“I love the topics and found exploring thoughts and perspectives very interesting. School is made to learn the basics and knowledge of what is certain but I like the way the future thinking program makes you think ‘what if?’ and teaches you to think critically outside the box into the unknown, which I really enjoy.”
In our rapidly changing world, filled with conflicting ideas and viewpoints, students must learn how to navigate the complexity. The Infinite Leadership and Futures Thinking Programme helps them make sense of it all by addressing learning in the following areas:
Preferences for the future
In a world filled with possibility, being clear on the types of futures you prefer and the means of realising them can be fraught. Through engagement with our purpose-built online tool, FutureLens, our students are able to explore diverse ideas about possible future states whilst also learning more about their own biases and priorities. This enables them to look beyond the ideas themselves so they can understand and articulate the ideologies on which they rest.
Empathising with multiple perspectives
As students become more familiar with the priorities, biases, and ideologies that underpin our perspectives on the future, they are also more able to understand why others hold different perspectives. This understanding helps students to explore the broadest possible range of futures and actively challenge their own assumptions.
Connecting futures, pasts and present
Highlighting the emergence of signals of change, our students become increasingly aware of changes happening in our world. The programme has demonstrated a track record of helping students identify key issues as they emerge so they can contemplate changes before they happen. Over the last two years, students have explored a diverse range of topics including gene doping, Kate Raworth’s doughnut economics, generative AI and virtual humans, de-extinction, intellectual property law and creativity, space tourism, and many more.
| Year Group | Focus |
|---|---|
| 7‑8 | Explore future possibilities and reflect on biases and priorities. In relation to perspectives that are Progressive, Traditional, Planet‑centred, and Human‑centred. |
| 9‑10 | Building on Year 7‑8 insights plus additional focus on perspectives that are libertarian, rules‑based, techno‑utopian, and techno‑dystopian. |
| 11‑13 | Building on Year 9‑10 insights plus additional focus on perspectives that include economic freedom, legislated equality, personal choice, legislated morality, colonialism, and post colonialism. |
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