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I have read the future studies literature for decades. A few years ago an alumnus suggested that my university should create a course about the future. My dean encouraged me to look into it. On reading Bishop and Hines, Teaching About the Future, I was struck by the maturity of the field, the strength of their program that they describe, and the fact that they bemoan the lack of a book that could introduce newcomers to the field. I decided that I could write such a book, combining the latest research in the field with my own understandings of interdisciplinarity, world history, economics, and political activism.
I like the way that the author first provides a history of both the idea of the future and the field of future studies.
She shows how the field has come to appreciate that we cannot predict the future reliably, but can identify both plausible futures and desirable futures, and explore how to move from one to the other. She then explores key characteristics of plausible futures. There is a lot of information in a short book.
From the beginning of time, humans have been driven by both a fear of the unknown and a curiosity to know. We have always yearned to know what lies ahead, whether threat or safety, scarcity or abundance. Throughout human history, our forebears tried to create certainty in the unknown, by seeking to influence outcomes with sacrifices to gods, preparing for the unexpected with advice from oracles, and by reading the stars through astrology. As scientific methods improve and computer technology develops we become ever more confident of our capacity to predict and quantify the future by accumulating and interpreting patterns…
I have read the future studies literature for decades. A few years ago an alumnus suggested that my university should create a course about the future. My dean encouraged me to look into it. On reading Bishop and Hines, Teaching About the Future, I was struck by the maturity of the field, the strength of their program that they describe, and the fact that they bemoan the lack of a book that could introduce newcomers to the field. I decided that I could write such a book, combining the latest research in the field with my own understandings of interdisciplinarity, world history, economics, and political activism.
This book provides a very broad survey of trends that are likely to affect our collective future and actions that can be taken to achieve desirable ends.
He is especially good in his coverage of technological developments. Though technology is changing very rapidly, I still found the book to be full of great insights into what trends to watch and what to do about them
James Martin, one of the world's most widely respected authorities on the impact of technology on society, argues that we are living at a turning point in human history. 'We are travelling at breakneck speed into an era of extremes - extremes of wealth and poverty, extremes in technology, extremes in globalization. If we are to survive, we must learn how to manage them all.' Although we face huge challenges and conflicts, Martin argues that it is in the scientific breakthroughs of the new century that we will find new hope. In a clear, penetrating and insightful style he addresses…
I have read the future studies literature for decades. A few years ago an alumnus suggested that my university should create a course about the future. My dean encouraged me to look into it. On reading Bishop and Hines, Teaching About the Future, I was struck by the maturity of the field, the strength of their program that they describe, and the fact that they bemoan the lack of a book that could introduce newcomers to the field. I decided that I could write such a book, combining the latest research in the field with my own understandings of interdisciplinarity, world history, economics, and political activism.
The book addresses a dozen key challenges in our collective future.
Though the chapters are uneven in quality, I found that the book had many good ideas on how to address these challenges. The editors encourage broad community consultations regarding our futures, systems analysis of how challenges interact, and policy experimentation.
We are running out of water, robots will take our jobs, we are eating ourselves to an early death, old age pension and health systems are bankrupting governments, and an immigration crisis is unravelling the European integration project. A growing number of nightmares, perfect storms, and global catastrophes create fear of the future. One response is technocratic optimism - we'll invent our way out of these impending crises. Or we'll simply ignore them as politically too hot to handle, too uncomfortable for experts - denied until crisis hits. History is littered with late lessons from early warnings. Cynicism is an…
I have read the future studies literature for decades. A few years ago an alumnus suggested that my university should create a course about the future. My dean encouraged me to look into it. On reading Bishop and Hines, Teaching About the Future, I was struck by the maturity of the field, the strength of their program that they describe, and the fact that they bemoan the lack of a book that could introduce newcomers to the field. I decided that I could write such a book, combining the latest research in the field with my own understandings of interdisciplinarity, world history, economics, and political activism.
This is a pleasure to read and full of good ideas.
Most of the book deals with errors in how people make future-oriented decisions, and how we can overcome these errors. Yet the author also has good advice about how we should go about predicting plausible futures. He notes that experts with a flexible worldview make better predictions than those who follow a narrow belief or ideology.
Plenty of books offer useful advice on how to get better at making quick-thinking, intuitive choices. But what about more consequential decisions, the ones that affect our lives for years, or centuries, to come? Our most powerful stories revolve around these kinds of decisions: where to live, whom to marry, what to believe, whether to start a company, how to end a war.
Full of the beautifully crafted storytelling and novel insights that Steven Johnson's fans know to expect, Farsighted draws lessons from cognitive science, social psychology, military strategy, environmental planning, and great works of literature. Everyone thinks we are…
I've been writing about and teaching military history for many years (I'm a professor at the University of North Carolina), mostly focused on the pre-industrial world, and mostly about the maelstrom of the North Atlantic colonial experience (including warfare in Ireland, England, and in North America). I quickly decided that I needed to do more to understand the Native American perspective, and that also meant understanding the very nature of their societies: Not just how they fought, but how they imagined the function of war. This book is the product of constantly returning to that problem, while also putting it into a world comparative context of other non-state experiences of war.
This one too takes on a much longer sweep of human history than most, here focusing on the role of resource competition in generating and shaping war among humans around the world.
LeBlanc is an archaeologist who specialized in the desert Southwest of what's now the United States, and he is very concerned with the academic tendency to "pacify" the past. This is an excellent survey of the long role of war in societal competition, and the likely continued role of resource competition in wars to come.
With armed conflict in the Persian Gulf now upon us, Harvard archaeologist Steven LeBlanc takes a long-term view of the nature and roots of war, presenting a controversial thesis: The notion of the "noble savage" living in peace with one another and in harmony with nature is a fantasy. In Constant Battles: The Myth of the Peaceful, Noble Savage, LeBlanc contends that warfare and violent conflict have existed throughout human history, and that humans have never lived in ecological balance with nature.
The start of the second major U.S. military action in the Persian Gulf, combined with regular headlines about…
When at 13, I declared that I’d become an Egyptologist, quite a lot of people thought it would pass. Fast forward 10 years, and I was starting a PhD on Egyptian mummies in museums – it did not pass. I journeyed from the Louvre where I was a gallery attendant trying to uncover the story of bodies buried in their garden, to England where I relocated with little English to pursue an Egyptology degree… and then two more! The ethics of human remains in museums is a complex topic: that’s why I like to make it more approachable to the public, from running my project Mummy Stories, to giving talks in pubs!
This was the first book to introduce me to the relation between race studies, eugenics, and archaeology.
It was quite a revelation: I was volunteering at the Petrie Museum at the time, and the book uncovers the dodgy relationship between Petrie and Francis Galton.
It was pivotal in transforming the ways I looked at familiar places: it reminded me that places I called home, like the Petrie Museum but also the Louvre, have been very exclusionary to many. It taught me to look differently at places I navigate on a regular basis, to look for the otherstory.
You’ll then have to listen to the Bricks + Mortals podcast on the history of UCL buildings, and your wanders in Bloomsbury won’t be the same again.
How much was archaeology founded on prejudice? The Archaeology of Race explores the application of racial theory to interpret the past in Britain during the late Victorian and Edwardian period. It investigates how material culture from ancient Egypt and Greece was used to validate the construction of racial hierarchies. Specifically focusing on Francis Galton's ideas around inheritance and race, it explores how the Egyptologist Flinders Petrie applied these in his work in Egypt and in his political beliefs. It examines the professional networks formed by societies, such as the Anthropological Institute, and their widespread use of eugenic ideas in analysing…
I love words, their sound, and their power. When I was a little girl, I would adopt one and make it my own. My parents long recalled my love affair with “nonsense,” which I would wield like a wand when hearing anything silly or irrational. I think words are interwoven with what we feel in a deep and inextricable way. I am also fascinated with how Indian thought offers millennia of wide and deep explorations of human experience in ways that trouble the basic assumptions of the modern West.
Though I am not an anthropologist, I devour ethnographies with a gusto that can only be attributed to disciplinary envy. There are several fascinating ethnographies of emotions and how they differ across cultures. Beatty’s book stands out among them for its rich ethnographic description as well as the sophistication with which he treats the relationship of emotion and culture.
He spots the limitations that lab experiments impose on studying emotions and suggests instead that we have to pay attention to the narratives in which emotions are situated, made, and deemed meaningful. And I rather like how he punctures “affect theory.”
Are emotions human universals? Is the concept of emotion an invention of Western tradition? If people in other cultures live radically different emotional lives how can we ever understand them? Using vivid, often dramatic, examples from around the world, and in dialogue with current work in psychology and philosophy, Andrew Beatty develops an anthropological perspective on the affective life, showing how emotions colour experience and transform situations; how, in turn, they are shaped by culture and history. In stark contrast with accounts that depend on lab simulations, interviews, and documentary reconstruction, he takes the reader into unfamiliar cultural worlds through…
I have always been fascinated by how the human mind adapts, both individually and through history. Julian Jaynes, who taught me while pursuing my PhD in anthropology from Princeton University, provided me with a theoretical framework to explore how the personal and cultural configure each other. Jaynes inspired me to publish on psychotherapeutics, the history of Japanese psychology, linguistics, education, nationalism, the origin of religion, the Bible, ancient Egypt, popular culture, and changing definitions of self, time, and space. My interests have taken me to China and Japan, where I lived for many years. I taught at the University of Arizona and currently work as a licensed mental health counselor.
This book, in a fashion similar to Julian Jaynes’s theories about bicameral mentality and consciousness, challenges comfortable assumptions. It does this by demonstrating that though what we think (content) differs by place and period, mentalities (processes) themselves are neither invariant nor universal.
Specifically, it offers a detailed study of literature and shows how notions of causality and temporal thought processes that we take for granted were undeveloped in earlier centuries.
LePan challenges the assumption that everybody thinks in the same way by examining a particular mental faculty - expectation. He concludes that certain forms of expectation did not exist in the minds of most medieval people, any more than they do in children or adults in many primitive societies.
I grew up in a family of beautiful, accomplished women at a time when most women stayed home. But the spectacular women in my mother's family also suffered spectacularly, and I was determined to understand family life at its very roots. I studied anthropology and, over a 15-year period, lived in a remote part of the Eastern Highlands of Papua New Guinea among a group of Gimi women who spent most of their time apart from men. I shared women's difficult daily lives, participated in their separate rites, learned their myths, and, through my writing, have devoted myself to giving them voices of their own.
I am deeply persuaded by psychoanalysis as arational scientific theory of the unconscious mind which, if it exists as Freud describes it, has a determining role in nearly every aspect of individual and social life among ourselves and exotic others.
But most scholars, feminists especially (of whom I consider myself one), even when they acknowledge Freud's genius, "then proceed to dismiss the whole business as hopelessly out of date and culture-bound."
This collection of essays, a series of paired expositions by classic thinkers and eminent scholars in many fields in dialogue with each other, provides an in-depth overview of the debate about 'women and analysis.'
I grew up in a family of beautiful, accomplished women at a time when most women stayed home. But the spectacular women in my mother's family also suffered spectacularly, and I was determined to understand family life at its very roots. I studied anthropology and, over a 15-year period, lived in a remote part of the Eastern Highlands of Papua New Guinea among a group of Gimi women who spent most of their time apart from men. I shared women's difficult daily lives, participated in their separate rites, learned their myths, and, through my writing, have devoted myself to giving them voices of their own.
Malinowski's pioneering work on people of the Trobriand Islands of Papua New Guinea still holds a thrill because, after a century, it remains unique in its depth and precision.
Malinowski was an aristocrat and a snob who, like the armchair thinkers he admired, considered himself a scientist after Darwin. But when World War I broke out, as a Pole in London, he risked deportation to Austria-Hungary or internment as an 'enemy alien'.
Instead, Malinowski remained 'stuck' in the Trobriands for the duration of the War where, with the scrupulousness of one trained in math and physics and the intensity of an 'imprisoned' participant-observer, he produced the first firsthand accounts of indigenous life.
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it.
This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.
Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been…
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