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Theobald, Robert, Ed.Futures conditional, A Participation Trendletter toCreate a More Human Future, Volume 1, Number 8.Participation Publishers, Tucson, Ariz.Aug 7316p.Available from Futures Conditional, Box 1531,Wickenburg, Arizona 85358 (Subscription rates are$24.00 for one year and $36.00 for two years)

MF-$0.75 HC-$1.50Annotated Bibliographies; *Educational Change;Educational Innovation; *Educational Needs; *Futures(of Society); *Humanization; *Newsletters; Relevance(Education); Resource Materials; Revolution; SocialChange

ABSTRACTThe monthly newsletter, based on a belief that there

are solutions to existing social problems, is announced here on a onetime basis. A major aim of the trendletter is to bridge thecommunication gap between those who are developing methods of dealingwith the future andthe layman. "Futures Conditional" is an exchangeforum for new perceptions, new ideas, and new programs of action.This is4ue is designed to increase communication between educatorswho feel the need to change our educational system so that it mightprepare students to live in a future society. Several studentprojects are reported on, such as a student community magazine inArizona and a student-produced TV news program at the University ofWisconsin. Other creative programs which seek active participants arealso announced. Learning tools for pre-schools are described, and anannotated bibliography of additional reading material is provided.Two articles on the need for revolutionary changes in educaticn areincluded: Another Look at Subsystem Changes, and the Editor'sComment: Educating for New World Realities. Other issues focused onexploring the future, and myth and the future. (RM)

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UGUST 1973VOLUMEA,.,NO.8.

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CONTENTSEDUCATION AND ENERGY 1

Graphic Design by Herbert Greif. Content Design by J.M.Scott. Some photography by Rex Babcock.FROM WICKENBURG: 2 Sherrie Woodruff. 3 Jason Bezdek,4 Nancy Urquides, 6 Cynthia Garcia, 7 Paul Echeverria, 8Barbara Burden, 9 Suzanne Carroll, 10 Darryl Williams, 11Todd Beal, 12 Bill Ballinger, 13 Joe Ile Williams. 14 DavidBeal, 15 Fred Coon, 16 Robert Barnette, 17 Donna Tope,18 Mary Ordunez, 19 Marl Barreras, 20 Vonda Robinett, 21Rod Davenport, 22 David Evans, 23 Dennis Scott, 24 LarrySeay, 25 Amy Brinkman, 26 Lon Steinberg, 27 Isidoro Ramijio,28 Nay Bently. 29 F.C. Editor Beverley Bodiroga, 31 BiologistJim Bezdek, 32 Doctor Morton Thomas, 34 HorticulturalistPhyllis Daley, 35 Librarian Doris Eckhart, 37 Nurse AliceWillis, 40 Veterinarian John Sparks.EXTRA-COMMUNITY: 1 Stephen McLaughry, 5 DavidMcLaughry, 30 The Dance Theatre of Harlem, 33 CuratorKen Yawata, Indianapolis Zoo, 36 Professor of PsychologyMichael Fox, Washington University, 38 Musician Paco Pena,39 Artist Herbert Greif.

EDUCATING FOR NEW WORLD REALITIES 2How can education serve as a means to help changesociety rather than continue past patterns?ANOTHER LOOK AT SUBSYSTEM CHANGES 4The President of Whitworth College argues that minorchanges can add to a real change in direction.OPPORTUNITIES FOR INVOLVEMENT 5Activities you might want to consider.COMMITTEES OF CORRESPONDENCE 6A group in New England tries to recreate the 18th-century Committees in the communications era.STUDENT TV NEWS: THE SCENE TODAY 7Students produce a daily TV newscast about theircampus. Some of the lessons may be applicable tocable TV.NOTES 8Feedback from readers, material to think about.A STUDENT COMMUNITY MAGAZINE 10Wickenburg, Az., high schoolers discuss doing avariant of the Appalachian FOXFIRE.SIX LEARNING TOOLS FORPRE-SCHOOLERS 12Sophisticated techniques bring simplicity and clarityto under-five learning.ADDITIONAL READING? 14Material which is relevant to the educational enter-prise and suggests ways in which the student andthe teacher can gain a new view of reality.FEED-BACK PAGE 16FUTURES CONDITIONAL announces a different typeof competition designed to promote cooperation.

FUTURES CONDITIONAL. Published monthly.Subscription, per year, $24.00Address: Box 1531, Wickenburg, AZ 85358Co-Founder and Editor: Robert Theobald.Associate Editor and Designer: J. M. Scott.Participation Editor: Beverloy Bodiroga.Production Manager: Polly Pattison.Copy Editor: Katharine McLaughry.Copyright © Participation Publishers 1973.Printed by Shandling Lithographers, Tucson,AZ, U.S.A. on 100% Recycled Paper.

EDITOR'S COMMENT:Our educational system is obsolete. These words are chosenwith care. I am not arguing that our present educationalpatterns are obsolescent and in need of immediate change.I am stating that our educational system is designed to pre-pare our children for a world which no longer exists.

I am, of course, aware that this argument has been madeso many times that it has apparently lost its power toshockand even more importantly to move people to action.We must rediscover together the extraordinary urgency ofthe situation in which we are now caught and the magnitudeof the steps which ie must take in the immediate futureif we are to raise our children so that they can live success-fully in the world which we ourselves have created.

We have undergone a new basic revolution which haschanged forever the way in which man must perceive himselfand the world in whir h he lives. It can almost be called asecond Copernican Revolution. The first revolution createdby Copernicus forced man to recognize that his planet wasnot the center of the universe. The second Copernican Revo-lution, which developed with the work of Einstein, Heisen-berg and others, destroyed the static certainties of Newton-ian physics and ,^reated a fluid, interdependent, diverseworld. The result of each of these revolutions is a changein the basic ideas of the culture, or what Kuhn calls thedominant paradigm.

Unfortunately this new model of the universe has not yetbeen understood either by those who theorize about oursociety or by those who control it. The educators, the politi-cians, those in the media, the bureaucrats still usually thinkand act on the basis of the now discredited physical-sciencemodels of the 19th century.

We have not caught up with the realities of the secondCopernican Revolution. Our educational system is still de-signed to pass on the societal patterns we created whenwe were thinking in 19th-century terms. Educational organi-zations play little role in the search for the new societalpatterns we so urgently need. This is not surprising becauseeducation has played a conservative function in society.

What is new is our growing recognition that our currenteducational and societal structures are obsolete. We aretoday placed in an a-historical situation because cultureshave never deliberately created a fundamentally new systemof education and socialization.

Our task is therefore extraordinarily difficult. We are notdealing with inaccuracy of the "facts" used for decision-making purposes. Rather, we are confronted with the rea:itythat the patterns we have used to structure information arethemselves obsolete. Economics, sociology, politicalscience and the other social sciences are all based on thestatic, non-interconnected world of the 19th-century physi-cal scientist who believed that it was possible to fragmentknowledge into discrete parts without distorting reality. Wenow know that the whole is indeed greater than the partsand that we must study wholes to develop valid knowledge.

We need to create a new structure of knowledge withina problem /possibility mode. Effective education requiresthat the person has an unmet needa problemfor other-wise he will not be truly interested in new information. Norwill people have the energy for the action required to createchange in values unless they are motivated by the existence

2 FUTURES CONDITIONALAUGUST 1973

EDUCATING FOR NEW WORLD REALITIESof a problem.But the direction of this energy will only beuseful if it is employed to change our perception of the situa-tion from problem to opportunity.

We need to inform people that the way they currently thinkand act is unsuitable to the conditions which mankind itselfhas created.Failure in this educational task will mean thatwe shall continue to move in the directions which we knowwill destroy this planetthe only question is how long it willtake before the process of destruction which has alreadystarted becomes irreversible.

The first requirement for change to be possible is thatpeople are aware of a problemthat they know somethingis wrong. This situation exists. There is increasing cynicismabout all the institutions which have the responsibility forsolving society's problems.

The second step in solving a problem is to know how toturn the problem into a possibility. I believe the knowledgebase already exists for this step and that only the commit-ment of the society is needed to develop this knowledgebase into a consistent overall paradigm to support effectivethinking and action.

The third requirement, if we are to succeed in our educa-tional task, is to find the time in which people can rethinktheir models of reality. Fortunately people in our society donot have to spend all their lives in physical toil in order tocreate the goods and services they need for survival. Theeducational enterprise in this countryand increasinglythroughout the worldhas the possibility to reach every per-son and to give everybody the chance to discover and influ-ence the changes which are developing in the world.

Discussion of the need for a change in paradigm is veryurgently needed in the formal education system today. Ourschools and colleges are reality-poorthe conditions of thereal world are little reflected in the classroom.This resultsnot only in students being ill-prepared for the conditionsthey find in the outside world when they leave the educa-tional process, it also ensures that they see the educationalprocess as a chore which they endure because it is requiredby the society or because it will bring them a better job orfor a dozen other reasons unrelated to the true excitementof good education.

Fourth, we are not restricted in our educational enterpriseto the formal classroom setting. The media in all their formshave an unparalleled possibility of moving educational infor-mation to people. I am not suggesting, of course, that thepresent methods of moving information will be suitable forthe task we now need to accomplish. The media, like allinstitutions, derive their styles from the industrial era. I amsuggesting that the technology does exist to permit peopleto participate in creating new knowledge and discoveringthe future they desire for themselves. A new of the activitiesbeing developed by cable companies and video buffs showthe potential we have in this area.

Finally, we have the momentthe Bicentennial of theAmerican Revolution. Just as the people who lived 200 yearsbefore us needed to rethink the future, we also require thisopportunity to rethink which comes at a moment which isextraordinarily approoriate.

We could still destroy this extraordinary opportunity. Somuch time has passed since the idea of celebrating the Bi-

centennial was broached that it begins to look as thoughwe may fail to take advantage of this possibility. The inabilityof the national Bicentennial Commissionand most of theState Bicentennial Commissionsto move us forward withthe sense of urgency we require is deeply depressing.

The picture we confront in this area changes rapidly whenwe look at it in the light of the change in paradigm describedabove. Bureaucracies are pat of the pattern of the industri-al-era paradigm. They cannot therefore be the primary meth-od we use to create the styles required for the com-munications era. If we are to rise to the challenge whichthe Bicentennial poses, we shall do so by creating new formsof organization appropriate to th3 realities of the new para-digm which is now coming into existence.

We need a cooperative form of organization which recog-nizes that the necessary thinking and action will occur ifwe resolve to work together effectively. We need to stophoarding our resources, our contacts, our ideas; we needto share. Wo need to recognize that we live in a societyin which there are enough ideas and resources to solve ourproblems if we are prepared to work together instead ofcompeting with each other. A few groups have now reachedthis realization and effective work is therefore developing.

We do not liveand never can livein a society of afflu-ence where people can have all the resources they want.But we are already moving into a society of abundancewhere it is necessary and possible to provide all people withthose resources which they need to develop themselves andto help create a better society. We must create a societyof enoughness in which people will accept that too muchis Just as destructive as too little.

We have a choice to make. If we continue our drive towardperfecting the industrial-era society we shall destroy thisplanet on which we live. If we admit that we are undergoinga change from the industrial era to the communicationseraa shift that is as profound as the previous shift fromagricultural era to industrial erathen I am convinced thatwe can create a better society.

This better society will not be a Utopia. It will not be aLotus land. It will be a world requiring far greater responsi-bility from all of us, both to create it and to live in it. Thus,while I am convinced that we can create this new society,I am far from certain that we shall make the effort whichis required in order to do so.

If I study our current situation logically, I must admit toa deep feeling of pessimism. But as we have seen, logicalstudy can only exist within the industrial-era paradigm whichis now outmoded. My personal subjective look at the futureconvinces me that we shall indeed act in the ways requiredto continue the history of mankind and to save this planet.But I remain aware that my personal subjective look is onlyrelevant if we create dramatically new patterns of self-fulfill-ing prophecy.

The first Copernican Revolution was sparked by a veryfew men. The second Copernican Revolution will only benossible if very many of us act together to achieve it. Weneed to join together in the search for the com-munications-era paradigm and the types of societies whichit will create.

Robert Theobald

FUTURES CONDITIONAL 3AUGUST 1973

Another Look at Subsystem ChangesEdward B. Lindaman

The critic, seeing so clearly the needfor revolutionary changes in contentand structure in education, watcheswith indignation and disbelief as tur-tle-slow institutions strain just to scratchan itch. While seemingly justified, thetendency to diminish the significanceof change in higher education may wellbe misleading and counter-productive.My experience in moving from aero-space industry in Los Angeles to thepresidency of a small church-relatedliberal arts college in Washington Stateleads me to suggest that relatively smallsubsystem changes can have significantconsequences.

Building the fantastically complexApollo spacecraft taught us to appreci-ate small adjustments and revisions.And so, while as an aerospace execu-tive I may have been used to com-manding extensive resources so as toaccomplish specific revolutionary tech-nological goals, I had also been sensi-tized to the value of small, subtlechanges.

Naturally, in my three years at Whit-worth College in Spokane, I have ex-perienced much of the frustration com-mon to all who would lead faster thanothers will follow. By one standard,nothing much has changed. We've notlaunched a spectacular new educa-tional star. We struggle with budgetsand enrollment, faculty morale and ahost of the familiar symptoms of resis-tance to Major Change.

But, by another standard, everythingis changed.

The prime element in this turnabouthas to do with giving a name to ourtraditional concern for the "whole" stu-dent: We have made Human Develop-ment our individual and corporategoal. This subtle shift has become theenergizing focus for campus-wide reex-amination of what we are about as wellas for real changes at the implementa-tion level. And, under the leadershipof new administrative personnel, scoresof ideas have been patched into thecollege's complex network of people,programs and processes.

Our recent experience with a 10-dayconference on human development isillustrative of this, I believe. The entirefaculty, administrators, staff membersand student representatives met to-

gether on campus for approximately100 hours in the two weeks followingthe end of the spring semester. Thepurpose was to consider what the hu-man-development goal meant to thecollege and how the goal might be in-tegrated more explicitly all across thecampus.

Because human development of thisnature could not happen without fullfaculty support and understanding, thefaculty had to initiate discussion of howthey might not only adapt their indi-vidual teaching and relationship stylesfor the changing needs of students, butalso how the structure of the collegemight be adapted to that end.

While conference membersenthusiastically but timidlyplayed at"inventing a college for human devel-opment," the outcome was never indoubt. While our college will appearto change much less than many of uswould like, the changes may still be fargreater than we would dream to bepossible, given the nature of institu-tions.

Already prior to the conference onhuman development, much had oc-curred which substantiates this opti-mism. Some of the aspects can be listedhere: Lifetime Learning, Space-AgeCurriculum, Quality of Life Focus,Computer Familiarity, Theme Dorms.

Whitworth encourages students toexperience both a degree of mobilityand varied environmental settingswhich they will encounter in their fu-ture lives. Theme dorms are deliber-ately held to one year in duration toencourage students to seek out annual-ly a new group to contract with ratherthan cling to a few others in one resi-dence hall for four years. Viewing theworld from other than the suburbancampus setting is possible by partici-pating in such off-campus study as wil-derness explorations, spending JanuaryTerm in a kind of "satellite campus,"etc.

The Process Model in Student Lifeis of particular interest. Each dorm unitestablishes its own "living environ-ment" rules, in effect designing its ownstyle of interaction with sanctions andpenalties. This is accomplished throughparticipation in a group decision-mak-ing model which involves consensus-

seeking from all members of that liv-ing-community. Under the guidance ofhighly trained counselors, studentsgain confidence in management oftheir own lives in a community contextrather than doing exactly as each onepleases ("hotel" dorms) or being toldexactly what one can and can't do("substitute parent" dorms).The not-so-surprising result is that students aremore responsible and relationships arehealthier under the process model thanwhen the college imposed numerouscollege-wide student-life regulations.

Students have responded to the at-mosphere of freedom-with-responsibi-lity by creating some exciting activitiesof their own. These include using theirstudent funds to remove some asphaltroads on campus and replacing themwith grass, planning a child-care centernear campus, going into the downtownarea to research and write a history ofthe Expo '74 World's Fair and replac-ing their traditional representative stu-dent government with a "share-holder"system in which each student (whocares enough) is his own representativeto student meetings.

A piece here, a piece there. An oldidea in a new settingand the entirecollege is transformed. In retrospect,few of these subsystem changes proba-bly would have occurred if we had at-tempted to bulldoze the traditionalfabric of the college so we could erectan entirely different structure. Massivechanges are exceedingly threatening intoday's educational setting. But, as wehave found, the sum total of changecan be both heartening and significantwhen the entire constituency is recruit-ed to participate in adaptive kinds ofchange.

Even in building Apollo we profitedmightily by the magic of this sort ofcross-fertilization of personnelof me-chanical and electrical engineers, h; -draulic specialists and environmentalexperts, anthropologists and physicsconsultants.

Of course, an organizing, impellingvisionwhether for going to the moonor for developing the specific life com-petencies for students in the world ofthe futureis essential. But, subsystemchanges can add up to a virtual trans-formation of the institution itself.


This rubric reports on efforts which seem likely to facilitatethe transition from the industrial era to the communicationsera. The initiatives lister; here ale designed to advance thecreative process; you should therefore only contact thepeople listed if you want to be directly involved. Pleaserespect this requirement because cesual enquiries cut intothe time available for the development of ideas.

PLANETARY CITIZENSHIP. You can now register as a planetarycitizen. Contact: Planetary Citizen Registry, 777 United NationsPlaza, 10D, New York, N.Y. 10017.

CENCOAD. The Center for CommJnity Organization and Area Devel-opment in Sioux Falls, S.D., _lims to use the skills and resourcesof those living within 70 miles to try to improve life stylesand opportunities. If you would like to know more about theconcept contact: CENCOAD, Augustana College, 2118 S. SummitAvenue, Sioux Falls, S.D. 57105.

LEISURE STUDIES PROGRAM. A clearing house for information onleisure studies exists and is becoming international. Contact:Leisure Studies Program, University of South Florida, Tampa,Fla. 33620.

COUNCIL FOR A DEPARTMENT OF PEACE. Attempts are being made tocreate a Department of Peace. For information write CODEP, 110Maryland Avenue, N.E., Washington, D.C. 20002.

LECTURES ON FUTURES RESEARCH FROM A DANISH POINT OF VIEW. ArneSorensen, director of the Danish Society for Research on Futures,will visit the United States between October 10 and November 15,1973. He would be interested in getting an opportunity to lectureeither on world futurist trends or on new developments in Denmark.His fee is $300. Contact: Arne Sorensen, The Society for Researchon Futures, Skovfaldet 2S, DK-8200 Aarhaus N., Denmark.

LEARNING EXCHANGE. This project based in Ann Arbor has puttogether 400 teacher-, learner- and peer-match cards. It is nowtrying to discover what other similar projects exist in NorthAmerica. Contact: Kenneth W. Davis, 1120 McIntyre, Ann Arbor,Mich. 48105.

HIGH SCHOOL INFORMATION INTERCHANGE. "I would like to set up anexchange between future-studies classes around the country. Thisidea has a great motivational impact on my students; perhaps itwill for others." Contact: Jerry Caveglia, Box 263, Fremont,Calif. 94537.


We hold these truths to he self-evident,that all men are created equal, that theyare endowed by their Creator with cer-tain inalienable Rights, that among theseare Life, Liberty and the pursuit of Hap-pinessthat to secure these rights, Gov-ernments are instituted among Men,deriving their just powers from the con-sent of the governed.

Observers from every point on the politi-cal spectrum agree that an unhealthy re-lationship exists between the Americanpeople and their government at alllevels, though they may disagree aboutthe causes of this situation.

Taxpayers' rebellions, lawsuits andanti-bond-issue campaigns, while essen-tially negative activities in that they tendto paralyze government, are also hopefulsigns that people still see government asan extension of themselves, rather thanthe other way around.

When citizens do not see their govern-ment exercising just powers derivedfrom their own consent, they will with-hold consent in whatever manner theycan unless they have lost all hope of ex-ercising any control. When hope is lostand people see themselves as an exten-sion of their government, democracy isdead and consent is irrelevant.

The American Revolution Bicentennialoffers a unique opportunity to stimulateexamination of the events and ideals thatled to the founding of our country, toexplore their relevance to today's prob-lems, and to discover ways to restore ourdemocratic system to a state of vibrantgood health.

A Committee of Correspondence forthe communications era is being formedin Massachusetts to function as a facilita-tor for citizen groups engaged in activi-ties reflective of the ideals for which theRevolutionary War was fought. Based onthe premise that people know what isbest for themselves, the Committee willnot initiate activities of its own. Ratherit will establish communication among

groups with similar and/or comple-mentary interests and needs so that theycan make the most of their information,skills, resources and energy.

The project will begin by identifyingindividuals and groups actively engagedin community-based projects reflectiveof the ideals upon which this nation wasfounded, principally those of equalityand self-determination. A data bank willbe established, holding an inventory ofprojects being undertaken, kinds of in-tormat ion, skills and talents of individu-als involved, and the kinds of informa-tion, skills and talents the groups do nothave and would like to find.

A periodical data sheet will put groupsand individuals in touch with each other,carrying sufficient information to letreaders know what is being done inother communities, with what degree ofsuccess, and a key person to contact formore information on each project. TheCommittee hopes to experiment withvarious ways of spreading information(audio and video spin-off projects are apossibility) as rapidly as possible.

What the project is proposing to develop is a new model of communicationamong individuals and groups who areworking on projects involving self-deter-mination and community control ofcommunity institutions. It should be un-derstood that "community" as used hereis not a geopolitical term. A communityis any group of people who com-municate about common interests. Themain form of communication will bethrough the Committee data sheet. Theproject will also find resource people toassist groups in specific ways,

A possible newsletter item could be"A group in West Salt marsh, Mass., in-cluding some Conservation Commiss.onmembers and other interested residents,is working on developing a wetlandszoning bylaw. They would like to hearfrom other groups with experience inthis area, whether successful or not. Theyalso need someone with experience in

public relations to help inform the WestSaltmarsh electorate. Contact: SandyPiper (address and phone no.)" In addi-tion to running this item, the project willcomb its files for names of other groupswhich have worked on wetlands zoningbylaws and zoning bylaws in general,and furnish names of key contacts inthese groups to Sandy Piper so that shemay initiate contact; see that Sandy is intouch with the Conservation Law Foun-dation and that she knows what re-.sources other environmental groups(Sierra Club, Mass. Audubon, etc.) haveto offer. We shall also check with Sandywithin two weeks of data-sheet publica-tion to see if any contacts have resultedand if the group's needs are being metand also attempt to find people to fillgaps in the group's expertise (public re-lations, graphics, etc.).

It should be emphasized that the proj-ect does not envision undertaking proj-ects itself or urging groups to undertakeprojects. It intends to function as a facili-tator, increasing the efficiency withwhich citizen groups are able to operatethrough the sharing of information,skills, resources, energy.

At this writing (June '73) the projectis unfunded and still in a position to begreatly influenced by incoming ideas. Itis expected that much of the shaping willtake place as staff actually begins towork on implementation, hopefully dur-ing autumn '73. While the project willfocus on Massachusetts initially and onNew England eventually, input from in-terested readers anywhere will be wel-come. Among the questions intriguingthe planners right now are the following:Can you get feedback on the usefulnessof the information you are distributingwithout taking up too much of the timeand attention of those who are using it?If not, can you still refine your methodsto become more responsive to the needsof those you hope to serve? How can youkeep resource people from being over-loaded and unable to function?

The initial stages of this project are being coordinated by Mary E. Williamson, 2 East Street, Ipswich, Mass. 01938, Tel.617-356-5563. She would appreciate information about any similar projects in other parts of the country. She wouldalso like to he contacted by those in Massachusetts or the New England area who might wish to be involved.


Student TV News:The Scene Today

For many Radio-TV-Film students at theUniversity of WisconsinOshkosh, theday begins in the dark. It begins in a tele-vision control room with the productionof a unique program called "The SceneToday"a daily campus TV newscastproduced by and for university students,distributed via the campus-wide closed-circuit TV system.

If, as observers speculate, the era ofviolent protests and campus unrest is

waning, the need for improved channelsof communication among the membersof the educational community is not.Particularly for students, who are subjectto so many regulations, manipulations,distractions, rumors and contusion, theexistence of an adequate and constantsource of news and a forum for self-expression is vital. In many ways, "TheScene Today" helps to meet that needon one university campus.

The program was born in January 1969,during a period of tension and contro-versy. Black students had staged a de-structive demonstration in the universi-ty's administrative offices, and mostwere later suspended. Some studentsand faculty disagreed with the adminis-tration's actions, resulting in continuedprotests and at least one faculty firing.Rumors and speculation abounded; nei-ther the weekly university newspaper.nor the daily city paper were able to pro-vide accurate, current information oncampus developments. Amid demon-strations, protests and a remarkable flowof misinformation, a serious com-munication gap was growing.

idea began to take form in themin-.is of the Radio-TV-Film faculty: Whynot use the newly installed TV produc-tion and closed-circuit distribution sys-tem to present factual. reports of dailydev,.flopments and provide a forum fora representative range of opinion? Andso, at the beginning of the spring semes-ter, "The Scene Today" went on the air.The first newscast featured stories con-cerning a protest meeting, a sit-in which

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fizzled, sports and an editorial.In the years that followed, the program

has become something of a campus in-stitution. It is produced each morning inone of the two TV studios in the univer-sity's Arts and Communication Centerand distributed to all campus locationsserved by the closed-circuit system. theproduction takes place during the firstclass break and is fed out "live," as wellas being simultaneously videotaped. Thevideotape is then played back duringeach class break throughout the day.

Although there is no budget for theprogram, it is staged in a professionallydesigned set, with a news desk con-structed to accommodate two an-nouncers, and with some graphic ma-terials provided by the TelevisionCenter's graphic artist. Some motion-pic-ture footage can sometimes be providedfrom the TV Center's limited budget.

The program is completely producedand directed by students. Each semestera "Scene Today" executive producer isappointed: an advanced student who isin charge of coordinating the entireseries, assigning directors, etc. Other stu-dents produce programs for each day ofthe weeka Monday producer, etc.

The program has been developed es-sentially as a student service, represent-,rig a student point of view. Thus, therehas been a minimum of faculty controland a maximum of faculty support withinthe Radio-TV-Film Department. The stu-dent; themselves have often invited fac-ulty, administrators and other guests toappear on the program so that a broadrange of opinion is represented. Howev-er, a poll revealed that the program isperceived by its student audience asbeing relatively free of "establishment"control, thus increasing its credibility.

Other policies have evolved as theprogram has grown and improved. Thereare, and have been, no taboos as to con-tent, but a professional attitude is de-manded. Producers are expected toknow and observe all policies regarding

fairness, right of reply, etc., affectingbroadcast news operations.

The program has implications whichmay eventually extend beyond thecampus. During the fall of 1972, an elec-tion year, "The Scene Today" featuredinterviews with all three candidates forCongress from the university's district, aswell as with other candidates for StateAssemblyman and City Council. Guestspeakers such as William Conrad, star ofthe TV series "Cannon," and TV criticEdith Efron have appeared on the pro-gram during the past year. Many of theseprograms would be of interest to viewersoutside the university.

Oshkosh, the home of the university,is a city without a television station ofits own. However, a cable TV franchisehas been granted, and the franchiseholder plans to provide locally originat-ed programming to the community.Cable TV officials have expressed a

strong desire to work closely with theUW -O TV Center and have promisedone channel on the city-wide system ex-clusively for use by the university. Thus,"The Scene today" university news maysoon evolve into a new program of city-wide significance.

"The Scene Today" has grown out ofa special set of circumstances in an insti-tution and community with special prob-lems and special needs. But the conceptis one which might find application inmany kinds of institutions and manyother communities. Current and immi-nent developments in the field of tele-communications promise to provide ac-cess to the TV screen to virtually anyonewho seriously desires it and is willing toplan for it. For the intellectual communi-ty, the humanists, and all advocates offree expression, the message is clear: aknowledge of television and the abilityto use it effectively will be as importantto us in the future as our use of tele-phones and typewriters is today. It is notonly our students who need this knowl-edge and experience; it is all of us.

Furtheris availableof an increasingly

sm....mm=4ninformation about this project which will suggest ways in which it may have applicability to other campuses

from Harold N. Liechti, University of Wisconsin at Oshkosh, Oshkosh, Wisconsin 54901. There is a possibilityintensive interchange of video information, in this area of the country.


:1;'

"The basic purpose of a School of Pacific Furires wouldbe to serve as an innovating enclave dedicated oo the ad-vancement of knowledge and skills in the field of futuresadministration. It would be small in scale, high in quality,and catalytic in its mode of operation. It would seek tomake a local, national and international contribution topeaceful future human development on the bas of itscapacity to generate creative ideas linking images of thefuture with present action programs. It would also seekto achieve excellence in analyzing the futures implicationsof present programs and plans. Its motto might well beGandhi's hope of influencing the future, 'What a few willdo, others will copy.'

"A set of basic principles should guide the processesof bringing the school into being and its modes of sub-sequent operation. These are that it should value:

creativitypeace

alternative futuresanticipatory research

application of futures knowledge to present problemsolving

multi-disciplinary and multi-professional interactionunderstanding complex interdependencies in at least one

total societycross-societal comparison

andmulti-national and multi-racial cooperation."

University of Hawaii Study, 1973

"I hadn't connected mini-docs (short documentary films)and problem/possibilities until after reading FC. Original-ly, I had been limiting mini-docs to a single concept format.When one looks at problem/possibilities rather than prob-lem/solution, automatically a number of alternatives arebrought into play which shoots down a single concept for-mat

"I believe that problem/possibilities vs. problem/solu-tion represents a major gestalt shift transcending ourpresent narrow approach to problem solving which as-sumes a solution. Developing problem/possibilities as aconceptual tool in all media is very worthwhile, perhapsimperative.

"To a film-maker it's a very challenging notion. Espe-cially, if the 3- to 5-minute time length of the mini-docis used. Scripting such a beast would have to be very tightand very loose. The knack would be to define the problemspecifically enough to limit the possibilities to a manage-able set without curtailing imagination."

Harry Paget, 2953 N. W. Savier St., Portland, Oregon

8

i4ethers Community School

Box 41, Woodville

Va. 22749

FLOWER (Haiku)

The bloom of a floweris a secret fine placewhere I'd love to live.

Erica

Moon (Haiku)Set in silveryglory, he guards the night andlights the road to life.

Sandy

"University of Maryland junior TimScalzone studies best to the deafen-ing roar of acid rock music, and atMaryland's new undergraduate li-brary they've done their best to ac-commodate him He's been spendingup to ten hours a day at the library,most of them in the new building'squadraphonic room where fourspeakers blare forth an assortmentranging from Jefferson Airplane tothe sound of a roller coaster in mo-tion "

Washington Post

FUTURES CONDITIONALAUGUST 1973

V

41-44144!

I dreamed last nightthat a piece of the suncame to my houseWhen I woke upthe whole ground was coveredwith bright, yellow, sparklingdaffodils! Marianne

IMI41111,411111,III

"Please do something on 'What shallwe educate for?' Also, if education re-flects society's values far more closelythan it molds them, what are thechances of educating for change?Should we perhaps concentrate onteaching (trying to get schools to teach)basics in as value-free a way as possibleand then get the hell out of the road?"

"FC is getting better, I think. The 'par-ticipation' materials in the last issuewere nicely done. The clearest state-ment to date of what this might become.. and a good start of getting it there."


FROM THE EDITORSREADERSUBITILD MATERIALS

The Feedback page of our June 1973 issueoutlined our general focus for the subsequentissues and invited reader feedback.

Unfortunately some of the materials so farreceived arrived too late for this educationissue. In order to avoid this in future wesuggest the following gaiuelines: October/Communications, August 5; November/Consumers,September 1; December/Family, October 1.

Brief communications for this Notes page canarrive up until the 12th of each month.

"Alfred North Whitehead, in a pre-World War I statementon education, noted that the processes of education wereincreasing the number and sizes of graduate schools andwere at the same time selecting students of highest intellec-tual promise to enter into those postgraduate schools andthereafter into careers of expertness in specialized fields.

"He then said this process would develop increasingnumbers of exceptionally capable mer. as brightly shiningstars in very special and remote pars of Heavenbutunworldly stars, precisely because as stars, they would be`out of this world.'

"Whitehead went on to say that, whereas every actionhas its reaction, such selecting of the intellectually strongmen for specialization must of necessity leave a weakerintellectual residue upon which would fall the task of coor-dinating the everyday affairs of man. The swiftly multiply-ing inventory of special capability potentials produced bythe specialists would be harvestable only to the lesser limitof discernment and comprehension of the residual lower-mentality integrators of mundane affairs, regardless of howcharming, loving, courageous, energetic or cunning the lat-ter may be.

"Whitehead then foresaw an ultimate crisis in our socie-ty, wherein the people who were responsible for puttingthings together (though themselves subjected to improvededucational techniques), would have fallen so relativelyfar behind the more swiftly regenerative reaches of thespecialists in exquisite knowledge extension as to be prac-tically incapable of comprehending the integrable signifi-cance of the commonwealth potentials opened up by thedifferentiators. Our society would come to a technical andeconomic stalemate in the face of magnificent potential.

"Quite possibly we have reached that era which mightproperly be identified as 'Whitehead's dilemma. "'

Buckminster Fuller

9

29

FROM THE EDITORS: BACKGROUNDThe July 1973 issue of FUTURES CONDITION-AL covered organized Horizons activities at thestate level. This month we concentrote on onemodel for a young people's Bicentennial activi-ty. This is not the model currently being devel-oped by Brian Buen and his colleagues (FU-TURES CONDITIONAL, May 1973, p. 5) butshares with it an original stimulus from the Ap-palachian high school magazine, Foxfire. Twocollections of the best magazine photos andstories on Appalachian folk and folkways hovebeen published in book form as Foxfire 1 andFoxfire 2. In a recent review (July 2, 1973)Time described Foxfire as "an audacious ad-venture in oral history."

WICKENBURG, ARIZONA, IS NOTRABUN GAP, GEORGIA

The editors of FUTURES CONDITIONAL havemaintained an interest in Appalachian cultureand communities since Robert Theobald spokeat the 1964 meeting of the Council of theSouthern Mountains. In discussing the abilityof local cultures to move straight into the cy-bernated era without passing through the in-dustrial age, he said: We must develop a newsocial ethic which cannot be imposed fromabove but must be generated from within theindividual, . . . the family, . . . the community,

. . the region.'The obvious base for a new social ethic in

Appalachia is the traditional way of life in the"hollows." But this minority subculture is

threatened. Eliot Wigginton, founder (1968)and faculty advisor, writes in his prefcce toFoxfire 2 (Doubleday E4richar 1973), the sec-ond collection of stories from the magazine,"Over half (of my students) move away perma-nently . . Parents have no family left to sellthe farms to sa . . . 'second home' extrava-ganzas take their place." His solution? "I'mnot suggesting that everyone should suddenlyget together and have a pea th o:hing. Butsurely we are inventive enough to be able tofind ways to work/play/create together as com-munities." Agreed, but aren't there mare directmethods of relating the value of tradition stillbeing maintained by the old-timers to the othertwo groups involved, the younger people andthe affluent part-time residents?

The desert foothill small town of Wickenburgshares some of the problems of Rabun Gap,Georgia; it also fps more complex problemsand mare opportunity of solving them. Thetown was founded in the ''Apacheria" areawith the opening of the Vulture Gold Mine in1863. As the rich veins began to give out in

10

the whole foothill area in the 1870s, most ofthe miners left and the Spanish-Americans whomaintained small food-growing farms, mostlyfor subsistence, switched emphasis to horsesand some cattle. Later they were joined byanglo ranchers and much of the land changedhands and became spreads of considerablesize. In the '20s and '30s, spreods were reor-ganized far dude ranching; recently, somesub-developing started along with attempts atlight industry.

Our active subcultures are therefore: 1 Orig-inal Spanish-American, 2 Reviving mining, 3Anglo ranching and town-dwelling trade, 4Guest ranching, 5 Retired or semi-retired part-time residents, affluent, 6 Retired full-time resi-dents, non-affluent, 7 A working group in lightindustry, trade and services, 8 Possibly anemerging recreation-oriented group. The kcalWickenburg Sun weekly of July 7, 1973,dealt squarely with the community-destruction-through-development problem of allowing onesubculture to obliterate the others by default:"Wait another year ar two and we'll all becrying 'What happened?' Decide how youwould like to see Wickenburg grow and voiceyour ideas and caocerns."

It was against this background that FUTURESCONDITIONAL began discussing with MissBette Vote, Wickenburg High School Englishand journalism teacher, the possibility of hav-ing the students discuss Foxfire i n our book-review format "Memos On . . ." The groupbegan looking at Foxfire and related materialson other Foxfire-stimulated minority- culturehigh school magazines: Menominee, OuterBanks, Kif-Kas-Gut, Ozarks, Tsa'aszi', Skip-jack, Dovetail. The discussion took place anMay 23, 1973. Present were Miss Vote andthe nucleus of next year's journalism class:Cindy Baum, Sharon Moss, Dale Sams, JayBagwell and John Spofford. It was decided thatthe group would not review Foxfire but woulddiscuss starting their own community magazinewhich would not be based on a single subcul-ture, or restricted to traditional materials butwould be a magazine about the Wickenburgcommunity in process.

In the next four columns are printed notesfrom Miss Vote and excerpts from the discus-sions. It is our hope that this description ofa high school publication at birth will be usefulto other students who want to start a maga-zine; for our adult readers we offer this evi-dence of alert, intelligent, pragmatic, honest,confused and concerned youth.

Jeanne Mary Scott

A STUDENT.Like many teachers;: I've often dreamed of.the ideal class: projectan assignMent..that will, ncit,onlY ttira on my 'students' in.:terest butalso teach them some, basic ace-demicskills: If publishing o community nici-gazine is the solution, it is certainly not,a problern-ree one. With no text, no ma-

tgazine:producing, experience, and: littlejournalism eXpertise, we plan to aCcom-plish our: magazine whether we're capable .of it or not The challenge is stimulating,the novelty exciting, the.potential.Matenalabundant, and the project:itself worthy ofthe time, work and, organization it will :

surely require from the 16-member jour-nalism class.

CONTEN-T-In Wickenburg we, live_ in an area ready7'mode for-0 publiCation aimeckat,tellinithe,story of a contemporary Western.carrini.ti.nity: a colleCticin Of Western-orientedma-terial . . . stories,fram the past . . . inter-esting things .aberit our -cultures and theculture of early Arizona. The content of.the magazine; will locus on Wicken'ocircrand the closely associated neighboring 'aretis--;-.-Mortistown, Aguilo, Cangrett,Yarnell, Each issue will record Wickanburg's.palt, publicize its preient and promote its -future:. We wilt -help old-tiMetswrite their. reminiscences, 'detail: the:M.4es.and eeperientes of typical and unusualWesternert(Cowboys,marioger of a tennisranch, etc;} and,.in general, provide a re-flettiOr oUr Way'of life. AnYone living:in Wickenburg . will be able to see some-.thing'of hii.friends, his interests;:activities or environment in each :article.Readers not farniliar, with the communitywill gain insightinto the modern West anda woy:at life actively .heing transformeclir

"It's OliOut . involving ctirselvei.with, people, getting storiel:frOot thepast and . getting, intent:Sting. things,about .our culture and -ilia collar; ofearly Arizona and presenting if to thepeople as'eatertainment and poidibIjias ideas for the future." "I thought:this. wai 4414)o:rid to be mare cit:0:Weetern magazine." Not Wistiti*

whin sayWeli;' peoPle think of Neve Mail'California.". "No, Ariiona--,4elf-:

from Ohio." "When ithinkd.


29

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FUTURES CONDITIONAL is designed as an underload pub-lication. We are therefore offering additional material tothose who want to extend their reading. (If you know ofmaterial which you believe should be listed here, pleaseinform us about availability, cost, etc., and send us a samplecopy.)

This two-page spread is by far the most extensive wehave published. We should appreciate hearing from readersas to whether this type of information is sufficiently valuableto them to warrant the use of two pages of the trendletterfrom time to time.

EDUCATION

1. Public Noneconomic Benefits of Higher Education. Mi-chael Marien. A consideration of the impacts of highereducation on the student and on the society in suchareas as citizenship, parenthood, volunteer services,equity, etc. $1.00.

2. Schooling Up for a Future with Futurists.Dennis Living-ston. An examination of the ways in which the futurecan be taught and a summary of some of the resourcesavailable in the field. 500.

3. Business and Education: The Merger America NeedsMost. James Patrick. The ways in which the strengthsof business could be used to make the practice of edu-cation more relevant to the world in which we live. 500.

4. P/p Focuser on Education.5. P/p Focuser on the Young Child.

These two documents summarize the present problemsand possibilities in the two areas. 250 each.

6. The Community and Laboratory: A Model for Rele-vance. Tom Abeles and Kay Sizer. Education is underincreasing attack because it fails to interest studentsand to be relevant to their real lives. Two reports ofa course which is breaking out of these patterns. 750.

7. The Servant as Leader. Robert K. Greenleaf. Suggestsa different way of looking at the role of all leaders inthe society, including teachers. 750.

8. Dialogue on Education. Richard Keane, Ed. A seriesof essays written several years ago but not yet outdatedby events. $1.25.

9. Why Discuss, How to Dialogue. Communication toBuild the Future EnvirOnment. Two papers which sug-gest the role that discussion and dialogue can play inthe process of discovering oneself and reality. 750.

10. Opportunities for YouthCulture Design for an Un-known Culture. W. R. Clement. An examination of theways that the Canadian Government has encouragedcultural experimentation in a search for the new realitiesof the communications era. 750.

ADDITIONAL11. Learning Systems for the Future. Ron Barnes. Some

specific, pragmatic ideas about the types of schoolingwhich will facilitate change in perceptions. Ideas devel-oped in the context of the Minnesota Experimental Citybut with far wider relevance. 350.

12. Three Scenarios. Michael Marien. An examination ofthree directions in which society can move in comingyearswith particular reference to education. 500.

13. Confusion to Creativity. Arthur Stinson. An overview ofthe issues involved in value-shifts between the industrialera and the communications era within the context ofcontinuing education. 750.

14. Toward the Learning Society: 1996 AD. A special issueof College and University Business with comments onthe future of education by Buckminster Fuller, RobertHutchins, Frank Kelly, Alvin Toffler, Gwyn Jones-Davis,Harold Taylor, Robert Theobald. Compiled by Stanford/Ericksen. $1.50.

15. "Development" Values: The University and the "Devel-opment" Process and Beyond. Herbert D. Long. A re-examination of the nature of the educational enterprisetin the light of the split between the rich and the poorcountries of the world.

Education. A report of "Europe 2000" suggests variousscenarios for the educational process in Europe. Re-quest copies from European Cultural Foundation, 5 Janvan Goyenkade, Amsterdam, Holland. Not availablethrough FUTURES CONDITIONAL.

NEW WAYS OF LOOKING AT THE FUTURE

The papers and reports in this section are difficult andrequire considerable thought and effort to understandthem. Taken together they provide a range of views aboutthe ways in which the communications era will/ should af-fect our patterns of perception.

16. The Whys Behind the Hows. Ian Mitroff and MurrayTuroff. An examination of the philosophical patternswhich lie behind the various patterns of forecastingused by futurists. With special reference to techno-logical forecasting. (See also article by Barry Hake inJune FUTURES CONDITIONAL.) 500,

17. Views of the Future. Murray Turoff. An examination ofthe possibility of two radically different futuresonewhich would be "open" and one which would be"closed." 500.

18. Structures of Man-Environment Relations. Aristide H.Esser. An examination of the degree to which man'sevolutionary process has resulted in severe conflictsbetween various parts of his brain and the ways inwhich such conflicts might be resolved. 500.


READING?19. The Dynamic Programming of Human Systems. John

Wilkinson, Richard Bellman and Roger Garaudy. Aseries of highly complex papers which are designedto move toward a "Copernican Revolution" in the senseof a radical reconstruction of human knowledge andof speculation about the human future. $1.50.

20. Hierarchical Reconstruction. John Platt. Argues thatreal changes in systems occur through discontinuitieswhich are neither fully predictable nor fully understand-able with our present patterns of thinking. 50$.

21. The Second Copernican Revolution. Robert Theobald.An examination of the ways in which our new under-standings of the structuring of the physical world havenot been translated into our social sciences and theneed for a commitment to study the new ways of think-ing now developing. An extension of the argument ofthe editorial in this issue. 500.

22. The Yogi and the Maoist. Herbert D. Long. Relation-ships and differences between the patterns of thinkingand action of the Yogi and the Maoist. A challengingpiece suggesting that the patterns are not as far apartas is normally assumed. 50$.

23. The Paradox of Technocracy: Mechanism, Wholenessand Freedom Reconsidered. Herbert D. Long. A philo-sophical/systemic understanding of the changes whichare occurring as we move from the industrial era tothe communications era. 50$.

24. Teg's 1994. Robert Theobald and J. M. Scott. An exam-ination of the changes which have developed by 1994because of man's changing thinking. $2.50.

25. Reduced price for all items 16-24. $6.50.

RESOURCES FOR STUDYING THE FUTURE

26. P/ p focuser on the future. A basic summary of thevarying attitudes toward the expected shape of the fu-ture. 25$.

27. Three bibliographies. These examine various aspectsof the future and provide basic reading lists in the fol-lowing areas: Books for 3-6-year-olds-Rosanne Dlu-gosz. An inventory of science-fiction stories relevantto public policy issues-Dennis Livingston. An overalllisting of books about the communications era takenfrom March and May FUTURES CONDITIONAL. 50$.

28. Hot List Delphi. Michael Marien, Ed. An exploratorysurvey of essential reading in the futurist area, ratedby "experts." $1.50.

29. FUTURES CONDITIONAL. Vol 1, No. 1.30. FUTURES CONDITIONAL. Vol 1, No. 2.31. FUTURES CONDITIONAL. Vol 1, No. 3.32. FUTURES CONDITIONAL. Vol 1, No. 4.33. FUTURES CONDITIONAL. Vol 1. No. 5.34. FUTURES CONDITIONAL. Vol 1, No. 6.35. FUTURES CONDITIONAL. Vol 1, No. 7.

Each Issue $2.00.

A Continuation of the Typological Survey of FuturesResearch, U.S. john McHale and Richard P. Wakefield.Our second survey of futures research in the United

States, though mainly confined to 'formal' work in thefield, does show that a considerable number of changeshave occurred." For copies write to Center for Integra-tive Studies, State University of New York at Bingham-ton, Binghamton, New York 13901. Not available fromFUTURES CONDITIONAL.

Footnotes to the Future is a newsletter which aims tocapsule each month information on important technical,scientific aid cultural developments, workshops andseminars, books, periodicals and other literature, whichhas significance for those persons concerned withstudying and managing the future. Subscriptions areavailable for $15 a year from: Futuremics, Inc., 2850Connecticut Avenue, N.W., Washington, D.C. 20008.Not available from FUTURES CONDITIONAL.

Please send the following documents: (If you want more than one copy of any document, list the numberrequired following the document number.)

9 10 11 12 13 14 15 16 17 18"26 27 28 29 30 31 32 33 34 35

If the order totals less than $1.00, add 50$ for handling charge. If order totals over $5.00, deduct a10% discount. If order totals over $10.00, deduct a 20% discount. We prefer not to invoice and cannotdo so unless order totals over $5.00. Otherwise check must accompany order blank.

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Return Form and Check to FUTURES CONDITIONAL, Box 1679, Wickenburg, Arizona 85358.


FIRST CLASS MAIL

FUTURES CONDITIONAL, Box 1679, Wickenburg,Az.85358, U.S.A.

FEED-BACK PAGENext year's August issue of FUTURES CONDITIONAL will again be focused on education.We intend to publish in the 1974 issue students' hopes for new educational approaches.In keeping with the cooperative, synergetic style of the trendletter we want to receive presen-tations of groups or classes with more than ten people: no individual entries will be accepted.Entries must reach us not later than May 15, 1974.

If we receive quality entries, we shall publish one- or two-page spreads in five categories:a) Elementarygrades 1-6b) Junior highgrades 7-9c) High school grades 10-12d) Undergraduatese) Graduate school or adult education classes

In order to aid the preparation of entries and to discover the ways in which FUTURESCONDITIONAL can be helpful in the educational process, the trendletter can be orderedin bulk (over ten copies) for educational classes at a special rate of 50(C per person perissue. This price is, however, only available to those who plan to send entries or will offerresponse to the trendletter so that it can be improved.

As FUTURES CONDITIONAL is not running a competition of the regular kind, there willbe no prizes of the usual type but each class or group whose work is published in theissue will be entitled to ask one of the editors of FUTURES CONDITIONAL to spend a limitedtime with them so that they can discuss the issues they have developed.

It would be helpful if you would let us know that you are considering entering, althoughthis is not a requirement. We should also be interested in reactions to this proposal.

I would like to subscribe. Please enter my subscription.

1 year at $24 2 years at $36.00

Bill me Bill my company Check enclosed

(If you send a check with your order you'll receive a copy of Robert Theobald's book, FuturesConditional, from which the trendletter was.named.)

Name

Address

City State Zip

Return to FUTURES CONDITIONAL, Box 1531, Wickenburg, Arizona 85358.

16 FUTURES CONDITIONALJULY 1973

pub date aug 73 16p. available from · theobald, robert, ed. futures conditional, a participation...

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