'Never before in history have there been states where people have been able to live so freely, and to have such a good, or better, life... I know that our world is not without its negative side: crime, cruelty, drugs. We make lots of mistakes and even if many of us learn from our mistakes, some remain a prisoner to them. That is how the world is; it sets us tasks. We can live happy and content. But that should be said loud and clear! ... Everyday instead I hear grumbling and complaining about the terrible world we have to live in. In my view, the spreading of such lies is the greatest crime of our age, because it threatens to rob young people of their hope and optimism. In some ways it leads to suicide, drug taking and terrorism.'
Popper, K. (2002) The Lesson of this Century, London: Routledge.
Fifty years earlier Popper had referred to 'optimism as a moral duty'.
To what extent do our personal geographies as teachers, or that presented in textbooks and other resources, convey a positive outlook to young people?
Using timelines for probable and preferable futures
If one of the main purposes of education is to prepare young people for the future then where in geographical education are they given the opportunity to explore that future?
'Drawing future timelines immediately raises a major question for students. They will want to know: is this the future we think is likely to happen, or is it the one we want to happen? This question highlights one of the most crucial distinctions in thinking about the future. On the one hand we have probable futures - that is, all those which seem most likely to come about because of current trends. Probable futures focus on what people most expect to happen in a given location or in relation to an issue. By contrast, preferable futures are all those that we would most like to come about. Preferable futures reflect our deepest values, wishes and priorities. Probable and preferable timelines can be drawn separately or together, as shown in Figure 4.3.'
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