Educating for the future and complexity

Abstract

Purpose – The purpose of this paper is to open up the question of how we prepare people to be resilient, flexible and capable of managing the uncertainties and complexities of the twenty-first century by using both futures studies and complexity theory as a backdrop for a discussion of career education and teacher education in the future. Design/methodology/approach – Recent developments in the work of others in futures studies and complexity theory are presented. These developments provide a framework for discussing current understandings of career and teacher education and to explore the possible trajectories for supporting learning to, in and through work across the lifespan. Findings – Through applying futures studies and complexity theory to career and teacher education the authors conclude that these conceptual frameworks have much to offer practitioners and policy makers in the fields of career education and teacher education, and that theory development in these fields is already embracing the conceptual tools within these areas of study. Practical implications – Suggestions are made for what will be needed in the future and how educational organisations will have to adapt in order to promote resilience and flexibility in the face of the uncertainty and complexity of learning and work in the twenty-first century. Originality/value – This paper brings together four distinct areas of research and scholarship – i.e. complexity theory, futures studies, career and teacher education – in order to explore possible and desirable trajectories for supporting learning to, in and through work across the lifespan.