POAD9134 Democracy and Global Sustainability

Associate Professor JJ McIntyre – co-ordinator
On Line exercise lead by Ken Bausch and Tom Flanagan
Year
2011
Units
4.5
Class Contact
1 tutorial weekly
1 on-line exercises weekly

Enrolment not permitted
If POAD9117 has been successfully completed
Topic Description
The subject gives an explanation of why participation is relevant for design, accountability and representation, in order to address complexity at a local and global level. The process of participatory design engages the participants and is guided by decision making principles to a) enhance accountability and b) to manage diversity and risk. The syllabus goes beyond using 'triple bottom line decisions' and involves representatives of local people who are to be affected in the decision making process in developing indicators of social, cultural, political economic and environmental concerns. The process aims to ensure that ideas are tested out discursively and respectfully so that ' baskets of options', not 'packages of one size fits all' (to use Chambers' well known phrase) are developed. The aim of the discursive design process is to narrow the gap between perceived needs and policy outcomes.
Educational Aims
The subject aims to develop public sector policy makers and managers who are able to think critically and systemically through engaging with stakeholders who are to be affected by policy and management decisions. The aim is to understand the potential and pitfalls of user-centric design, participatory governance and democracy. The subject will enhance theoretical and methodological literacy to addresss complex governance challenges and to increase their critical understanding of the potential and pitfalls of policy positions and processes. They will be able to work across sectors and disciplines. The subject will enable the participants to work with diverse stakeholders to explore options to complex design challenges. It is suitable for people working in the social and natural sciences who wish to be able to address so-called complex, wicked policy challenges more effectively.
Expected Learning Outcomes
At the end of the topic the students will be able to apply conceptual and analytical tools to facilitate discursive democracy. They will understand that ' data that is out of context had little meaning and that context that isn't explored isn't transferred, dialogue is the means of exploring context and that space must be created to support dialogue' (Bausch 2007). They will be able to enhance social inclusion by applying. They will have an understanding of how to use and apply socio-cybernetics principles such as the laws of requisite variety, salience, parsimony and engagement to enhance social inclusion. Students will learn to apply the theory to address ways to work across state, market and society to address complex challenges such as poverty, social inclusion and sustainable development.



Dr. Kenneth Bausch of the Institute for 21st Century Agoras will be leading a global online course to re-examine “The Predicament of Mankind.” In collaboration with Professor Janet McIntyre Flinders University’s Institute of Public Policy and Management, students may register for academic credit for participation in the course. Students wishing to do so will need to arrange approval of the transfer of credits from Flinder University to international study programs of their home institutions. Professor McIntyre can be reached at janet.mcintyre@flinders.edu.au.

The five-week, online group learning course will be focused on the 49 systemic problems reported by Hasan Özbekhan in the 1970 classic document, The Predicament of Mankind: A Quest for Structured Responses to Growing World-Wide Complexities and Uncertainties.

This document was the basis for the launch of a celebrated global think tank that was called The Club of Rome. Unfortunately, the classic foundation for the think tank remains a contemporary document. International institutions configured for "telling" in the 1970s are only now reorganizing themselves to support change through the power of structured inquiry. The subtext for our course will be a reflection on the nature of the global situation and the structural context for meaningful action.

This course will also introduce and make use of specialized online group learning tools based on Structured Dialogic DesignSM. The course is based upon online learning models developed by Galye Underwood , the Institute’s International Education Specialist, in concert with Dr. Alexander Christakis and the CWA practice center. Gayle will be joined in supporting Dr. Bausch’s class by Drs. Tom Flanagan, Jackie Wasilewski, Janet McIntyre, Barbara and others.

The Institute for 21st Century Agoras has reserved 6 seats on a "no-cost/no-credit" basis to extend the diversity of the participation of the class in keeping with an objective of seeking “requisite diversity” in collaborative dialogue. The result of this experimental online class will be reported through the Agoras eBuzz, and decision about extending the class into the future will be made at that time.


Note: Gayle Underwood brings 15 years of experience in education to online learning projects. She is the senior technology integration consultant for the Allegan Area Education Service Agency and is recognized for her leadership in Universal Design for Learning in Michigan schools. Internationally, Gayle has been supporting online learning for Turkish and Greek communities in the island of Cyprus and is working with Americans for Indian Opportunity (AIO) and the Advancement of Maori Opportunity (AMO) to enhance interaction and communication among indigenous people throughout the world.