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. | ||
| + | (3) Conclusions | ||
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| + | (4) Finally, a section that includes text book like end-of-chapter exercises, questions for the student, suggested activities, etc. | ||
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| + | ====A Introduction to the perspective==== | ||
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| + | ====Case Studies==== | ||
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| + | Case Study 2 <strong>Studying Civic Intelligence</strong> | ||
Measuring civic intelligence | Measuring civic intelligence | ||
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Towards Comparing and Measuring | Towards Comparing and Measuring | ||
| − | Variation | + | '''Variation''' |
How does it differ from place to place — and why? | How does it differ from place to place — and why? | ||
| − | Magnitude | + | '''Magnitude''' |
How widespread in terms of people and resource moblization? | How widespread in terms of people and resource moblization? | ||
| − | Resistance | + | '''Resistance''' |
What impediments to progress were encountered? | What impediments to progress were encountered? | ||
| − | Organization | + | '''Organization''' |
Versus disconnected and dispirited individuals or organized groups | Versus disconnected and dispirited individuals or organized groups | ||
| − | Sophistication | + | '''Sophistication''' |
We're (simply) against it versus we've developed this (possibly complicated) plan | We're (simply) against it versus we've developed this (possibly complicated) plan | ||
| − | Effectiveness | + | '''Effectiveness''' |
But hard to show that a war (for example) was prevented... | But hard to show that a war (for example) was prevented... | ||
| − | Responsiveness | + | '''Responsiveness''' |
How fast and how appropriate were their responses? | How fast and how appropriate were their responses? | ||
| − | + | ''' | |
| − | Relative role of civic intelligence in process | + | Relative role of civic intelligence in process''' |
In relation to other possible explanations | In relation to other possible explanations | ||
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| − | Case Study | + | Case Study 2 <strong>Managing Global Environmental Change</strong> |
From The book "Managing Global Environmental Change": some of the questions I thought were thought provoking were: | From The book "Managing Global Environmental Change": some of the questions I thought were thought provoking were: | ||
Revision as of 16:25, 20 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
A few suggested questions:
- What advantages might civic intelligence offer within this perspective?
- Why is this perspective important?
- Is the perspective used implicitly (or sporadically or locally or partially)?
- Can a civic intelligence orientation help inform or otherwise the efficacy or other patterns of this 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.
Contents
A Introduction to the perspective
Case Studies
Case Study 2 Studying Civic Intelligence
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
Case Study 2 Managing Global Environmental Change
From The book "Managing Global Environmental Change": some of the questions I thought were thought provoking were:
- How well is society prepared to meet the challenges of global environmental management?
- What approaches have evolved in different countries and problem areas?
- What are their strengths and weaknesses?
- In what ways can their effectiveness be enhanced?
