For futures studies to progress toward a fully-fledged discipline its knowledge creation processes must be clear and comprehensible. They must be capable of being taught, learned, critiqued and modified. This paper provides a rationale for using a version of Wilber’s four-quadrant model as one way of understanding the knowledge creation process in futures studies. It applies this structurally to knowledge creation through four contrasting futures methodologies. The latter are then recontextualized within the four-quadrant framework. It is suggested that a rapprochement between futures studies and an emerging ‘integral agenda’ provides a sound approach to the civilizational challenge facing humankind.