Difference between revisions of "Civic Intelligence in Social Science"
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(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. | (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. | ||
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| + | |||
| + | Measuring civic intelligence | ||
| + | |||
| + | Aspects of Civic Intelligence | ||
| + | |||
| + | Towards Comparing and Measuring | ||
| + | |||
| + | Variation | ||
| + | How does it differ from place to place — and why? | ||
| + | |||
| + | Magnitude | ||
| + | How widespread in terms of people and resource moblization? | ||
| + | |||
| + | Resistance | ||
| + | What impediments to progress were encountered? | ||
| + | |||
| + | Organization | ||
| + | Versus disconnected and dispirited individuals or organized groups | ||
| + | |||
| + | Sophistication | ||
| + | We're (simply) against it versus we've developed this (possibly complicated) plan | ||
| + | |||
| + | Effectiveness | ||
| + | But hard to show that a war (for example) was prevented... | ||
| + | |||
| + | Responsiveness | ||
| + | How fast and how appropriate were their responses? | ||
| + | |||
| + | Relative role of civic intelligence in process | ||
| + | In relation to other possible explanations | ||
(3) Conclusions | (3) Conclusions | ||
(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. | ||
Revision as of 18:05, 18 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.
Measuring civic intelligence
Aspects of Civic Intelligence
Towards Comparing and Measuring
Variation
How does it differ from place to place — and why?
Magnitude
How widespread in terms of people and resource moblization?
Resistance
What impediments to progress were encountered?
Organization
Versus disconnected and dispirited individuals or organized groups
Sophistication
We're (simply) against it versus we've developed this (possibly complicated) plan
Effectiveness
But hard to show that a war (for example) was prevented...
Responsiveness
How fast and how appropriate were their responses?
Relative role of civic intelligence in process
In relation to other possible explanations
(3) Conclusions
(4) Finally, a section that includes text book like end-of-chapter exercises, questions for the student, suggested activities, etc.
