ABSTRACT
There has always been a preoccupation with millennium thinking, and with the year 2000 just around the comer, the future looms very near. Almost any current magazine or professional journal has at least one article dedicated to the future and the impending transformation to a new age-the Information Age or the Post-modern Era. For some, the future is slipping away from them and for others it is like a brick wall that they are about to hit dead-on (Brand, 1995). These various perceptions of the future are contingent upon our conception of time, our values and beliefs, and whether we think the future is getting better or worse. Depending on one’s point of view, the future of education has different priorities. For example, there is the value-free/technological view of the future where futurists extrapolate trends, often based on technology and economics, to create a scenario of the probable future. For this perspective, the future is determined pretty much by events happening now, and is based on the presumption ‘that the future really depends on forces that are beyond human capacity to control in any significant way. The enduring image of the future left by all such writings is one of irreversible technocratic trends remote from whatever social and political capacities ordinary people might retain’ (Livingstone, 1983, p. 181).
