Focusing on whether or not it is worthwhile to think and to study about the future, presenting methods for effectively thinking about and studying about the future, and suggesting methods for introducting future studies into the curriculum, this paper argues that the ultimate purpose of futurism in education is to help learners cope with real-life crises, opportunities, perils, and especially with the individual's practical ability to anticipate and adapt to change. Following a rationale for future studies, four broad generalizations from the list drawn up by Fitch and Svengalis (1979) to characterize the definitions and methodologies of futurism are presented as providing especially useful pespectives. Next, generalizations relevant to curriculum and instruction at the senior high school level are examined. In a discussion of two methods used by futurists (The Future Wheel and trend analysis), the author describes three recent publications identifying top trends. A summary of four elements that current future studies courses have in common is followed by an approach using separate futurism units in social studies courses. The paper concludes with references; a list of top trends in 1984 identified in "U.S. News & World Report,""Futureletter," and "Megatrends;" a list of separate units on futurism for standard courses in American history, world history, sociology, and psychology courses; and a course outline. (LH)