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Applied Degree Education and the Future of LearningFutures Literacy: The Concept and Potential Application in Applied Degree Education

Applied Degree Education and the Future of Learning: Futures Literacy: The Concept and Potential... [The term futures literacy refers to “the capacity to know how to imagine the future, and why it is necessary” (Larsen et al. in What is “futures literacy” and why is it important? Medium. Retrieved from https://medium.com/copenhagen-institute-for-futures-studies/what-is-futures-literacy-and-why-is-it-important-a27f24b983d8, 2020, para 1). It is argued that being futures literate today is as important as the ability to read was for the First Industrial Revolution (Miller in Foresight, 8(40):13–22, 2006a, Futures 39:341–362, 2007). Being futures literate is not the same as being able to plan the future based on the study of today’s reality because that kind of future is necessarily limited by the ideas and conditions of today. Being futures literate assumes becoming aware of our anticipatory assumptions, reframing these assumptions and viewing uncertainty and complexity as valuable resources. This chapter reviews the concept of futures literacy and analyses its applicability to English language curriculum design in the context of tertiary-level applied degree education.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Applied Degree Education and the Future of LearningFutures Literacy: The Concept and Potential Application in Applied Degree Education

Part of the Lecture Notes in Educational Technology Book Series
Editors: Hong, Christina; Ma, Will W. K.
Chigaeva-Heddad, Svetlana
Applied Degree Education and the Future of Learning — Jun 4, 2022
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Publisher
Springer Nature Singapore
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
ISBN
978-981-16-9811-8
Pages
97 –112
DOI
10.1007/978-981-16-9812-5_5
Publisher site
See Chapter on Publisher Site

Abstract

[The term futures literacy refers to “the capacity to know how to imagine the future, and why it is necessary” (Larsen et al. in What is “futures literacy” and why is it important? Medium. Retrieved from https://medium.com/copenhagen-institute-for-futures-studies/what-is-futures-literacy-and-why-is-it-important-a27f24b983d8, 2020, para 1). It is argued that being futures literate today is as important as the ability to read was for the First Industrial Revolution (Miller in Foresight, 8(40):13–22, 2006a, Futures 39:341–362, 2007). Being futures literate is not the same as being able to plan the future based on the study of today’s reality because that kind of future is necessarily limited by the ideas and conditions of today. Being futures literate assumes becoming aware of our anticipatory assumptions, reframing these assumptions and viewing uncertainty and complexity as valuable resources. This chapter reviews the concept of futures literacy and analyses its applicability to English language curriculum design in the context of tertiary-level applied degree education.]

Published: Jun 4, 2022

Keywords: Applied degree education; Curriculum design; English for Specific Purposes; English language curriculum; Futures literacy; Future of education

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