Nordic members took part in a Futures Literacy Lab to surface and question ideas about what innovation will and should look like in the future.
The Lab was the second in a three-part learning journey exploring how Futures Literacy can play a role in delivering transformative change.
The group experimented with the Futures Literacy Laboratory methodology developed by UNESCO, which applies action-learning, collective intelligence, and creativity heuristics to anticipatory thinking. The approach aims to help integrate capacities for anticipation and reflexivity in the development of projects, programs, institutions and policies.
The UNESCO method is being used within the AFINO network and learning centre for responsible research and innovation to identify challenges, possibilities, drivers and critical junctions that may affect innovation, market developments and policy-choices in the future, through the development of new learning arenas.
The TIPC Lab sought to reveal, reframe and rethink assumptions in relation to innovation priorities over three sessions. Participants described and reflected on these priorities in small groups, using citations, newspaper headlines and experiences from 2050.
Session 1 explored ‘hope scenarios’ to help reveal new visions, while Session 2 moved to ‘realistic scenarios’, uncovering preconceptions and cognitive barriers. Session 3 concluded the Lab with a radical ‘reframing scenario’ to identify previously unforeseen possibilities and challenges.
‘The practical need for Futures Literacy in innovation policy becomes more obvious in a time of crisis,’ commented Per Koch of NIFU during the workshop. ‘The very crisis proves that the existing paradigm and practices are not able to solve the problems we are facing.’
The final workshop in the learning series will take place this month and address the role of anticipation for the Consortium’s priorities, drawing on insights from members in other geographical regions.