Anticipatory Thinking Education as a Challenge for Teachers in the Times of (Dis)Peace

Anna Mróz; Anna Kawula

doi:10.21697/fp.2024.2.2.7

Published: 2024-09-06

Vol. 14 No. 2.2 (2024)

Anticipatory Thinking Education as a Challenge for Teachers in the Times of (Dis)Peace

Anna Mróz , Anna Kawula

Pedagogical Forum

Section: Topic

https://doi.org/10.21697/fp.2024.2.2.7

Abstract

In modern world, where a fast change is the only constant, the need of shaping competences has become a challenge for teachers. One of the most important competences, according to the paradigm of sustainable development, is the anticipatory thinking competence. All teachers of all subjects and educational stages should be prepared to shape this competence. In the article the focus has been put on the students' level of anticipatory thinking competence. The results of the research conducted with survey method were presented. The aim of the research was to explore the declared level of anticipatory thinking competence among adolescents (aged 13-20). 877 students took part in the research. Results show that participants declare high level of the anticipatory thinking competence, but female students rate their level of competence lower than males. The article ends with conclusions, limitations of the method and a summary.

Keywords:

anticipatory thinking, competences of 21st century, creativity, teacher, youth, graduate, labor market development strategy, education, school, contemporary, teenagers' competences

Most read articles by the same author(s)

Anna Mróz, Anna Kawula, Intercultural Competences and the Challenges of Teachers in Education for Peace , Pedagogical Forum: Vol. 14 No. 2.2 (2024): Education for Peace: Between Theory and Educational Practice

Download files

pdf

Citation rules

Mróz, A., & Kawula, A. (2024). Anticipatory Thinking Education as a Challenge for Teachers in the Times of (Dis)Peace. Pedagogical Forum, 14(2.2), 77–87. https://doi.org/10.21697/fp.2024.2.2.7

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

References

Agam R., Tamir S., Golan M. (2015). Gender Differences in Respect to Self-Esteem and Body Image as Well as Response to Adolescent's School-Based Prevention Programs. “Journal of Psychology and Clinical Psychiatry”, no. 2(5). DOI: 10.15406/jpcpy.2015.02.00092.
Google Scholar

Barth M. et al. (2007). Developing key competencies for sustainable development in higher education. “International Journal of Sustainability in Higher Education”, no. 8(4), pp. 416–430.
Google Scholar

Bauman Z. (2007). Liquid Life. Cambrige: Polity Press.
Google Scholar

Birndorf S. et al. (2005). High self-esteem among adolescents: Longitudinal trends, sex differences, and protective factors. “Journal of Adolescent Health”, no. 37 (3), pp. 194–201. DOI: 10.1016/j.jadohealth.2004.08.012.
Google Scholar

Brundiers K. et al. (2020). Key competencies in sustainability in higher education - toward an agreed-upon reference framework. “Sustainability Science”, no. 16(1), pp. 13-29. https://doi.org/10.1007/s11625-020-00838-2.
Google Scholar

Chubb N., Fertman C. & Ross J. (1997). Adolescent self-esteem and locus of control: A logitudinal study of gender and age differences. “Adolescence”, no. 32, pp. 113-125.
Google Scholar

Forawi S. (2016). Standard-based science education and critical thinking. “Thinking Skills and Creativity”, no. 20, pp. 52-62. http://dx.doi.org/10.1016/j.tsc.2016.02.005.
Google Scholar

Geden M. et al. (2018). Towards Adaptive Support for Anticipatory Thinking. “Proceedings of the Technology, Mind, and Society”, no. 11. https://doi.org/10.1145/3183654.3183665.
Google Scholar

Gibson R. (2006). Sustainability assessment: basic components of a practical approach. “Impact Assess Project Apprais”, no. 24, pp. 170–182.
Google Scholar

Hipkins R. (2021). Teaching for complex systems thinking. Wellington: NZCER Press.
Google Scholar

Klein G., Snowden D. & Pin Ch. (2007). Anticipatory thinking. In: K.L. Mosier, U.M. Fisher (Eds.) Informed by Knowledge. Expert Performance in Complex Situations. New York – London: Routledge.
Google Scholar

Leiner D.J. (2016). Our Research's Breadth Lives on Convenience Samples. A Case Study of the Online Respondent Pool “SoSci Panel”. “Studies in Communication Media” (SCM), no. 5(4), pp. 367–396. doi: 10.5771/2192-4007-2016-4-36769–134.
Google Scholar

Levrini O. et al. (2021). Recognition and operationalization of Future-Scafolding skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking. “Science Education”, no. 105, pp. 281–308. https://doi.org/10.1002/sce.21612.
Google Scholar

Nordensvaard J. (2014). Dystopia and dysutopia: Hope and hopelessness in german pupil’s future narratives. “Journal of Edcucational Change”, no. 15, pp. 443–465.
Google Scholar

Ojala M. (2017). Hope and anticipation in education for a sustainable future. “Futures”, no. 94, pp. 76–84. DOI: 10.1016/j.futures.2016.10.004.
Google Scholar

Organisation for Economic Co-Operation and Development (OECD). (2019). The Future of Education and Skills 2030. Learning compass 2030 – A series of concept notes. Accessed at:https://www.oecd.org/education/2030project/contact/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
Google Scholar

Rieckmann M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? “Futures”, no. 44 (2), pp. 127–135. https://doi.org/10.1016/j.futures. 2011.09.005.
Google Scholar

Roscigno V. & Crowley M. (2001). Rurality, institutional disadvantage, and achievement/attainment. “Rural Sociology”, no. 66, pp. 268-298.
Google Scholar

Rudman L.A., Dohn M.C. & Fairchild K. (2007). Implicit self-esteem compensation: Automatic threat defense. “Journal of Personality and Social Psychology”, no. 93(5), pp. 798–813. https://doi.org/10.1037/0022-3514.93.5.798.
Google Scholar

Seiffge‐Krenke I., Aunola K. & Nurmi, J.E. (2009). Changes in stress perception and coping during adolescence: The role of situational and personal factors. “Child development”, no. 80(1), pp. 259-279.
Google Scholar

Strife S.J. (2012). Children’s environmental concerns: Expressing ecophobia. “The Journal of Environmental Education”, no. 43 (1), pp. 37–54.
Google Scholar

Sztompka P. (2012). Socjologia. Analiza społeczeństwa. Kraków: Znak.
Google Scholar

Threadgold S. (2012). I reckon my life will be easy, but my kids will be buggered: ambivalence in young people’s positive perceptions of individual futures and their visions of environmental collapse. “Journal of Youth Studies”, no. 15 (1), pp. 17–32.
Google Scholar

Weick K.L. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
Google Scholar

Wiek A., Withycombe L. & Redman C.L. (2011). Key competencies in sustainability: a reference framework for academic program development. “Sustainability Science”, no. 6(2), pp. 203–218. DOI: 10.1007/s11625-011-0132-6.
Google Scholar

Wojciszke B. (2002). Człowiek wśród ludzi. Zarys psychologii społecznej. Warszawa: Wydawnictwo Naukowe Scholar.
Google Scholar