The science of Foresight differs from the commonplace notion of what a science is because it is a metadiscipline – a logical type of science higher than the logical type of disciplinary sciences. It is practical, uses transdisciplinary processes that combine scientific disciplines and often examines counterfactuals in a scientific manner. This study aims to demonstrate that Foresight is a science, by presenting a number of best practices and potential innovations in higher education that could facilitate obtaining skills for Foresight science.,The methods of scientific education that have served us well in the past are inadequate for metadisciplinary sciences such as Foresight. The paper discusses what metadisciplinarity is, using a variety of examples, and distinguishes it from disciplines and ways of crossing disciplinary boundaries. Understanding the essential characteristics of Foresight as a metadisciplinary science leads to identifying current best practices and possible educational innovations in undergraduate education that will facilitate obtaining Foresight skills. Throughout the paper, examples are drawn from the education and professional experience of the author in the USA and Europe.,This paper demonstrates that Foresight is a science and presents a number of best practices and potential innovations in higher education that could facilitate obtaining skills for Foresight science. It identifies barriers to those innovations and approaches to overcome them.,This viewpoint paper clarifies the meaning of the terms interdisciplinarity, transdisciplinarity and metadisciplinarity to identify the essential characteristics of Foresight as a science. Then, it identifies and advocates needed changes in North American higher education to provide earlier and more efficient opportunities for Foresight researchers and users to obtain the skills they need.

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在远见的元学科中教育研究人员

有远见的科学不同于普通的科学概念，因为它是一种元学科-一种比学科逻辑更高级的逻辑科学。它是实用的，使用结合科学学科的跨学科过程，并且经常以科学方式检查反事实。这项研究旨在通过提供高等教育中的一些最佳实践和潜在创新来证明前瞻性是一门科学，这些最佳实践和潜在创新可以促进获得前瞻性科学的技能。过去，对我们有益的科学教育方法还不足以诸如远见之类的超学科科学。本文使用各种示例讨论了元学科性，并将其与跨学科界限的学科和方法区分开来。了解前瞻性作为一门跨学科科学的基本特征，可以确定当前的最佳实践以及在本科教育中可能的教育创新，这将有助于获得前瞻性技能。在整篇论文中，示例均摘自作者在美国和欧洲的教育和专业经验。本文证明，远见是一门科学，并提出了许多最佳实践和潜在的高等教育创新，可促进获得技能。预见性科学。它阐明了阻碍这些创新的障碍和克服这些障碍的方法。这篇观点论文阐明了跨学科，跨学科和超学科术语的含义，从而确定了远见作为一门科学的基本特征。然后，