Post-Sandy New York: A Model for Collaboration in Problem Solving

Today is the year anniversary of Superstorm Sandy here in New York. To remind us of the important work we have done and inspire us to tackle the work we still must do, we are reprinting Will Friedman's commentary on collaboration in post-Sandy New York. This piece was originally published in the Huffington Post.


Photo by Daniel Thornton

Former Mayor Ed Koch once said that "New York is the city where the future comes to rehearse." While he spoke these words in 1986, they have perhaps never been truer than they are today. As the city shapes its future post-Sandy, can it also become a role model for how a community of leaders and citizens can work together to solve complex and potentially volatile public problems?

The city, after fall, faces a steep challenge. New York is living in changed circumstances. Hurricanes, rare in our past, are now a part of our normal weather pattern. Every borough other than the Bronx is, or is part of, an island, and one that's going to become more prone to flooding. Meanwhile, as it's virtually impossible to evacuate the city, what can we do to insure the residents' safety?

The city's subway, which sees more than five million passengers a day, is over 100 years old, and every single tunnel flooded during the hurricane. In nearly all of the tens of thousands of residential and commercial buildings, the electrical equipment, phone lines and water heaters are in the basement. Natural features like oyster beds, which in the past helped moderate a storm surge, have disappeared over time.

The challenges we face are unprecedented and involve not only rebuilding and renewing, but adapting and reinventing. We have options to choose from, including constructing a flood barrier, changing building codes, or limiting waterfront development.

These are only a few of our options, and none of them are easy. Choosing the fairest and most effective approach will take creativity and collaboration, and a high-functioning democratic process that builds authentic public will and support for bold action.

We are fortunate that many important conversations are happening already throughout the city and in the media about the best way for the region to rebuild in smarter and more resilient ways. But how can we move from conversation to decision and decision to action, especially when many disagree on the best path forward?

The task will require more than just smart designers, power brokers and public officials influencing and making calls on policy. A challenge at this level will take thousands of small efforts on the parts of individuals and communities. It will take a number of big ideas, things that people can't do by themselves, and things that the government can't do without the support of the citizenry. Above all, it will require real collaboration, not only among national, state and local authorities, but also among leaders and citizens.

Before we break ground we must build common ground. All cities teem with individuals and groups with differing perspectives and agendas, New York more than most. Much of the glory of cities rests on that fact. But it also can make it difficult when it comes to doing big things that need to be done.

How do we create the public will to support the bold steps that are required to make our city more secure and resilient in the face of a natural environment that we must, if we are prudent, assume will become increasingly extreme? That is a question with no easy answer.

The age of backroom powerbrokers making the big decisions for the little people is over. At the same time, the mechanisms for engaging citizens in productive consideration of, and participation in, solutions are not in place.

We do, though, know some of the principles and practices that can make a real difference in helping leaders and citizens collaborate to overcome arguments and move toward sustainable solutions. These include:

  • Knowing when to include the public. The public feels more strongly about having a voice in some decisions more than others. Taking the time to understand which is which saves time and energy.
  • Presenting the practical choices. Residents need to understand the realistic choices the city faces in ways they can understand and relate to. In particular, they need to understand the practical pros, cons and tradeoffs of different solutions. It's not enough to explain what these options are to citizens, they need to know what they mean for their own lives and for the life of their city. In practical terms that all residents can understand, what are the benefits, downsides, costs and unknowns?
  • Providing the time and space for stable judgment. People need opportunities to not only consider the choices, but to talk to people about them, to hear others talking about them, and to let them sink in and percolate with their values, concerns and interests. Well-designed community dialogues, online discussion groups and thoughtful television and radio discussions are some of the ways in which raw public opinion becomes more stable and responsible.

We can't afford for the current fruitful conversations to bog down in wishful thinking or petty bickering. To move forward, we must face our choices, weigh their tradeoffs, and work together to shape a vision for New York's future.

If we succeed, we'll not only do great things for a great city, we can also become an example of working through disagreements to make progress on a tough public problem together.



Invitation to 3rd round of dialogue on Race, Poverty & Wealth in America

Here’s an invitation from Ben Roberts of The Conversation Collaborative to participate in the third (and final) round of the innovative online conversation he’s hosting as part of the National Dialogue Network initiative…

From now through October 31st, please join us on hackpad, on the phone and perhaps in person as well, as we continue to explore the topic of race as it relates to the National Dialogue Network’s topic of Poverty and Wealth in America.

The stories we tell ourselves concerning race, poverty and wealth will be the focus of our Round Three inquiry. You can be a “story teller” and/or a listener/respondent. Thank you to Helen Roberts and Safeer Hopton for agreeing to share their stories to get us started. You can listen to Helen’s recording and then post reflections on our here on the “Story 1” pad, and read or listen to Safeer’s interview here on the “Story 2” pad. You can also…

  • Go to one of our additional pads and share your own story there
  • Pair up with a friend (live or virtually) and interview one another
  • Email me and request that I interview you (this Sunday afternoon or in the morning Eastern during the week is good timing).
  • Join the conversation on our “spin off” pad on “Race and Culture” or “Changes to Voting Laws.”

See the main pad for Round Three to get started on all of the above.

We also have two interactive MaestroConference calls next week. These calls will feature a brief orientation for those who are new to the conversation, plenty of time for dialogue in small and large groups, and two special guest conversation starters.  Stay tuned for more info. Note that if you’re receiving this email from me, you’re already registered. Here are the times for the calls:

  • Tuesday, Oct 29 from 3-5pm Pacific/6-8pm Eastern
  • Thursday, Oct 31 at 11am-1pm Pacific/2-4pm Eastern

Finally, as part of our collaboration with the National Dialogue Network, we request that you take their survey here. This is our way of connecting our thinking together with that of other groups having similar conversations as part of this initiative.

Hope to “see” you soon on the pads and on the phone, and thank you for your interest and participation to date!

Remix the Commons Showcases Voices from Berlin Conference

Remix the Commons is a terrific collaborative multimedia project that works hard to document the commons movement and reach out to general public with stylish, intelligent productions. It was one of the partners at the Economics and the Commons Conference (ECC) in Berlin in May 2013.  While the rest of the conference was swirling along, Alain Ambrosi, Frédérc Sultan and their associates spent three days in a makeshift studio filming dozens of interviews with participants at the conference. It was a kind of parallel conference within a conference.  Now, finally, the fruits of that work are available online.  And what a rich body of material it is!

Remix has released fifty new short interviews as part of its ongoing series, “Define the Commons.”  Like the previous videos in the series, this batch consists of one- to two-minute interviews with commoners from around the world.  Each gives his or her own personal definition of what the commons is.  I loved hearing the different voices and ideas.  The opening blend of multilingual voices all speaking at once but resolving into a resonant bell is a beautiful metaphor.

The Remix videos series also include some longer roundtable interviews in which commoners focus on a shared theme.  One such roundtable was an interview with the Commons Strategies Group, which consists of my colleagues Michel Bauwens, Silke Helfrich and me.  Our interview, conducted the day after the conference concluded, focused on several questions:  how the 2013 commons conference differed from the previous one in November 2010; what single insight or theme stood out for each of us; our reactions to the strong interest at ECC in using the commons as part of power and political struggles; our predictions for the future of the international commons movement; and our advice for existing and future commoners.  Here is the link to our 26-minute video interview.  

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Rahvakogu (People’s Assembly)

The People's Assembly Rahvakogu ( www.rahvakogu.ee ) is an online platform for crowd-sourcing ideas and proposals to amend Estonia’s electoral laws, political party law, and other issues related to the future of democracy in Estonia. The Assembly focuses specifically on five questions: the electoral system, political parties, competition between the...

Join us for an overview of Harwood’s work on November 5th

HarwoodLogoIt was clear during our August confab call with Rich Harwood that NCDD members are interested in learning more about the Harwood Institute’s approach to change.  I recently attended a Harwood retreat in Park City, Utah with a number of leaders in our field, and it occurred to me there that the Harwood Institute’s concepts provide a nice framework for all of us to think about our work and how we might present it to others in meaningful ways.

We’ve arranged for Harwood to run a one-hour webinar for NCDD members on Tuesday, November 5 at 2pm Eastern (11am Pacific).

Turning Outward: An Overview of The Harwood Institute’s Approach to Change

The Harwood Institute helps people and organizations address community challenges, improve their own effectiveness, and do their work in a way that makes communities stronger. They teach and coach people how to develop a deep understanding of their communities and then use that knowledge to fundamentally change the way they approach their work. They call this “turning outward” – using the community as the main reference point for both day-to-day and strategic decisions.

During this webinar, we will explore what it means to turn outward and Harwood staff will provide an overview of the Institute’s key frameworks that can help you accelerate your efforts to engage your community. Presenters will also talk about the upcoming Harwood Public Innovators Lab – a 3-day immersion into the Institute’s core concepts. The Lab will take place Dec. 10-12 in Alexandria, VA, and we’ve arranged a discounted rate for NCDD members.

Register now at https://attendee.gotowebinar.com/register/119419411383244546

After registering, you’ll receive a confirmation email with instructions for joining the webinar. (View System Requirements)

notes on Seamus Heaney’s Singing School

(en route to Tarrytown, NY) The son of a Catholic farmer in Ulster, with an education and an extraordinary gift for language, Seamus Heaney knew oppression and he knew art. Oppression came in many forms and layers–the Unionists and British representing only two of the oppressors–and it demanded active, bodily resistance: joining his people in labor, suffering, or even violence. The art meant moving away from all that in several respects: away from physical objects into words, away from the laboring poor into the middle class or even the global elite, away from Ulster to places like Spain and Oxford, and away from his Irish roots into English literature.

Heaney’s “Singing School” explores this profound tension by means of six short autobiographical scenes from his own education. At the risk of distorting the poem, I’d suggest that each scene presents different oppressors and teachers.

First, the epigraphs are quotations from two of Heaney’s teachers, great poets who wrote in the oppressors’ English language. Wordsworth was an Englishman but a liberal revolutionary. He invented a style of elegaic memoir (in natural-sounding formal verse) that made Heaney’s work possible. Yeats was originally a Protestant Irishman, one of the oppressors, and the quoted passage recalls his childhood hatred of Heaney’s people. But Yeats became a nationalist bard, and he provides the poem’s title:

Nor is there singing school but studying
Monuments of its own magnificence;
And therefore I have sailed the seas and come
To the holy city of Byzantium.

Stanza 1: The oppressors are the teachers at St Columb’s College (Catholic priests) and the police. Heaney’s teachers are the modern Irish poets Seamus Deane and Patrick Kavanagh, and surely, James Joyce, whose Portrait of the Artist infuses the stanza.

Stanza 2: The oppressor is the constable, hence the British government. The teacher is Heaney’s silent father, teaching not to sing but to work with one’s hands and keep truths hidden.

Stanza 3: The oppressor is the Orangeman marching through Belfast (but showing weakness as he struggles with his drum). The teacher is the crowd, teaching the rhythms of hatred.

Stanza 4: The oppressor is the Royal Ulster Constabulary and the British government. But Heaney’s problem is that he is no longer directly oppressed. His career has liberated him to live in Madrid, much as Joyce lived in Paris and Trieste. (“Rivering” is another Joycean echo). Heaney’s teachers, as he struggles with guilt and exile, are Joyce, Lorca, and Goya.

Stanza 5: The main teacher is Heaney’s mentor, the short-story-writer Michael McLaverty, who invokes Katherine Mansfield and “poor Hopkins”–referring to the English poet exiled unhappily to Ireland. In this stanza, oppression recedes as McLaverty encourages Heaney to improve the world by describing it. He has permission to be a poet.

Stanza 6: I think nature is the main teacher here–and also Ovid, whose “Tristia” were songs of exile. Yeats is again an inspiration. The stone hurled by Republican revolutionaries that recurs through “Easter 1916″ may be the stone in Heaney’s poem:

Imagining a hero
On some muddy compound,
His gift like a clingstone
Whirled for the desperate.

The oppressor is still political–Heaney has escaped from a “massacre”–but political oppression has become more abstract and general now that Heaney lives in Wicklow (in the Irish Republic). Not only a Catholic from Ulster but almost any thoughtful person could feel “I am neither internee nor informer.”

The post notes on Seamus Heaney’s Singing School appeared first on Peter Levine.

Meeting Tips Radio Podcast

Meeting Tips RadioI just added a great interview to the NCDD resource center with past IAF chair Mirja Hanson and, while doing so, had a chance to learn about an excellent new audio podcast that features topics on all forms of meeting facilitation.

Meeting Tips Radio describes itself as a ”resource for anyone who runs meetings including: meeting facilitators, corporate executives, non-profit executives, managers, CIOs, business managers, IT managers, project managers, business analysts and strategic planners. Collaborative facilitation, face-to face facilitation, and virtual facilitation methods are discussed. Special guests include the best facilitators in the world from the Institute of Cultural Affairs (ICA) and the International Association of Facilitators.”

Two recent podcasts caught my attention: the Mirja Hanson interview mentioned above and a recent talk with ToP Trainers Network’s Catherine Tornbom focused on conflict resolution and “virtual” facilitation.  Host Reine Kassulker engages in one-on-one interviews, gathering advice on best practices and encouraging stories from his guests’ facilitation work.

You can listen to or download the shows on the Meeting Tips Radio website.  If you have an iOS device, the shows are now available through iTunes.

PB Unit

Case: PB Unit

Information about this oragnisation can be found here: http://participedia.net/en/organizations/participatory-budgeting-unit-ma... Problems and Purpose History Originating Entities and Funding Participant Selection Deliberation, Decisions, and Public Interaction Influence, Outcomes, and Effects Analysis and Criticism Secondary Sources External Links Notes