ABSTRACT
Futures Literacy Laboratories (FLL) are designed so that people make their anticipatory assumptions explicit and thereby reveal not only the determinants of the futures they imagine but also the attributes of the anticipatory systems and knowledge creation processes. The importance of underscoring the Dewey learning cycle is the centrality of finding a way to spark the inquisitive and reflective human process in order to nurture the development of Futures Literacy (FL). Given the goals of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) FL project and the design criteria of FLL-Novelty (FLL-N) it is an important requirement that the spark of curiosity and desire to think and rethink the future comes from within a community. Efforts to initiate an FLL-N from outside the relevant community and without an expressed appetite for innovative thinking run the risk that the process will fail to evoke or ‘surface’ the community-specific attributes of how people ‘use-the-future’.
