old keys won't open new doors

Our practice of “futuring to the problem” (a phrase that mirrors the idea of “teaching to the test” — a colloquial term for any method of education whose curriculum is heavily focused on preparing students for a standardized test), has resulted in the development of a plethora of tools and methods in the field of foresight that are meant to help us

We grew up in societies built upon certain assumptions about how the world works, and how the planet around us should be seen. We now know those assumptions were wrong in profound ways,

Many of us have clear visions of what kind of world we don’t want to live in, but are struggling to imagine the kind of world we would live in - let alone how to build that world. We need new narratives to illuminate what’s broken in our society and hands-on solutions for a more sustainable, equal and resilient world.

Why are we futuring to find solutions to the problems created by extrapolative, exponential, and extractive systems, when we should be futuring to imagine emerging novelty and construct transformative realities that would allow us to elevate our human, planetary, and universal experience above and beyond those systems?

as Albert Einstein was famous for saying, “ No problem can be solved from the same level of consciousness that created it ” Put another way, you can’t solve a problem within the context of that problem.

Our present-day solutions are born from the present-day problems of our present-day systems that are fueled by our present-day perspectives, and foresight/futures thinking should be offering us an entirely different way of perceiving the world that supersedes our limited assumptions, our system-defined problems and our context-limited solutions.

Erwin Schödinger: “The task is not so much to see what no one has yet seen; but to think what nobody has yet thought, about that which everybody sees.”