How Dreams and Disruptions Opened My Students to Multiple Futures
- Center for Engaged Foresight
- 2 days ago
- 7 min read
By Jezreel Caunca
Director of the Philippine Center for Foresight Education and Research Institute and Futures Education Specialist at the UNESCO Chair on Anticipatory Governance and Regenerative Cities at Northwestern University.
When I began teaching Futures Thinking at Northwestern University in 2023, I had no idea how profoundly my students would shape my own understanding of the course. I was captivated by Dreams and Disruptions, an award-winning foresight game developed by the Center for Engaged Foresight. The first three classes I handled for this subject comprised students from the Medical Laboratory Science and Criminology programs. Together, we explored various scenarios through this game.
Beyond the fun and entertaining weird futures they created, what truly amazed me were the after-game reflections of my 81 students—insights that challenged my own assumptions and deepened my appreciation for randomness, complexity, and legacy-building in shaping the future.
After the game, I asked my students three compelling questions: how did the game change your understanding of foresight and scenario-building?, how did randomness and complexity influence your view on future planning? and what legacy would you like to leave for the future?
The Game as a Catalyst for Foresight and Scenario-Building
One of the first things that struck me was how the game pushed my students beyond their comfort zones. One student shared, "Upon picking cards one by one, I questioned how this could be possible. But when we had completed the process and identified the leaders and disruptions, it changed our perception and led us to brainstorming." This moment of realization exemplifies the power of structured uncertainty, it forces participants to reevaluate their assumptions and think in nonlinear ways.
Many students echoed this sentiment, acknowledging that Dreams and Disruptions encouraged them to consider alternative futures and the interconnected nature of decisions. As one student put it, "The game helped me better prepare for the unpredictability of real life by improving my capacity to foresee and adjust to different events." Another highlighted that "It made me recognize that changes in one aspect of the system can have ripple effects on other elements."
This experience reinforced that foresight and scenario-building are not about predicting the future with certainty but about embracing its fluidity. Students realized that scenario-building is not just about constructing narratives but about understanding the forces that shape those narratives.
Randomness and Complexity: Reshaping Our Approach thinking about the Future
Perhaps the most eye-opening revelation for my students was the role of randomness and complexity in shaping the future. Many students admitted that they initially found the randomness frustrating. One noted, "The future is unexpected, and we should always be ready for what's coming, despite the randomness of what it may be." Another student remarked, "It was hard to combine all the random things to become a harmonized thing for our future. But with the perspective of others and their ideas, we put it together nicely."
A powerful insight came from a student who observed, "It made me realize that even the impossible can be possible. We shouldn't close doors to what is about to happen, and we need an imaginative mind to solve what is bound to happen." This sentiment resonated deeply with me. Futures Thinking is not just about preparing for expected changes but about remaining adaptable to the unexpected.
Students from Criminology and Medical Laboratory Science backgrounds especially grappled with how complexity affects their respective fields. One student reflected, "The randomness and complexity of the future make predicting outcomes difficult due to layers of interconnectivity and uncertainty." Another noted, "Future planning must be flexible and adaptable in order to take these uncertainties into consideration."
Through the game, students saw that the future is not a static path but a dynamic interplay of disruptions and emerging possibilities. It made them appreciate the value of resilience, adaptability, and strategic thinking.
The Legacy my students want to leave for the Future
One of the most moving aspects of this experience was reading my students’ reflections on legacy. Their answers were diverse and deeply personal, reflecting their aspirations and values.
Some students aspired to leave a legacy of kindness and humanitarianism: "Of course, we all want a much greater future than our present. I think a humanitarian legacy is what I can leave—by doing acts of kindness and service." Another shared, "I want people to remember me as someone who is independent, unbothered, and kind."
Others saw their legacy in innovation and knowledge-sharing: "I want to leave a legacy of understanding, sensitivity, and curiosity. I hope to help create a future where people are empowered to address difficult issues and construct a better and more equitable environment." A student from the Medical Laboratory Science program envisioned their contribution as "advancing medical technology to make healthcare more accessible, effective, and personalized for everyone."
Many students spoke about resilience and empowerment: "I would love to leave behind a new idea, something that can be expanded on and invoke the desire for more experimentation." Another emphasized, "I would like my legacy to be one of empowerment, progress, and compassion, making a better world for future generations."
These reflections reminded me that our work as educators is not just about imparting knowledge but about helping students envision the impact they can have on the world. Their aspirations reinforced my belief in Futures Thinking as a transformative discipline that extends beyond the classroom.
Am I Ready for Their Answers?
Reading my students’ reflections was both inspiring and humbling. Their insights pushed me to think deeper about my own role in shaping the future. Was I prepared for their perspectives? Perhaps not entirely. But what I did realize is that my students were teaching me just as much as I was teaching them.
One student summarized this beautifully: "Playing the game, I realized that the future can be anything we want it to be. Instead of fearing the future, we should be excited about it because it depends on us." Another echoed, "The future is not something that just happens. It is something we shape with our choices."
Their words reaffirmed my belief in the power of Futures Thinking. It is not about eliminating uncertainty but about equipping individuals with the mindset to navigate it. It is about fostering a generation that does not just react to change but actively engages with it, shaping it for the better.
Teaching Futures Thinking through Dreams and Disruptions was a transformative experience, not just for my students but for me as well. Their reflections demonstrated how deeply they engaged with the concepts of foresight, complexity, and legacy. They challenged my own perspectives and reminded me that education is a continuous exchange of ideas.
Through this journey, I have come to appreciate the unpredictability of the future even more. My students have shown me that while we may not be able to predict every disruption, we can cultivate the mindset to respond with resilience, creativity, and purpose.
This marks my second year of teaching Futures Thinking, and I often find myself reflecting on the perspectives of my first 81 students. Their insights, aspirations, and evolving visions of the future remind me why I continue to teach this course. They are not just students; they are the reason I believe in the power of futures thinking. As long as young minds dare to imagine and shape what lies ahead, we will continue to guide them. And perhaps, that is the greatest legacy I hope to leave behind.
What students say exactly
On foresight and scenario-building:
“The game helps me better prepare for the unpredictability of real life by improving my capacity to foresee and adjust to different events.”
“It changed my understanding of how changes in one aspect of the system can have ripple effects on other elements.”
“The future is not just one path but can go in many different directions.”
“It requires a combination of views from the past, present, and future.”
On randomness and complexity:
“Our future is unexpected and we should always be ready for what’s coming for us.”
“Future planning isn't always straightforward; it's more like navigating through a maze where surprises can pop up unexpectedly.”
“The future is fundamentally unpredictable and uncertain.”
“What if ganito talaga?”
On legacy:
“Humanitarian legacy is what I can leave, by doing act of kindness and service.”
“I’d like to leave a legacy of understanding, sensitivity, and curiosity.”
“I want people to remember me for the innovative ideas I'll bring to the field of medicine.”
“My legacy for the future is one of kindness and making a difference.”
On the activity’s usefulness:
“This activity was really helpful in thinking about the future I want.”
“There are a lot of what ifs. But this activity is really helpful.”
“With every dream, there are disruptions that will bring you down… This activity made me think about how to use disruptions as a guide in finding a way to solve problems.”
The students’ reflections show that the Dreams and Disruptions activity helped them understand foresight as a process of imagining multiple futures rather than predicting one fixed outcome. They recognised that the future is shaped by uncertainty, disruption, and interconnected factors, which means imagining futures must remain flexible, adaptive, and open to change.
Many students also reflected that collaboration strengthened scenario-building because different perspectives made the imagined futures richer and more realistic.
In terms of personal legacy, most students expressed a desire to leave behind kindness, service, inspiration, justice, innovation, and positive change.
Overall, the activity helped them think more clearly about their preferred futures while also accepting that disruptions and complexity are part of the path toward them.
Jezreel Caunca is the Director of the Philippine Center for Foresight Education and Research Institute and Futures Education Specialist at the UNESCO Chair on Anticipatory Governance and Regenerative Cities at Northwestern University.
He is a co-author along with Shermon Cruz, the inventor of the Dreams and Disruptions Game, Futures Thinking: A Student Playbook published by the Northwestern University Press.