Abstract
This study examines upper secondary students’ conceptions of the future through a participatory teaching and research experiment conducted in a philosophy course at the University of Jyväskylä Teacher Training School. Students collaboratively created short films imagining the world in 2043 and wrote reflective essays about the ethical and philosophical issues represented in their films. Using the framework of Futures Consciousness, the researchers analyzed themes related to time perspective, agency, openness to alternatives, systems thinking, and concern for others. Findings revealed that students expressed both utopian and dystopian visions rooted in contemporary global concerns such as climate change, inequality, technological development, and social justice. While students demonstrated strong ethical awareness and systemic thinking, many perceived large-scale change as difficult to achieve and tended to attribute agency to political leaders, science, or society collectively rather than to themselves. The study highlights tensions between hope and pessimism and discusses the role of philosophical education in fostering futures consciousness, agency, and democratic engagement.
Erratum
No
Recommended Citation
Veijola, Anna and Tomperi, Tuukka
(2026)
"Students’ Conceptions of the Future: Participatory Co-research and Teaching Experiment,"
IALS Journal: Vol. 16:
No.
1, Article 8.
Available at:
https://ir.library.illinoisstate.edu/ialsjournal/vol16/iss1/8