Sage Journals: Discover world-class research

Abstract

Guided cognitive imagery is described as an appropriate technology of choice for intuition-based exploring, learning, and teaching about alternative futures—especially suitable for futures involving cultural transformation. Two methodological approaches with case examples are described: (a) a virtual time travel method for visionary futures exploration and for experiencing the needs offuture generations and (b) a set of depth-intuition methods for need finding, transforming perceived needs into opportunities, choosing between policy options, and transcendental exploration. Although these “visionary futures” methods extend well beyond the conventional paradigm of the behavioral sciences, they are consistent with the cannons of science in that they are trainable and can be replicated. Moreover, they can readily be used to help integrate the methodologies of social action research, futures research, and political activism—a task which urgently needs to be done.

Get full access to this article

View all access options for this article.

References

Campbell, J. , Elgin, D. , Harman, W. , Hastings, A. , Markley, O. W. , O'Regan, B. , & Schneider, L. (1974). Societal consequences of changing images of man (Report No. 4). Menlo Park, CA: SRI International, Center for Study of Social Policy.

Dunne, B. , & Jahn, R. (1987). Margins of reality: The role of consciousness in the physical world. New York: Harcourt Brace Jovanovich.

Gendlin, E. (1981). Focusing. (2nd ed.). New York: Bantam.

Harman, W. (1969). Alternative futures and educational policy (Policy Memorandum No. 6.). Menlo Park, CA: Stanford Research Institute, Educational Policy Research Center.

Harman, W. (1979). An incomplete guide to the future. New York: Norton.

Harman, W. (1988). Global mind change: The new age revolution in the way we think. New York: Warner.

Harman, W. , Markley, O. , & Rhyne, R. (1973). The forecasting of plausible alternative future histories: Methods, results and educational policy implications. In Long range policy planning in education (pp. 299-385). Paris: Organization for Economic Cooperation and Development.

Kleiner, A. (1996). The age of heretics: Heroes, outlaws, and the forerunners of corporate change. New York: Doubleday.

Markley, O. (1988). Using depth intuition in creative problem-solving and strategic innovation. Journal of Creative Behavior, 22(2), 330-340.

10.

Markley, O. (1989). Explaining and implementing futures research. In H. Didsbury (Ed.), The future: Opportunity not destiny (pp. 183-213). Bethesda, MD: World Future Society.

11.

Markley, O. (1994). Experiencing the needs of future generations: A step toward global consciousness. In Thinking about future generations (pp. 206-221). Kyoto, Japan: Institute for the Integrated Study of Future Generations.

12.

Markley, O. (1996). Global consciousness: An alternative future of choice. Futures, 28(6/7), 622-625.

13.

Markley, O. , & Burchsted, S. (1997). Experiencing the needs of future generations with adults and children. Futures, 29(8), 715-722.

14.

Markley, O. , Curry, D. , & Rink, D. (1971). Contemporary societal problems (Report No. EPRC-6747-2). Menlo Park, CA: Stanford Research Institute, Educational Policy Research Center.

15.

Markley, O. , & Harman, W. (1982). Changing images of man. New York: Pergamon.

16.

Parnes, S. (1992). Source book for creative problem-solving: A fifty year digest of proven innovation processes. Buffalo, NY: Creative Education Foundation Press.

17.

Roberts, J. (1972). Seth speaks. Englewood Cliffs, NJ: Prentice Hall.

18.

Steinbrecher, E. (1978). Inner guide meditation: A spiritual technology for the 21st century. Santa Fe: Blue Feather Press.

19.

Walsh, R. (1984). Staying alive: The psychology of human survival. Boulder, CO: New Science Library.

Visionary Futures

Abstract

Get full access to this article

References