Difference between revisions of "Civic Intelligence and Community Building"
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| − | The template for the basic "perspective" chapter follows this paragraph. The original template (possibly revised) is in [[Introduction_to_Section_II]]. (After the chapter is further along — and the template structure is more-or-less finalized, we can remove this extra verbiage.) | + | The template for the basic "perspective" chapter follows this paragraph. The original template (possibly revised) is in [[Introduction_to_Section_II]]. (After the chapter is further along — and the template structure is more-or-less finalized, we can remove this extra verbiage.) |
The basic Plan has four parts: | The basic Plan has four parts: | ||
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(4) Finally, a section that includes text book like end-of-chapter exercises, questions for the student, suggested activities, etc. | (4) Finally, a section that includes text book like end-of-chapter exercises, questions for the student, suggested activities, etc. | ||
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| + | We probably need to talk about the various relevant interpretations of community building. This should include traditional community development (and "development" generally). It should also include online communities, research & action networks, and new varieties of communities that we can conceptualize that are based to a large degree on civic intelligence. | ||
Revision as of 14:25, 17 May 2011
The template for the basic "perspective" chapter follows this paragraph. The original template (possibly revised) is in Introduction_to_Section_II. (After the chapter is further along — and the template structure is more-or-less finalized, we can remove this extra verbiage.)
The basic Plan has four parts:
(1) A Introduction to the perspective
(2) One or more case studies that show different facets of this perspective. Our decision was, as much as it's possible, not to artificially separate thinking and doing. At the same time we do want to present a variety of approaches, some of which will be better suited for think-work and some will be better suited for action (that plays out in the "real" (or material?) world.
(3) Conclusions
(4) Finally, a section that includes text book like end-of-chapter exercises, questions for the student, suggested activities, etc.
We probably need to talk about the various relevant interpretations of community building. This should include traditional community development (and "development" generally). It should also include online communities, research & action networks, and new varieties of communities that we can conceptualize that are based to a large degree on civic intelligence.
