Introduction: Student Topics; Course Designs; Participating Schools; Teacher & Student Comments

WELCOME to Foresight Education!

On these introductory pages you will find brief snap shots of the topics students have been using; schools that have been participating and are helping build a better Foresight  Education program by sharing their work; examples of ways Foresight Education has been used inside existing classes or in a variety of specific courses.  Finally, we have included several comments by students and teachers giving reactions to their first Foresight Education experience.

We will periodically update and expand this section and are always happy to receive suggestions for improvements.

Willis Goldbeck

July 2014


Student Topic List:  “The Future of….”

In most of the Foresight Education classes, the students select their own topics.  The list below is a sample of topics that students have worked on in various schools over the past several years.  In all cases, regardless of the length or structure of the course, students had to explain their selection, provide resources they expected to be valuable, author an Aspiration statement for their topic in 2014, research and write a history “chapter” and a current conditions “chapter”, relate their topic to the six major trends (environment, government, economics, demographics, technology, and culture) and then develop three scenarios (expected, decline, preferred or transformational) for each of the three time periods: 2020, 2030, & 2040.  The classes finish with each student presenting his/her topic and the group as a whole “mapping” the interaction of all the topics for the year 2030.

  • Labour unions
  • Automobile transportation
  • Nuclear power
  • Death penalty
  • Education
  • Immigration
  • Animal testing
  • Stem cell research
  • Native American education
  • Obesity
  • Marijuana
  • Endangered species
  • Long term care
  • Professional sports
  • Space colonization
  • Epidemiology
  • Books and bookstores
  • Genetic engineering
  • Advertising
  • Artificial intelligence
  • Commercial aviation
  • Iran’s relations with the West & Israel
  • Role of Women in the media
  • Migration caused by climate change
  • Artistic mediums
  • Fishing
  • Cloning
  • Sex trafficking
  • Alternative fuels
  • Abortion
  • Social networking
  • Music distribution

Many of these topics have been explored more than once, some by individual students and other by teams of 2 or 3.  Students have been exposed to Foresight Education and these topics from grade 7 through 12.


Course Designs & Subjects

Foresight Education is designed to be very flexible.  At its heart, Foresight Education is a philosophy, not a specified curriculum design.  From our experience, the developers offer models, curriculum options, faculty and student guides to working in the foresight environment and developing skills that will be useful in any academic or employment circumstance.  As more teachers and schools experiment with Foresight Education, the range of models and improvements grow.  Like the future itself, this should never end!

The following list offers examples of a variety of course designs and subjects in which the basic principles of Foresight Education are being applied.

Course Designs

Foresight Education has been given as

  • An independent semester elective
  • An after-school seminar elective
  • A three week intensive
  • Three days per month plus on-line daily contact in full year government course
  • A one-day experiment with one student each from grades 9, 10 & 11.
  • Adaptations for use in the Middle School years
  • A model for use in the Lower School years (to be available in September 2014.)

Special applications:

  • Foresight education has been adapted by one school for use in its extensive student counseling program to help students explore their own future aspirations in education and employment.
  • Use of Foresight Education exercises for students participating in the Rwanda 20th Anniversary Genocide Academic Symposium
  • Special Foresight Education applications designed to assist the student teams preparing programs and presentations for national and regional conferences of the Global Issues Network (GIN)
  • Involving students with faculty and school board members in examining the
    “future of their own school.”
  • Students examining the future of their country.

Foresight inside---

  • Physics
  • Humanities
  • Government & AP government
  • Theory of Knowledge (IB)
  • English literature
  • Art
  • History
  • Science


Participating Schools 

The following list of schools had teachers participate in FE professional development programs, have established one or more FE academic programs, or had teachers participate in the June 2014 FE professional development program sponsored by the US Department of State Office of Overseas Schools.

La Jolla Country Day School, La Jolla, California, USA

UN International School, New York City, USA

Lincoln Community School, Accra, Ghana

International School of Dakar, Senegal

International School of Uganda, Kampala, Uganda

American International School of Bamako, Mali

American School of Brasilia, Brazil

Carol Morgan School, Santo Domingo, Dominican Republic

American Cotopaxi, Quito, Ecuador

American International School of Kingston, Jamaica

American Nicaraguan School, Managua, Nicaragua

The American School of Asuncion, Paraguay

Uruguayan American School, Montevideo, Uruguay

Colegio Franklin Delano Roosevelt, Lima, Peru

The International School of Beijing, China

International School Manila, Philippines

Kaohsiung American School, Kaohsiung, Taiwan

American International School, Vienna, Austria

International School of Brussels, Belgium

Anglo-American School of Sofia, Bulgaria

American International School of Zagreb, Croatia

International School of Prague, Czech Republic

International School of Helsinki, Finland

The International School of Latvia, Riga, Latvia

NOVA International Schools, Skopje, Macedonia

QSI International School of Montenegro, Podgorica, Montenegro

American International School of Bucharest, Romania

Tashkent International School, Tashkent, Uzbekistan

Rosslyn Academy, Nairobi, Kenya

American International School, Monrovia, Liberia

Cap Cana Heritage School, Dominican Republic

American School of Santo Domingo, Dominican Republic

Colegio International, Puerto La Cruz, Venezuela

Marion Baker School, San Jose, Costa Rica


Teacher & Student Comments

“If we want to create a better world, then we need to equip our students with the necessary tools, capacities and practice.  Our (Foresight) effort focused on 5 “Cs”: critical thinking, collaboration, character, communication and cosmopolitanism [cross-cultural competency.] The Foresight seminar was able to achieve: inspired creativity, integrated learning and life, imagining a high school without borders, and thinking more broadly about the relationship between teacher and student as co-constructors of the learning experience.”

JEREMY BIRK, Assistant Principal, UN International School (NYC), grade 10-11 Foresight Education seminar leader.


“My biggest surprise in using Foresight Education in the Humanities class was the amount of freedom it gave me to really help the students learn skills rather than being taught information.  In this program, teacher and students learn together.”

ALINE De BRAUWERE, 10th grade Humanities, International School of Brussels

STUDENT COMMENTS from the 10 grade Humanities class, International school of Brussels, 2013

“Foresight has taught me that what matters isn’t the past, but what we can learn from it.  I now know how to analyze the past to understand the possible future, and that is an invaluable skill to understand how our world is going to evolve.”

“Foresight has taught us how to look in a different way at trends.  The future is a complex subject to discuss.”

“This project helps you to reflect and predict what the future might bring.  In terms of skills, you learn to research and predict (the scenarios) which are two very important skills to have in any class.”

“It (Foresight Education) has taught me how a certain subject (bio-engineering) has evolved and changed for the better or worse throughout time.  It has made me aware that my generation, my companions and I, have the opportunity and responsibility to lead our world so that all our technologies, actions, sciences, educational systems etc have a positive effect on our humanity.  This project has been hard, but also quite enjoyable.”

“Normally, we only study facts about the past but this unit was different.  Because we do not know what happens in the future, the structure of the unit was more flexible and we studied three possible future scenarios.”

“The study of the future and certain trends has taught me to extrapolate information and predict events, as well as seeing how the past has influenced the present and how it will eventually affect the future.  Finding ways to research these scenarios is both a skill and knowledge that I have acquired thanks to the study of the future and the foresight work.”

“The past, present and future are three individual periods of time defining each other. They cannot exit without each other and yet they are each other: the present will become the past and the future our present.  By predicting our future using past and current knowledge, we can try modeling a better future for us and our kids.”


“Foresight Education is now woven into our accreditation goals.”

MITCHELL ELSWICK, Director, QSI School, Podorica, Montenegro

“Foresight was implemented in December, 2013, for students in AP Human Geography to work in groups on scenarios.  One class every two weeks was dedicated to foresight.  The focus was on 2030 and topics included AIDS, global democratization, global criminal networks, poverty and inequality.  Also, elements of foresight curriculum are used across several social science courses:  AP Comparative Politics, AP Human Geography and Social Science 10.”

VIKTOR NOVAKOVSKI, Deputy Head of School, NOVA International School, Skopje, Macedonia

“I am using Foresight Education in our strategic planning process; in lesson plans for environmental systems and society, human demographics, and climate change, and as an overall approach to everyday thinking, learning and planning.”

ALLANA RUMBLE, IB Environmental Systems and Societies Coordinator; Global Issues Network Coordinator; and Sustainability Manager, Franklin. D. Roosevelt School, Lima, Peru








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Created by Lisa Hasler Waters Feb 5, 2014 at 2:15pm. Last updated by Lisa Hasler Waters Feb 13, 2014.

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