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Extra info for Educating Beyond Violent Futures (Futures and Education Series)

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Even though, according to UN estimates, some 40 to 50 per cent of scientific research and development since 1945 have been directed to military-related objectives, this reality is ‘hidden’ in high-school physical science and economics textbooks. The problématique of social responsibility in science and technology and the opportunity costs of military-related R&D for civilian development and environmental security are ignored or almost entirely neglected. In physics and chemistry school textbooks, it is rare indeed, for instance, for discussion of nuclear physics to include any mention of the connections between the civilian and military nuclear industries, let alone invite dialogue on the moral dimension of scientific knowledge harnessed for hi-tech weaponry.

1) ALTERNATIVE FUTURES The concept of alternative futures in education implies students and teachers are beings of praxis. Human agency is not marginalised in a relentless ontology. The future is negotiable and provisional, not a predetermined one ‘true world’. 4 Colonisation of the future: a satirical comment Source: Claudius Cresson in Richardson (1979, p. 36) knowledge traditions in helping to create and communicate new images of sane, humane and ecologically sustainable futures (Robertson 1983).

Here the commercialisation of violence extended beyond the television set and the cinema. Combined with the television release of the Teenage Mutant Ninja Turtles series was a range of companion product lines that included not only plastic toys but other items such as home computer games, T-shirts, hair shampoos, school lunch boxes and even toothbrushes. Market penetration was further enhanced by product visibility not only in traditional toy outlets but also supermarket chains, local pharmacies and home video hire outlets.

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