2.8
Encouraging Bold Imagination
Submitted by Jeff Prudhomme
This activity asks participants to describe a positive vision for the future in regard to a complex topic—and to collaboratively imagine the pathways to achieve this desired future. Instead of getting hung up by what groups think to be “realistic” limitations, this activity helps a group to imagine boldly.
Learning Goal
Practice positive imagination for the purpose of enacting change or improving a situation.
Instructions
Set Up: Prepare for the Activity
Organize participants into small groups (4-6 ppl).
Begin by introducing the learning goals of this activity.
Step One: Individually Imagine the Future (5 min)
Introduce a topic or concern that is relevant for the group.
Invite participants to individually imagine a future where this problem is solved or addressed. Invite them to imagine and quietly describe in writing (or as a drawing) what their ideal or optimal future looks like. They can project 10, 50, or 200 years into the future.
Step Two: Imagine Deeper (5 min)
After an initial round of silent writing or drawing, invite participants to imagine deeper by introducing these prompts:
What do you notice that indicates to you that the problem is solved?
What do you see, hear, smell, taste, feel that reflects positive change? What might be missing or absent that could also indicate positive change on this topic?
If you were to talk to someone in this future, what might they say or do that would indicate that this problem has been solved?
Step Three: Share Visions of the Future in Small Groups (10 min)
Invite each participant to share a brief description of their ideal future with their small group. In the initial round, you want to keep it relatively brief so that everyone has time to share their vision. Stress that the group does not need to agree about what the ideal future looks like. It is likely that there will be a lot of similarities but do not push for consensus. Highlight how it can be valuable to sketch out different visions for the future.
Possible Prompts for Small Group Discussion:
In a few sentences, what’s a key feature of how the future society is dealing with the topic?
How would you summarize the way they are dealing with the topic?
After everyone has had a chance to present a brief description of their ideal future, open up the discussion to flesh out more of the descriptions.
Step Four: Bridge to the Future (15 min)
Shift the focus from imagining the future to exploring pathways for achieving this future. Keep in mind that there might be different visions of the future so it is fine to have different pathways. Ask the group to record their responses as a timeline.
Small Group Prompt:
Pretend that you are reading future newspapers or headlines. What sort of key events, policies, decisions, technologies, etc. had to happen to achieve this future? Think about it in steps over many years.
Imagine the different changes or developments that led to this ideal outcome.
Step Five: Discover Anchors in the Present (10 min)
Once the group has a general sense of what has to be in place for the ideal vision of the future to function, invite participants to explore what currently exists as a starting point. Ask:
What are the anchor points in the present for creating the bridge to the ideal future? What’s the best of what we have now that we can build upon to get us to the ideal future?
Who or what is advancing today some of the characteristics of our ideal future?
Step Six: Debrief as a Full Group (10 min)
Review the collective vision(s) of the future and discuss:
How do we feel about these future visions?
What do you think are some of the most important areas to focus on in the present—if we were to build toward an ideal future?
How would you compare your attitude about positive change from before our conversation to after?
TIME
55
min
MODULE
Creative Collaboration
This activity is more involved or complicated than a beginner activity. This activity is for groups that have established trust or experience with discussion.
This activity can be easily modified for asynchronous learning. See Sample Asynchronous Certificate Program Design to illustrate sample sequencing.
This activity is suitable for professional or more formal learning environments.
This activity might be considered high energy or more playful than other activities.
Tell us what you think. Rate and review this activity:
Have any helpful suggestions or modifications for this activity?
Share them in the comments below!
0 Comments
YD
December 3, 2022 at 1:58:08 AM
Activity 4.8 provides useful phrases and techniques, as well as helps participants develop their own, to join in during discussions and express their views according to the goals they choose for themselves on what they want to offer to the discussion and how they want to be perceived.
YD
December 3, 2022 at 1:52:48 AM
Activity 4.7 uses a tactile and fun method, like a bag of beans, to have participants experience what it is like to have different amounts of power in a conversation. This activity also highlights how we base our ideas of how power is distributed on stereotypes.
YD
December 3, 2022 at 1:48:29 AM
Activity 4.6 employs useful tools like the Question Chart to help participants learn how to craft "good questions" that move beyond any assumptions they have about the views of others based on stereotypes or third party descriptions, and unearth their true views on the issue.
YD
December 3, 2022 at 1:45:08 AM
Activity 4.5 uses visual aids like the Emotion Wheel to push participants to move beyond just cognitive empathy and shows how to reflect back the emotions and understand their source through dialogue. It also helps participants differentiate between messages of intentional empathy and problem-solving.
YD
December 3, 2022 at 1:39:46 AM
Activity 4.4 uses both individual written reflection and discussion in small and large groups to explore the which aspects of a person's identity we use to determine if they should be included in the conversation on a particular issue. This activity also give participants to practice explaining and negotiating who is chosen.
YD
December 3, 2022 at 1:33:37 AM
Activity 4.3 uses physical movement and both lighthearted and serious topics to help participants see how positions on different topics lie on a continuum and how positions can change as one is exposed to new information or perspectives. Participants also flex their imaginative and creative muscle by arguing for the position opposite to theirs.
YD
December 3, 2022 at 1:28:28 AM
Activity 4.2 breaks down the individual aspects of active listening into separate rounds/steps to help participants consciously and methodically learn and practice this skill.
YD
December 3, 2022 at 1:25:28 AM
Activity 4.1digs deep into the many facets of social identity, by using drawing, as well as both written silent reflection and verbal discussion in small and large groups.
YD
November 29, 2022 at 6:26:51 AM
Activity 3.8 easily helps visualize the many dimensions of a topic by using the fishbone diagram.
YD
November 29, 2022 at 6:24:44 AM
Activity 3.7 provides useful mind tricks to help practice patience and giving people the benefit of the doubt, thus creating the sense of psychological safety required in collaborative efforts.