Futurology

Evolving the field - Programs in Futures Studies(by region)

North America

1975 saw the founding of the first graduate program in futures studies in the United States of America, the M.S. Program in Studies of the Future at theUniversity of Houston-Clear Lake;^[24] there followed a year later the M.A. Program in Public Policy in Alternative Futures at the University of Hawaii at Manoa.^[25] The Hawai'i program provides particular interest in the light of the schism in perspective between European and U.S. futurists; it bridges that schism by locating futures studies within a pedagogical space defined byneo-Marxism, critical political economic theory, and literary criticism. In the years following the foundation of these two programs, single courses in Futures Studies at all levels of education have proliferated, but complete programs occur only rarely. 

As a transdisciplinary field, futurology attracts generalists. This transdisciplinary nature can also cause problems, owing to it sometimes falling between the cracks of disciplinary boundaries; it also has caused some difficulty in achieving recognition within the traditional curricula of the sciences and the humanities. In contrast to "Futures Studies" at the undergraduate level, some graduate programs in strategic leadership ormanagement offer masters or doctorate programs in "Strategic Foresight" for mid-career professionals, some even online. Nevertheless, comparatively few new PhDs graduate in Futures Studies each year.

EDUCATION

Education in the field of future studies has taken place for some time. Beginning in the United States of America in the 1960s, it has since developed in many different countries. Futures education can encourage the use of concepts, tools and processes that allow students to think long-term, consequentially, and imaginatively. It generally helps students to:

1. conceptualise more just and sustainable human and planetary futures
2. develop knowledge and skills in exploring probable and preferred futures
3. understand the dynamics and influence that human, social and ecological systems have on alternative futures
4. conscientize responsibility and action on the part of students toward creating better futures.

Thorough documentation of the history of futures education exists, for example in the work of Richard A. Slaughter (2004).^[26]

While future studies remains a relatively new academic tradition, numerous tertiary institutions around the world teach it. These vary from small programs, or universities with just one or two classes, to programs that incorporate futurology into other degrees, (for example in planning, business, environmental studies, economics, development studies, science and technology studies). Various formal Masters-level programs exist on six continents. Finally, doctoral dissertations around the world have incorporated futurology. A recent survey documented approximately 50 cases of futures studies at the tertiary level.^[27]

The largest Futures Studies program in the world is at Tamkang University, Taiwan. Futures Studies is a required course at the undergraduate level, with between three to five thousand students taking classes on an annual basis. Housed in the Graduate Institute of Futures Studies is an MA Program. Only ten students are accepted annually in the program. Associated with the program is the Journal of Futures Studies. The founder of the program is Clement Chang.

As of 2003, over 40 tertiary education establishments around the world were delivering one or more courses in futures studies. The World Futures Studies Federation has a comprehensive survey of global futures programs and courses. The Acceleration Studies Foundation maintains an annotated list of primary and secondary graduate future studies programs.^[28]

^(Wikipedia)