A relevant CFP TEL, the crisis & the response

There was a recent edition of 'Futures' focused on Futures and Education - this is worth a look at. The papers are uploaded here
- editorial, including summary of different approaches to thinking about futures

- Futures Education in Australia

- David Hicks on Futures Education in the UK

Superficial but wide-ranging article in the Guardian on variety of futures...


Free University Network Wiki:

Whole Education


Se-Ed Event coming up April 26th (Sustainable Schools Alliance)


NB - These don't all have image clearance, and if you are going to use them for an event, please log the event in the section above.

Keri Typical Futures Slideset

Keri's Stuff on thinking about the future in education - including teacher resource and workshop activities

Keri and Doug's slides for Education for the Apocalypse? session at Learning Without Frontiers 2012

David's presentation to the ASCL 2012 conference

EDUCATION FOR THE INEVITABLE: Schooling When the Oil Runs Out

  1. Climate change due to global warming, peak oil, and economic chaos are beginning to impact on our lives – and inevitably will escalate.

  1. Schools, instead of preparing children for the me-first, greed-is-good culture of today’s capitalism, should educate for convivial survival.

  1. Convivial survival, if the economy collapses, will depend upon communities working co-operatively and being partly self-reliant.

  1. Hence, in schools, children should learn to collaborate, not compete and to work in self-reliant teams in an ethos of conviviality.
* * * * * *
  1. Conviviality entails seeking harmony with one’s social, cultural and natural environments and oneself, leading to the joy of a good life.

  1. Conviviality is the ethos of social justice, environmental stewardship, ecological sanity, healthy communities, and the good life.

  1. Conviviality is an alternative ethos to wealth-creating and economic growth as the driving force of society.

  1. Growth is needed to turn infancy into adolescence into adulthood; thereafter growth is a cancer which eventually kills.

  1. The UK, like other western societies, has reached adulthood and should recognise the danger of further economic growth. It is a cancer.
* * * * * *
  1. As oil prices escalate personal transport will be seriously restricted: walking, cycling and limited public transport will become the norm.

  1. In consequence children will need to attend the nearest schools - on foot or bicycle. Hence every school must be a good school.
* * * * * *
  1. Good schools grow from the inside by the co-operative efforts of teachers, pupils, parents and governors: collegial organisation is best.

  1. In collegial schools teachers work as colleagues, deciding curriculum, pedagogy and assessment – supported but not directed by government.

  1. Goodbye to government edicts, Ofsted inspections, examination pressures, league tables. They damage, do not make, good schools.

  1. The public trusts teachers. Ipsos MORI poll in 2009: ‘Who tells the truth?’ Government ministers: 16%; business leaders: 25%; teachers: 88%

  1. It is teachers, working collegially with governors and local community who should decide what and how children learn and are assessed.

  1. The only external assessment should be Tomlinson diplomas at the end of schooling. Accountability should be ‘bottom-up’ – not ‘top down’.
* * * * * *
  1. Teachers will have an essential role in developing community life in the near future. They must walk tall in society.

  1. Teacher training needs to include ‘convivial and sustainable futures’. Perhaps each student with an allotment growing some food.

  1. ‘There is no higher calling. Without teachers, society would slide back into primitive squalor’. (Ted Wragg)

These 20 ‘tweets’ are a summary of my book, title as above, published 2011 by Book Guild Publishing, Brighton.
Michael Bassey 6 April 2012 I discussed bits of it at our Leicester meeting. Would love to have comments.
(I'd numbered them 1 to 20 - but they've come out as all number 1!)