Dr. thomas mengel,
APF: FUTURES AND FICTIONS

Thomas is a professional futurist, a writer, and a scholar of leadership studies. He has been facilitating learning around leadership and project management for over 30 years. His degrees are in theology, adult education and psychology, history, and computer science (minor in business administration). Before joining academia, Thomas held project management and leadership positions in Europe and North America. As an active member of the International Leadership Association (ILA), the World Future Society (WFS), the World Futures Studies Federation (WFSF), and the Association of Professional Futurists (APF), he tries to imagine and conceptualize connections between learning about possible futures and preparation for leadership processes and positions.

MS: What is a futurist?

TM: I will try for a concise answer to your big question. A futurist is a person who combines interdisciplinary scholarship with imagination to consider possible futures. We are not soothsayers and don't pretend to predict the future. Rather, we consider multiple possibilities so that we can help policy makers and the public at large to make the informed choices that help lead to a preferred future.

MS: It sounds pretty encyclopedic! What directions are most prominent in your particular work?

TM: I focus on two main directions.

First, in my teaching and research, I am most interested in connections between future studies and leadership. For the past fifty years, especially, we have experienced change at an exponential rate. And it seems likely that this will only accelerate. While learners today need to study the past and understand as much as possible about the present, they also need to seriously study possibilities for the future. Just as we can't drive a car effectively when we concentrate on the road in the rear-view mirror, so we can't advance into the future with confidence when we primarily focus on the past or even the present.

Second, in my creative writing, my skills as a futurist help me imagine multiple scenarios and then support each of them with a solid understanding of science. My creative non-fiction, fiction and poetry are grounded in research. As a result, the situations I invent are truly possible, not simply daydreaming!

MS: Your degrees are in theology, history, computer science and business, and you are now strongly committed to future studies. Are these unique, separate studies or are they connected?

TM: Both, actually. Each discipline offers its own perspective on the world and its own methodology for building such a perspective. I gained a thorough understanding of mythology, literary history, and systematic thinking through my study of theology and philosophy; a solid training in the interpretation of various historical sources through history; the pedagogical passion, philosophies, and pragmatics from my studies in adult education; a foundational knowledge of computer programming and algorithms from computer science and some mastery of several managerial and entrepreneurial tools from business. All are important. Just as scientists can gain from greater understanding of the arts and humanities, so artists can gain from greater understanding of the methodologies and results of science.

All my studies, though, feed my current work in future studies. Based on theology and philosophy, I seek to understand different concepts of meaning and sense-making. History helps me provide context and see patterns. Computer science helps me to appreciate and critically assess progress (and setbacks) in some major areas of technological developments. Business and education provide me with alternative frameworks for applying all this in the worlds of entrepreneurship and higher education. The result has been a richer intellectual journey than work in a single discipline could ever provide.

And, it is all driven by curiosity. I am always seeking new answers and posing new questions!

MS: Can you provide me with an example of the interdisciplinary connections you make in your work?

TM: This could be a whole conversation in and of itself! Here are two recent examples. In my latest research, I have connected three things: futures-oriented models of leadership, a scenario-based approach to discussing various futures, and content analysis of some serious science fiction. Together these areas help me begin to imagine how different human futures might unfold. Likewise, when I am teaching, I challenge myself and other learners by critically looking at the assumptions we make and how they affect our actions. Ultimately, these will forge our future. We then try to imagine and assess different “what-if-scenarios” and innovative approaches to solving problems. This often leads to unexpected outcomes and to very different scenarios for our personal or professional futures.

MS: Please tell me a bit about your work at Renaissance College.

TM: Renaissance College focuses on various learning outcomes (multi-literacy, knowing-self-and-others, personal-well-being, social-interaction, problem-solving, and effective citizenship) and on hands-on and social learning. This is combined with interdisciplinary academic learning: our learners also gain some deep knowledge in their academic minor. Further, we promote experiential learning through internships and other community organization projects. So, in our various programs we help students develop strong academic skills, critical thinking and practical leadership.

MS: You talk more about learning than teaching. Can you elaborate?

TM: I view my students and myself as learners. We are at different points in our journeys, but we are all seeking greater awareness and understanding when exploring new territories of knowledge and practice. Being able to gain at least a general understanding of many types of information is invaluable. I often scan a book, extracting just the gems that I most need, rather than laboring over every detail. I believe all learners need this capacity to extract the most salient information quickly. I especially value the breadth and energy inherent in the learning process we offer at Renaissance College.

MS: Do you have any final advice for younger learners?

TM: While there may be finality in life, learning should never stop. There always is something exciting to explore and to add to our growing mosaic of knowledge and understanding. So, I suggest we embrace the UNB motto: "Dare to be wise." By daring to question our assumptions, we can continually grow.