the evolution of culture and consciousness. Secondly, I will discuss the research by adult developmental psychologists on the types of reasoning that exist beyond Piaget’s “formal operations.” When these two bodies of research are integrated, they provide overwhelming evidence that suggests a new stage or structure of consciousness is currently emerging. From this perspective the chaos and turbulence that is regarded as postnormal, can be viewed from a different light. Furthermore, the types of cognitive, emotional and behavioural responses that we humans are required to develop to thrive in this new milieu are remarkably synergistic with the qualities indicative of postformal reasoning.
I draw out a number of qualities associated with postformal reasoning that are important in leading human evolution further, through conscious evolution. I propose that these postformal qualities are both adaptive, and thus increasingly “normal” for the present times, and also exactly what is required to think ourselves out of our current crises. Indeed, in terms of evolution, postformal thinking is indicative of what we can expect for the “futures of thinking.”
Keywords: conscious evolution, evolution of consciousness, futures of thinking, futures studies, postformal, postnormal
Research Interests:
IAU/Palgrave 2009 Essay Prize An earlier version of this paper won first prize in the IAU/Palgrave 2009 Higher Education Policy Essay Competition. Acknowledgements: This presentation began its life as a joint paper by Dr Jennifer Gidley,... more
IAU/Palgrave 2009 Essay Prize
An earlier version of this paper won first prize in the IAU/Palgrave 2009 Higher Education Policy Essay Competition.
Acknowledgements:
This presentation began its life as a joint paper by Dr Jennifer Gidley, Gary Hampson, Dr Leone Wheeler and Elleni Bereded-Samuel. The development of the theoretical framework informing the paper was undertaken by Dr Gidley as part of a literature review on social inclusion in higher education initiated and funded by RMIT Learning Community Partnerships Group and the Global Cities Research Institute. Gary Hampson made structural contributions to the theory while editing the paper. Dr Wheeler and Elleni Bereded-Samuel gave editorial assistance and contributed to the content from their professional experience in university-community engagement.
An earlier version of this paper won first prize in the IAU/Palgrave 2009 Higher Education Policy Essay Competition.
Acknowledgements:
This presentation began its life as a joint paper by Dr Jennifer Gidley, Gary Hampson, Dr Leone Wheeler and Elleni Bereded-Samuel. The development of the theoretical framework informing the paper was undertaken by Dr Gidley as part of a literature review on social inclusion in higher education initiated and funded by RMIT Learning Community Partnerships Group and the Global Cities Research Institute. Gary Hampson made structural contributions to the theory while editing the paper. Dr Wheeler and Elleni Bereded-Samuel gave editorial assistance and contributed to the content from their professional experience in university-community engagement.
Research Interests:
This presentation offers a causal layered analysis of post-industrial city futures. The workshop was a collaboration between researchers from the Shanghai Academy of Social Sciences and RMIT University, Global Cities Research Institute.... more
This presentation offers a causal layered analysis of post-industrial city futures. The workshop was a collaboration between researchers from the Shanghai Academy of Social Sciences and RMIT University, Global Cities Research Institute. This is the full presentation. It was later adapted and the reduced version can be found below under "Shirting Metaphors for Re-Imagining Post-Industrial City Futures."
Research Interests:
Research Interests:
The complexity of outer trends and global events requires complex, higher order ways of thinking, understanding and action. Three areas of academic research have pointed to the emergence of significant changes in how humans think:... more
The complexity of outer trends and global events requires complex, higher order ways of thinking, understanding and action. Three areas of academic research have pointed to the emergence of significant changes in how humans think: postformal psychology, integral studies and global/planetary studies. Insight into the evolving scientific mind can be gained through this evolution of consciousness research with significant implications for scientific and other academic research and for ability to have long-range vision.
The challenges we face for near and long-term futures have been called a “crisis of crises,” “wicked problems,” and “grand global futures challenges.” This piece focuses on three grand global futures challenges: growing urbanization, lack... more
The challenges we face for near and long-term futures have been called a “crisis of crises,” “wicked problems,” and “grand global futures challenges.” This piece focuses on three grand global futures challenges:
growing urbanization, lack of (or inadequate) international education, and the accelerating climate crisis.
These grand global futures challenges will have substantial impacts in the socio-cultural and environmental domains. However, complex and interconnected trends drive them; they are likely to create significant problems across many futures for humanity, including economic and geo-political. Uniquely, I will also draw attention to counter-trends, twists, and surprises. These alternative futures can mitigate, disrupt, or reverse the dominant trends and enable others to imagine and create alternatives to the disturbing trends being forecast.
As unpredictable futures rush toward us, the challenges for long-term human futures have been called a “crisis of crises,” “wicked problems,” and “grand global futures challenges.” Ranging across socio-cultural, geopolitical, and environmental domains, these challenges are complex and systemically interconnected, offering many starting points for further dialogue.
growing urbanization, lack of (or inadequate) international education, and the accelerating climate crisis.
These grand global futures challenges will have substantial impacts in the socio-cultural and environmental domains. However, complex and interconnected trends drive them; they are likely to create significant problems across many futures for humanity, including economic and geo-political. Uniquely, I will also draw attention to counter-trends, twists, and surprises. These alternative futures can mitigate, disrupt, or reverse the dominant trends and enable others to imagine and create alternatives to the disturbing trends being forecast.
As unpredictable futures rush toward us, the challenges for long-term human futures have been called a “crisis of crises,” “wicked problems,” and “grand global futures challenges.” Ranging across socio-cultural, geopolitical, and environmental domains, these challenges are complex and systemically interconnected, offering many starting points for further dialogue.
Research Interests:
No matter how many scholarly books are written about futures studies, or how many university courses provide education in futures concepts, theories, and methods, the media frequently trivializes the future, and especially ‘futurists’.... more
No matter how many scholarly books are written about futures studies, or how many university courses provide education in futures concepts, theories, and methods, the media frequently trivializes the future, and especially ‘futurists’. Commonly, futurists are dismissed as crystal ball gazers (see image above). The second trivialization is that futurists are all involved in high-tech, especially flying machines or space-tech, and science fiction (see second article in this blog series). Thirdly, there is the idea that futures studies is dominantly involved with robotics, AI, drones and so on (see third article in this blog series).
Research Interests:
In spite of the substantial body of futures literature with its conceptual and methodological innovation and engagement with real world issues, misconceptions abound in academic, professional, and policy circles. The term ‘future’ is... more
In spite of the substantial body of futures literature with its conceptual and methodological innovation and engagement with real world issues, misconceptions abound in academic, professional, and policy circles. The term ‘future’ is increasingly used in these circles without reference to the published futures studies material. ‘Crystal balls, flying cars, and robots’ considers general misunderstandings and the trivialization of futures research by the media. Futurists are not crystal ball gazers; they are not all involved in high-technology, flying machines, space-technology, and science fiction; and future studies is not dominantly involved with robotics, drones, and artificial intelligence. The concepts of transhumanism, posthumanism, and dehumanization are also discussed.
Research Interests:
Abstract: A vital question with regard to the future is how we deal with human futures. While high-tech futures are of interest to some futurists, many futures scholars are focused on the potential social, cultural, and environmental... more
Abstract: A vital question with regard to the future is how we deal with human futures. While high-tech futures are of interest to some futurists, many futures scholars are focused on the potential social, cultural, and environmental impacts of rapid unprecedented change, including exponential technological developments. ‘Technotopian or human-centred futures?’ describes two contrasting approaches to human futures and their inherent values and ethics: ‘human-centred futures’, which is humanitarian, philosophical, and ecological; and ‘technotopian futures’, which is dehumanizing, scientistic, and atomistic. It also considers the history of the struggle between these two approaches, which has been waged since at least the European Enlightenment, and still challenges us today.
Research Interests:
Now available to purchase: https://global.oup.com/academic/product/the-future-a-very-short-introduction-9780198735281 Endorsement 'Gidley has given us a stunning description of the new field of futures studies and of how we humans can... more
Now available to purchase: https://global.oup.com/academic/product/the-future-a-very-short-introduction-9780198735281 Endorsement 'Gidley has given us a stunning description of the new field of futures studies and of how we humans can help choose, and shape, the coming future.' Abstract: Humans have always been driven by both a fear of the unknown and a curiosity to know. They have prophesied, foretold, predicted, and tried to control the future. The Future: A Very Short Introduction considers some of our most burning questions: What is 'the future'? Is there only one future or are there many possible futures? It introduces the exciting field of future studies, spanning social, cultural, and environmental innovations, as well as technological advances. It asks if the future can ever be truly predicted or if we create our own futures by our thoughts, feelings, and actions. The book concludes by exploring the grand global futures challenges.
Research Interests:
This document resembles an Executive Summary.
Endorsements of Postformal Education by several key experts in education, psychology & postformal reasoning.
+ TABLE OF CONTENTS with Abstracts & Hyper-Links to Blog Posts (12 chapters).
Endorsements of Postformal Education by several key experts in education, psychology & postformal reasoning.
+ TABLE OF CONTENTS with Abstracts & Hyper-Links to Blog Posts (12 chapters).
Research Interests:
When we offer children a lifeless, stale education, we not only destroy their vitality, but we dumb them down. Through industrial era excesses we have altered the biosphere to the extent that our planetary homeland may in the foreseeable... more
When we offer children a lifeless, stale education, we not only destroy their vitality, but we dumb them down. Through industrial era excesses we have altered the biosphere to the extent that our planetary homeland may in the foreseeable future become inhospitable for human habitation. Climate crisis is recognised as a global geo-political issue. How can young people be expected to contend with such catastrophic futures? How can we turn around dead, stale thinking, awaken ecological thinking and bring education back to life?
Research Interests:
No matter where we live in the world today the human voice is mediated by technology. Children born in the last 15-20 years in affluent countries have never known a world without communication technologies of all kinds. Even in remote... more
No matter where we live in the world today the human voice is mediated by technology. Children born in the last 15-20 years in affluent countries have never known a world without communication technologies of all kinds. Even in remote African villages, television has replaced the grandmother in the role of family storyteller, and the mobile phone is replacing face-to-face conversation everywhere. The number of mobile phones is approaching five billion globally and by 2020 is expected to exceed the number of humans living on the planet.
So what does that have to do with education or the raising of children?
Even an education that is caring, lively and wise will fail in the long run if young people are not empowered to find their voices.
So what does that have to do with education or the raising of children?
Even an education that is caring, lively and wise will fail in the long run if young people are not empowered to find their voices.
Research Interests:
The dominant 21st century worldview is replete with stupid, rather than wise values, signified by corporate greed, climate crises, environmental degradation and huge economic disparity. Is this what we want for our children and their... more
The dominant 21st century worldview is replete with stupid, rather than wise values, signified by corporate greed, climate crises, environmental degradation and huge economic disparity. Is this what we want for our children and their grandchildren? What do we aspire towards?
While love brings the heart back into education, and imagination brings education to life, wisdom is the most cognitive of my core postformal values. Wisdom requires the head as well as the heart. Yet paradoxically, even a brilliant intellect—if it lacks heart and ethics—is not always wise. Wisdom is creative, complex and integrative. Wisdom does not follow the straight and narrow, but meanders, pauses, plays with multiple options and looks around corners—curious for surprises. So how do we educate for wisdom?
While love brings the heart back into education, and imagination brings education to life, wisdom is the most cognitive of my core postformal values. Wisdom requires the head as well as the heart. Yet paradoxically, even a brilliant intellect—if it lacks heart and ethics—is not always wise. Wisdom is creative, complex and integrative. Wisdom does not follow the straight and narrow, but meanders, pauses, plays with multiple options and looks around corners—curious for surprises. So how do we educate for wisdom?
Research Interests:
" There is only one subject-matter for education, and that is Life in all its manifestations. " Alfred North Whitehead (1916) We live in a world with a globalising culture that does not value life in its many dimensions: the... more
" There is only one subject-matter for education, and that is Life in all its manifestations. " Alfred North Whitehead (1916)
We live in a world with a globalising culture that does not value life in its many dimensions: the environment, the health and vitality of its children and young people, or the wellbeing of socio-cultural life in general. Since the publication of La Mettrie's L'Homme Machine (Man, the Machine) in 1748 mechanistic metaphors of human and nature have dominated science and philosophy. In just a few years, public warnings about the increasing likelihood of severe effects of climate crisis have become much more insistent. While it is hard to imagine the environmental impact of the current sea level rise predictions, the social, cultural and especially psychological impacts will be far greater. We have altered the biosphere to the extent that our planetary homeland may in the foreseeable future become inhospitable for human habitation. How can children and young people be expected to contend with catastrophic futures? If a more caring, life-enhancing consciousness could assist the restoration of our fragile planetary ecosystem how might educators achieve this? In Chapter 9 of Postformal Education: A Philosophy for Complex Futures, I introduce readers to the most life-supporting educational approaches today, followed by examples from my teaching experience and that of other alive and vital educators. I finish with some personal reflections on the importance of pedagogical life – a core value in my postformal education philosophy.
We live in a world with a globalising culture that does not value life in its many dimensions: the environment, the health and vitality of its children and young people, or the wellbeing of socio-cultural life in general. Since the publication of La Mettrie's L'Homme Machine (Man, the Machine) in 1748 mechanistic metaphors of human and nature have dominated science and philosophy. In just a few years, public warnings about the increasing likelihood of severe effects of climate crisis have become much more insistent. While it is hard to imagine the environmental impact of the current sea level rise predictions, the social, cultural and especially psychological impacts will be far greater. We have altered the biosphere to the extent that our planetary homeland may in the foreseeable future become inhospitable for human habitation. How can children and young people be expected to contend with catastrophic futures? If a more caring, life-enhancing consciousness could assist the restoration of our fragile planetary ecosystem how might educators achieve this? In Chapter 9 of Postformal Education: A Philosophy for Complex Futures, I introduce readers to the most life-supporting educational approaches today, followed by examples from my teaching experience and that of other alive and vital educators. I finish with some personal reflections on the importance of pedagogical life – a core value in my postformal education philosophy.
Research Interests:
This book explains why the current education model, which was developed in the 19th century to meet the needs of industrial expansion, is obsolete. It points to the need for a new approach to education designed to prepare young people for... more
This book explains why the current education model, which was developed in the 19th century to meet the needs of industrial expansion, is obsolete. It points to the need for a new approach to education designed to prepare young people for global uncertainty, accelerating change and unprecedented complexity. The book offers a new educational philosophy to awaken the creative, big-picture and long-term thinking that will help equip students to face tomorrow's challenges. Inside, readers will find a dialogue between adult developmental psychology research on higher stages of reasoning and today's most evolved education research and practice. This dialogue reveals surprising links between play and wisdom, imagination and ecology, holism and love. The overwhelming issues of global climate crisis, growing economic disparity and the youth mental health epidemic reveal how dramatically the current education model has failed students and educators.
This book raises a planet-wide call to deeply question how we actually think and how we must educate. It articulates a postformal education philosophy as a foundation for educational futures. The book will appeal to educators, educational philosophers, preservice teacher educators, educational and developmental psychologists and educational researchers, including postgraduates with an interest in transformational educational theories designed for the complexity of the 21st century.
This book raises a planet-wide call to deeply question how we actually think and how we must educate. It articulates a postformal education philosophy as a foundation for educational futures. The book will appeal to educators, educational philosophers, preservice teacher educators, educational and developmental psychologists and educational researchers, including postgraduates with an interest in transformational educational theories designed for the complexity of the 21st century.
Research Interests:
In a world of high-stakes testing, league tables for primary schools as well as universities, funding cuts, teacher shortages, mass shootings in school campuses, and rising rates of depression and suicide among students who miss out on... more
In a world of high-stakes testing, league tables for primary schools as well as universities, funding cuts, teacher shortages, mass shootings in school campuses, and rising rates of depression and suicide among students who miss out on university entrance, how do we decide what should be the core values in education?
I believe the most important value that is largely missing from education today is what I call pedagogical love. In Chapter 8 of Postformal Education: A Philosophy for Complex Futures, I explain why love should be at centre-stage in education. I introduce contemporary educational approaches that support a caring pedagogy, and some experiences and examples from my own and others’ practice, ending with some personal reflections on the theme.
I believe the most important value that is largely missing from education today is what I call pedagogical love. In Chapter 8 of Postformal Education: A Philosophy for Complex Futures, I explain why love should be at centre-stage in education. I introduce contemporary educational approaches that support a caring pedagogy, and some experiences and examples from my own and others’ practice, ending with some personal reflections on the theme.
Research Interests:
Spanish translation of presentation on higher education for a Seminar in Mexico.
Research Interests:
Research Interests:
MÁS ALLÁ DE LA HOMOGENEIZACIÓN DE LA EDUCACIÓN GLOBAL
¿Las pedagogías alternativas como la educación Steiner tienen algo que ofrecer para un emergente mundo global/izado?
¿Las pedagogías alternativas como la educación Steiner tienen algo que ofrecer para un emergente mundo global/izado?
Este trabajo toma como punto de partida la idea de que la conciencia humana está evolucionando más allá de los límites de los modos reduccionistas y formales de pensar, y comienza a abrirse a la conciencia posformal, integral y... more
Este trabajo toma como punto de partida la idea de que la conciencia humana está evolucionando más allá de los límites de los modos reduccionistas y formales de pensar, y comienza a abrirse a la conciencia posformal, integral y planetaria. Se exploran las relaciones teóricas entre varios temas derivados del discurso de la evolución de la conciencia y una diversidad de discursos educativos posformales. De la intersección entre estos dos grupos se desprenden cuatro valores pedagógicos centrales: el amor, la vida, la sabiduría, y la voz. Estos valores fundamentales se aclaran teóricamente en relación a las filosofías de la educación, y prácticamente a través de ejemplos del arte de la educación. Se ofrece estos valores para fomentar la evolución de la conciencia en la educación en el siglo XXI.
Research Interests:
This is an official Spanish translation of my chapter called: 'Futures of Education for Rapid Global-Societal Change.' Los cambios sistémicos del conocimiento acaecidos durante el último siglo cons- tituyen distintas facetas de complejos... more
This is an official Spanish translation of my chapter called: 'Futures of Education for Rapid Global-Societal Change.'
Los cambios sistémicos del conocimiento acaecidos durante el último siglo cons- tituyen distintas facetas de complejos procesos, sin que se entienda aún del todo bien su importancia para el futuro de las ideas y la cultura de la educación. Estos movimientos diversos, independientes e interconectados están preparando el terreno para la próxima aparición de unos enfoques de educación y futuros de conocimiento más dinámicos y plurales. Los investigadores y expertos en edu- cación, así como los responsables de la política educativa, deberán tener muy en cuenta los cambios que se han producido en las ideas y en las formas de orga- nizar el conocimiento. Nuevas formas de pensamiento más complejas, reflexivas y orgánicas resultarán vitales a la hora de reestructurar la educación con el fin de que los jóvenes se encuentren más preparados para enfrentarse a la com- pleja, paradójica e impredecible situación que les va a tocar vivir en el siglo xxi.
Los cambios sistémicos del conocimiento acaecidos durante el último siglo cons- tituyen distintas facetas de complejos procesos, sin que se entienda aún del todo bien su importancia para el futuro de las ideas y la cultura de la educación. Estos movimientos diversos, independientes e interconectados están preparando el terreno para la próxima aparición de unos enfoques de educación y futuros de conocimiento más dinámicos y plurales. Los investigadores y expertos en edu- cación, así como los responsables de la política educativa, deberán tener muy en cuenta los cambios que se han producido en las ideas y en las formas de orga- nizar el conocimiento. Nuevas formas de pensamiento más complejas, reflexivas y orgánicas resultarán vitales a la hora de reestructurar la educación con el fin de que los jóvenes se encuentren más preparados para enfrentarse a la com- pleja, paradójica e impredecible situación que les va a tocar vivir en el siglo xxi.
Research Interests:
This is a Spanish translation of my paper "Giving Hope back to our Young People: Creating a New Spiritual Mythology for Western Culture". Abstract: Este capítulo utiliza la metodología del Causal Layered Analysis (análisis causal... more
This is a Spanish translation of my paper "Giving Hope back to our Young People: Creating a New Spiritual Mythology for Western Culture".
Abstract:
Este capítulo utiliza la metodología del Causal Layered Analysis (análisis causal estratificado) desarrollado por el investigador de estudios futuros Sohail Inayatullah para analizar las implicaciones educativas de los problemas de salud mental de los adolescentes. El estudio vincula la desesperanza juvenil y la depresión con la pérdida de valores y el sentido que va asociado una cultura materialista. Una visión más profunda de este análisis sugiere, que los jóvenes están experimentando un vacío
espiritual en su sociedad.
Abstract:
Este capítulo utiliza la metodología del Causal Layered Analysis (análisis causal estratificado) desarrollado por el investigador de estudios futuros Sohail Inayatullah para analizar las implicaciones educativas de los problemas de salud mental de los adolescentes. El estudio vincula la desesperanza juvenil y la depresión con la pérdida de valores y el sentido que va asociado una cultura materialista. Una visión más profunda de este análisis sugiere, que los jóvenes están experimentando un vacío
espiritual en su sociedad.
Research Interests:
Research Interests:
""Abstract This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth... more
""Abstract
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth century indicating the emergence of new knowledge patterns. These signals have strengthened in the last forty years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking”, “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.
Keywords: evolution of consciousness, futures, global, integral, planetary, postformal, transdisciplinary""
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth century indicating the emergence of new knowledge patterns. These signals have strengthened in the last forty years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking”, “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.
Keywords: evolution of consciousness, futures, global, integral, planetary, postformal, transdisciplinary""
Research Interests:
Abstract This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth... more
Abstract
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth century indicating the emergence of new knowledge patterns. These signals have strengthened in the last forty years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking”, “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.
Keywords: evolution of consciousness, futures, global, integral, planetary, postformal, transdisciplinary
This paper focuses on emergent signs of evolutionary change in human thinking that run parallel with many of the exponential changes manifesting in the external world. Weak signals are identified from the early twentieth century indicating the emergence of new knowledge patterns. These signals have strengthened in the last forty years. The paper first identifies new ways of thinking within several disciplines such as science, philosophy, religion and education. New knowledge patterns are then identified in discourses that traverse disciplinary boundaries through transdisciplinary approaches such as futures studies and planetary/global studies. The paper then discusses evolution of consciousness, identifying research that theorises new ways of thinking as being related to individual psychological development and/or socio-cultural evolution. Finally, evolutionary concepts are discussed that attempt to meta-cohere the new knowledge patterns via the terms postformal, integral and planetary. Notably, academic research on “futures of thinking”, “evolution of consciousness” and/or “global mindset change” has been, until now, largely ignored by mainstream academic discourse on evolution, consciousness and futures studies.
Keywords: evolution of consciousness, futures, global, integral, planetary, postformal, transdisciplinary
Research Interests:
The Future: A Very Short Introduction (2017, xiv +164 p) is part of Oxford University Press's "Very Short Introduction" series, which, since 1995, have delivered titles fit for "anyone wanting a stimulating and accessible way into a new... more
The Future: A Very Short Introduction (2017, xiv +164 p) is part of Oxford University Press's "Very Short Introduction" series, which, since 1995, have delivered titles fit for "anyone wanting a stimulating and accessible way into a new subject." This review will consider whether or not the book is, as advertised, stimulating and accessible to readers, and then hazard a few remarks in conclusion. Our highest praise possible for a text like this: with virtually no room for self-indulgence or tangent, is that Gidley provides a distinctive, personalized perspective of the field that ultimately renders a hopeful view of the future to readers.