Today’s educational models have their origins in nineteenth century disciplinary structures, which are insufficient to make sense of our multipolar and deeply interconnected world. Disciplinary boundaries give the illusion that forms of knowledge and expertise are categorically separate. A pedagogy from and for the future must embrace inter- and trans-disciplinarity, encouraging connections across and between fields of inquiry and areas of expertise.

Today, education has become commodified, stripped of its ethical and existential dimensions. As the ideology of the free market has globalized, universities and colleges have been gradually rebranded as corporations providing services to clients rather than public institutions cultivating wisdom in students. This shift towards a consumer-model of education prioritizes technical efficiency and instrumental knowledge over practical reason and virtue. It is inadequate in terms of preparation for a meaningful life.

A pedagogy from and for the future must be devoted to not only cultivating students’ minds but also their hearts. No longer can education be premised upon a Cartesian dualism, idolizing the mind while ignoring our embodied nature. Further, rather than accommodating individuals to the alienating environments they inhabit, it must provide them with the resources to innovate humane approaches to challenging and changing them in positive and life-affirming ways.

Research Questions

  • What should a pedagogy from and for the future look like?
  • What needs to change in order for education to provide students with the resources, skills, and attitudes appropriate to the twenty-first century?
  • How ought we, as educators and students, help bring about these changes?
  • What should future curriculums and classrooms look like?
  • What of our past pedagogical approaches should we retain?