Exploring the future is a boundless pursuit. Learning and teaching futures challenge process and content. It is a dynamic pursuit that extends beyond classrooms, schools, colleges and corporate training rooms. Yet, we have come to a time in which strategies for approaching the future have become critical to a global citizen’s core learning. Unfortunately, how one learns about the future and perhaps how one teaches the future are fundamental challenges. The perspectives, tools, and techniques for effectively imparting futures knowledge and understanding are expansive and emerging. The spectrum of to “how to” impart content and tools regarding the future is an ever emerging issue.
 
This special issue of the Journal of Futures Studies invites submission of three types of work:

1. Articles (roughly 5,000-7,000 words) that provide descriptions, discussions and case studies of  how to “teach” the future – all articles are refereed by two reviewers
2. Shorter (3000 words or so) anecdotal essays with a spotlight on teaching futures and foresight
3. Future GIFTs – great ideas for teaching the future. Content of essays and GIFTs will be negotiated between author and editor.

We want to examine what works, what doesn’t work, creative approaches to teaching and learning futures  in a variety of learning contexts. Contributions  need not be limited to academic environments, nor any particular age group. Recognizing that strategies for futures teaching and learning may vary widely internationally, we seek articles from across the globe. This issue will facilitate futures teaching and learning by providing practical strategies and guidelines for those who are recently tasked with teaching the future and those who have been teaching the future for years.

Sub­missions should conform strictly to guidelines and should be sent electronically to Stephen F. Steele, Guest Editor, sfsteele@aacc.edu. Questions can be directed to Steve Steele at sfsteele@aacc.edu.

The deadline for submissions is November 30, 2009.