ABSTRACT
This chapter uses anticipatory logics and futures literacy (FL) approaches to explore a futures andragogy of hope for adults and communities of the future. Freire’s perspectives of hope, unfinishedness, and being-with relationships connect to FL to understand hope as an ethical, ontological, epistemological, and political relationship. These connections with the future engage lifelong and transformational learning as well as formal, informal, and nonformal learning to address the needs of 21st-century adult learners during times of unprecedented change and uncertainty through a futures adult learning theory (FALT) approach for more caring, compassionate, ecological, and connected futures.
