At its core, the Undiscipline workshop is a collaborative process that goes through three phases of inquiry and reflection about a student’s place in a changing world. It is a translation of the strategic foresight framework (Draudt, 2017) into a playable, digestible format for learners to explore their own personal stories and futures within a collaborative setting (see more about Personal Foresight below). Throughout the workshop process, learners are given the opportunity to collectively think outside the box, challenge the status quo, and ultimately give voice to the futures they want to see.
The Undiscipline design employs active learning, which is a constructivist approach for learners to construct their own understanding of a topic by building on their prior knowledge through activities such as guided tasks and interactions with others (University of Waterloo, 2019).
Activities such as Undiscipline provide opportunities for learners to articulate their role in a swiftly changing world and set the stage for associated soft skills – within the lens of their own response to change, their personal sense of agency, and their role in influencing the future.
Personal foresight can help to facilitate observation around change, and to develop a better understanding of change. It draws from the discipline of strategic foresight, which is a framework that provokes imagination for possible futures outside of our assumptions, everyday perceptions, or beliefs in order to make more informed decisions today. It has been used in industry for over 50 years to detect signals of change, and explore potential directions of long-term future based on current trends and behaviours. This has resulted in strategies to navigate change, and adapt, prepare or push for certain realities. Personal foresight uniquely employs this approach for use on a personal and collective level, as a means to develop a sense of personal agency.
Foresight explores the liminal space that exists at the intersection of the past, future, and the present. Interestingly, according to a study conducted by social psychologist Jennifer Aacker in the Journal of Positive Psychology, this space is also where meaning is created (Parker, 2014). We see this alignment not as a coincidence, but as an opportunity to find methods in this space to better explore how foresight can be harnessed on a personal level, particularly for students.
Personal foresight falls under the affective domain within Bloom’s classification framework for educational objectives, particularly with regard to attitude formation (Bloom et al., 1956). The overarching goal of cultivating a sense of agency for the unknown and evolving future contains within it a subset of affective objectives.