A futuring approach to teaching wicked problems

References

• Andersson, J. (2018). The future of the world: Futurology, futurists, and the struggle for the post cold war imagination. Oxford University Press.
   Google Scholar
• Auger, J. (2013). Speculative design: Crafting the speculation. Digital Creativity, 24(1), 11–35. https://doi.org/10.1080/14626268.2013.767276
   Web of Science ®Google Scholar
• Beckert, J. (2016). Imagined Futures: Fictional Expectations and Capitalist Dynamics. Harvard University Press
   Google Scholar
• Bendor, R. (2018). Imagination. In Bendor, R. (Ed)., Interactive media for sustainability (Issue January, pp. 129–164). Palgrave Macmillan. https://doi.org/10.1007/978-1-61779-927-3.
   Google Scholar
• Bergson, H. (1983). Creative evolution (first edition 1907). University Press of America.
   Google Scholar
• Biesta, G., & Lawy, R. (2006). From teaching citizenship to learning democracy: Overcoming individualism in research, policy and practice. Cambridge Journal of Education, 36(1), 63–79. https://doi.org/10.1080/03057640500490981
   Google Scholar
• Brown, V. A., Harris, J. A., & Russel, J. Y. (Eds.). (2010). Tackling wicked problems, through the transdisciplinary imagination. Earthscan Publications Ltd.
   Google Scholar
• Candy, S., & Dunagan, J. (2017). Designing an experiential scenario: The people who vanished. Futures, 86, 136–153. https://doi.org/10.1016/j.futures.2016.05.006
   Web of Science ®Google Scholar
• Cantor, A., DeLauer, V., Martin, D., & Rogan, J. (2015). Training interdisciplinary “wicked problem” solvers: Applying lessons from HERO in community-based research experiences for undergraduates. Journal of Geography in Higher Education, 39(3), 407–419. https://doi.org/10.1080/03098265.2015.1048508
   Web of Science ®Google Scholar
• Dewey, J. (1938). Logic, the theory of inquiry. Holt Publishing.
   Google Scholar
• Dunagan, J., Draudt, A., Hadley, J. J., Hogan, R., Murray, L., Stock, G., & West, J. R. (2019). Strategic foresight studio: A first-hand account of an experiential futures course. Journal of Futures Studies, 23(3), 57–74. https://doi.org/10.6531/JFS.201903_23(3).0005
   Web of Science ®Google Scholar
• Fortuin, K. P. J., & Bush, S. R. (2010). Educating students to cross boundaries between disciplines and cultures and between theory and practice. International Journal of Sustainability in Higher Education, 11(1), 19–35. https://doi.org/10.1108/14676371011010020
   Web of Science ®Google Scholar
• Giddens, A. (1984). The constitution of society: Outline of a theory of structuration. Polity Press.
   Google Scholar
• Goodman, N. (1978). Ways of worldmaking. Hackett Publishing.
   Google Scholar
• Haigh, M. (2014). Gaia: “thinking like a planet” as transformative learning. Journal of Geography in Higher Education, 38(1), 49–68. https://doi.org/10.1080/03098265.2012.763161
   Web of Science ®Google Scholar
• Hajer, M. A. (2009). Authoritative governance: Policy-making in the age of mediatization. Oxford University Press.
   Google Scholar
• Hajer, M. A., & Pelzer, P. (2018). 2050—An energetic odyssey: Understanding ‘techniques of futuring’ in the transition towards renewable energy. Energy Research & Social Science, 44, 222–231. https://doi.org/10.1016/j.erss.2018.01.013
   Web of Science ®Google Scholar
• Hicks, D. (2002). Lessons for the Future: The missing dimension in education. Trafford Publishing.
   Google Scholar
• Hicks, D. (2012). The future only arrives when things look dangerous: Reflections on futures education in the UK. Futures, 44(1), 4–13. https://doi.org/10.1016/j.futures.2011.08.002
   Web of Science ®Google Scholar
• Hicks, D., & Slaughter, R. (Eds.). (1998). World yearbook of education 1998: Futures education. Kogan Page.
   Google Scholar
• Hoffman, J. (2013). Theorizing power in transition studies: The role of creativity and novel practices in structural change. Policy Sciences, 46(3), 257–275. https://doi.org/10.1007/s11077-013-9173-2
   Web of Science ®Google Scholar
• Hoffman, J., & Loeber, A. (2016). Exploring the micro-politics in transitions from a practice perspective: The case of greenhouse innovation in the Netherlands. Journal of Environmental Policy & Planning, 18(5), 692–711. https://doi.org/10.1080/1523908X.2015.1113514
   Web of Science ®Google Scholar
• Jasanoff, S. (2015). Future imperfect: Science, technology, and the imagination of modernity. In S. Jasanoff & S.-H. Kim (Eds.), Dreamscapes of Modernity: Sociotechnical Imaginaries (pp. 1–34). University of Chicago Press.
   Google Scholar
• Kemnis, S. (1988). Action research. In J. P. Keeves (Ed.), Educational research methodology, and measurement: An international handbook (pp. 177–179). Pergamon.
   Google Scholar
• Logghe, S., 0& Schuurman, D (2017). Action research as a framework to evaluate the operations of a living lab. Technology Innovation Management Review, 7(2), 35-41. http://timreview.ca/article/1056
   Google Scholar
• Lipman, M. (2003). Thinking in education. Cambridge University Press.
   Google Scholar
• Macintyre, T., Monroy, T., Coral, D., Zethelius, M., Tassone, V., & Wals, A. E. (2019). T-labs and climate change narratives: Co-researcher qualities in transgressive action–research. Action Research, 17(1), 63–86. https://doi.org/10.1177/1476750319829203
   Web of Science ®Google Scholar
• Maggs, D., & Robinson, J. (2016). Recalibrating the Anthropocene: Sustainability in an imaginary world. Environmental Philosophy, 13(2), 175–194. https://doi.org/10.5840/envirophil201611740
   Google Scholar
• Norström, A. V., Cvitanovic, C., Löf, M. F., West, S., Wyborn, C., Balvanera, P., … Österblom, H. (2020). Principles for knowledge co-production in sustainability research. Nature Sustainability, 3(3), 182–190. https://doi.org/10.1038/s41893-019-0448-2
   Web of Science ®Google Scholar
• Norton, L. (2018). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities (2nd ed.). Routledge.
   Google Scholar
• Pauw, I., & Beneker, T. (2015, 02 1). A futures perspective in Dutch geography education. Futures, 66, 96–105. https://doi.org/10.1016/j.futures.2015.01.001
   Web of Science ®Google Scholar
• Pelzer, P., & Versteeg, W. (2019). Imagination for change: The post-fossil city contest. Futures, 108, 12–26. https://doi.org/10.1016/j.futures.2019.01.005
   Web of Science ®Google Scholar
• Peters, M. A., & Wals, A. E. (2016). Transgressive learning in times of global systemic dysfunction: Interview with Arjen Wals. Open Review of Educational Research, 3(1), 179–189. https://doi.org/10.1080/23265507.2016.1217166
   Web of Science ®Google Scholar
• Pohl, C., & Hadorn, G. H. (2008). Core terms in transdisciplinary research. In G. Hirsch Hadorn, H. Hoffmann-Riem, S. Biber-Klemm, W. Grossenbacher-Mansuy, D. Joye, C. Pohl, U. Wiesmann, & E. Zemp (Eds.), Handbook of transdisciplinary research (pp. 427–432). Springer.
   Google Scholar
• Reason, P. (2003). Pragmatist philosophy and action research: Readings and conversation with Richard Rorty. Action Research, 1(1), 103–123. https://doi.org/10.1177/14767503030011007
   Google Scholar
• Rickards, L., Ison, R., Fünfgeld, H., & Wiseman, J. (2014). Opening and closing the future: Climate change, adaptation, and scenario planning. Environment and Planning C: Government and Policy, 32(4), 587–602. https://doi.org/10.1068/c3204ed
   Web of Science ®Google Scholar
• Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730
   Web of Science ®Google Scholar
• Robinson, J. (2003). Future subjunctive: Backcasting as social learning. Futures, 35(8), 839–856. https://doi.org/10.1016/S0016-3287(03)00039-9
   Web of Science ®Google Scholar
• Rogers, M., & Tough, A. (1996). Facing the future is not for wimps. Futures, 28(5), 491–496. https://doi.org/10.1016/0016-3287(96)00021-3
   Web of Science ®Google Scholar
• Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2014). Challenging high-ability students. Studies in Higher Education, 39(4), 659–679. https://doi.org/10.1080/03075079.2012.743117
   Web of Science ®Google Scholar
• Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative learning in higher education: Evoking positive interdependence. CBE—Life Sciences Education, 15(4), 4. https://doi.org/10.1187/cbe.16-07-0219
   Web of Science ®Google Scholar
• Schön, D. A. (1992). The theory of inquiry: Dewey’s legacy to education. Curriculum Inquiry, 22(2), 119–139. https://doi.org/10.1080/03626784.1992.11076093
   Web of Science ®Google Scholar
• Snaddon, B., Morrison, A., Hemmersam, P., Grant Broom, A., & Erstad, O. (2019). Investigating design-based learning ecologies. Artifact: Journal of Design Practice, 6(1–2), 6–11. https://doi.org/10.1386/art_00006_1
   Google Scholar
• Spronken-Smith, R., Bullard, J. O., Ray, W., Roberts, C., & Keiffer, A. (2008). Where might sand dunes be on Mars? Engaging students through inquiry-based learning in geography. Journal of Geography in Higher Education, 32(1), 71–86. https://doi.org/10.1080/03098260701731520
   Web of Science ®Google Scholar
• Turnbull Hocking, V. (2010). Designerly ways of knowing: What does design have to offer? In V. A. Brown (Ed.), Tackling Wicked Problems (pp. 242–250). Earthscan Ltd.
   Google Scholar
• Tutton, R. (2017). Wicked futures: Meaning, matter and the sociology of the future. The Sociological Review, 65(3), 478–484. https://doi.org/10.1111/1467-954X.12443
   Web of Science ®Google Scholar