دانلود مقاله ترجمه شده سياست هاي آینده پژوهی

There is always the temptation to think that the point, which we occupy historically, is a period of transformation and unprecedented change. This prevailing ethos, since Baudelaire, at least in aesthetic terms, is a self-constituting moment of modernity. Yet there are some signs that there are some very powerful forces at work reshaping advanced liberal societies - our normative orientations, our subjectivities and our institutions. These forces have been encapsulated in handy slogans such as "postmodernity", "globalisation", "reflexive modernisation", "postindustialisation", "postmodernisation" and the like (e.g., Touraine, 1974, Lyotard, 1984; Beck, 1992; Beck et al, 1992; Castells, 2000). Many of these developments focus on the importance of changes to the organisation of knowledge, the development of new forms of communication, and the centrality of knowledge institutions to an emerging info-capitalism. Often these epithets are conceptualised in metaphors such as the "information society", "learning society" or the "knowledge economy" and often work as official policy metanarratives to both prescribe and describe futures knowledge economy and the same forces of change have begun to transform traditional "knowledge institutions" such as universities and schools. This paper maps the emergent field of educational policy studies. First, it discusses the futures of education in relation to the question of globalisation. Second, it comments on the discourses of the knowledge economy as an example of futurology. Third, it discusses futurology in terms of scenario planning and foresight, before, finally, examining two examples of futures research in education.