Difference between revisions of "Civic Intelligence and Grassroots Technology"
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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. | 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. | ||
| − | <strong>Non Proprietary Civic Collaboration</strong> | + | Case Study 1 <strong>Non Proprietary Civic Collaboration</strong> |
Cooperative interaction with knowledge and information is central to civic development. The mechanisms by which they are constructed and delivered guide societies socioeconomic and cultural direction. It is therefore critical that complex democracies seek non-market, non-proprietary means of communication and deliberative problem solving. [[Gene House | House, G.]] (2011) Posted by House | Cooperative interaction with knowledge and information is central to civic development. The mechanisms by which they are constructed and delivered guide societies socioeconomic and cultural direction. It is therefore critical that complex democracies seek non-market, non-proprietary means of communication and deliberative problem solving. [[Gene House | House, G.]] (2011) Posted by House | ||
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====Conclusions==== | ====Conclusions==== | ||
| − | ==== | + | ==== End-of-chapter exercises, questions for the student, suggested activities, etc.==== |
Revision as of 20:10, 19 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.
Are we talking only about grassroots technology here? I think I can think of cases that we'd want to talk about that weren't grassroots... ?
Contents
A Introduction to the perspective
Case Studies
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.
Case Study 1 Non Proprietary Civic Collaboration
Cooperative interaction with knowledge and information is central to civic development. The mechanisms by which they are constructed and delivered guide societies socioeconomic and cultural direction. It is therefore critical that complex democracies seek non-market, non-proprietary means of communication and deliberative problem solving. House, G. (2011) Posted by House
