The Human Impact of Climate Change: Opportunities & Challenges

The Interactivity Foundation (IF) has recently published a guidebook for public discussion on “The Human Impact on Climate Change,” edited by IF Fellows Dennis Boyer, Jeff Prudhomme, and Adolf Gundersen. The guidebook was developed from the group discussions of 16 panelists in two groups from south central and southwestern Wisconsin.

Human-Impact-on-Climate-coverTest discussions facilitated by former Wisconsinites in Tucson, Ariz., and in Sonora and Mazatlan, Mexico, further developed the text of the discussion guide.

Six contrasting policy possibilities emerged from these group discussions and are described in this discussion guide along with possible implementations, examples, and consequences:

  1. Promote climate awareness: Improve public understanding of climate impacts, their consequences, and options for action.
  2. Change consumer habits: Focus on human consumption as a source of atmospheric carbon and greenhouse gases.
  3. Go for results: Identify efficient and low-cost solutions that are currently available for short-term action.
  4. Heal the planet: Plan and implement long-range recovery and rehabilitation of ecosystems.
  5. Deal with a different world: Adapt to changed conditions and plan for climate emergencies.
  6. Focus on the developing world: Assist developing nations in reducing climate impact activities and help them “leap over” traditional industrial development to clean technologies.

In developing these possibilities, the project panelists felt that much of the existing political “debate” about climate impacts has been unhelpful to citizens and policymakers. Eventually, their discussions designated certain issues, such as “Is the planet getting warmer? How is the climate changing? What role does human action play in global climate change?” as questions that rely more on empirical scientific research for their answers. Conversely, they designated other key questions, such as “What public policy choices might we make about climate change? What, if anything, might society do about global climate change?” as public policy questions that need exploration by all citizens.

This distinction helped the panelists to side-step much of the highly partisan and interest-group-driven “debate” and engage in a public conversation that was more anticipatory and imaginative. Their explorations seem to be shaped by three realizations:

  1. Universal agreement on the precise nature and extent of climate impacts is difficult to achieve and waiting for it could forestall consideration of workable impact policies.
  2. There is sufficient current evidence of dramatic environmental consequences connected to climate impacts to merit development of policy responses.
  3. Significant institutions and interests are assuming that human climate impacts are real and must be accounted for.

This last point accounted for a dramatic shift in the project discussions. Among the more conservative panelists, the realization that major financial institutions, large investors, risk managers, insurers, and military and national security leaders take climate impacts into account in their planning was a turning point. It was seen as evidence that the politicians often lag behind in both consciousness and practical problem-solving.

The sense that emerged from the climate project was that these starting points for public conversation represent a possibly useful foundation for discussion of the opportunities for innovation, economic development, and prudent planning related to climate impacts. Now it’s your turn.

Resource Link: www.interactivityfoundation.org/discussions/human-impacts-on-climate/

This resource was submitted by Peter Shively of the Interactivity Foundation via the Add-a-Resource form.

Song of a Citizen Video Essays & Interviews with D&D Leaders

Song Of A Citizen has produced a second series of dialogue and deliberation-related videos. The first was a series of Video Op-Eds with esteemed political philosophers, academics, and leaders of major deliberative democracy organizations (see the NCDD resource listing here). Those were filmed at various locations around the country between 2008 to 2010.

EricLiuVid-screenshotThe more recent series features Q&A interviews with key practitioners and other experts in the dialogue and deliberation community, filmed at the NCDD Conference in October 2012. Most of them are on the SoaC site, and all of them are on SoaC YouTube Channel.

Now that “Song Of A Citizen” has produced a wide range of interesting and informative videos with field leaders and experts, as of August 2013 they are seeking funding for new productions designed to resonate with the general public.

Making films and videos that reach and impact millions of people is actually SoaC founder Jeffrey Abelson’s strong suit, as witnessed by his 30 year background as a creative filmmaker, whose work ranges from prime time PBS documentaries to high profile MTV videos. More about that can be found at http://jeffreyabelson.com.

Video interviews on the Song of a Citizens site: http://songofacitizen.com/songofacitizen.com/Video_Q%26A.html

Song of a Citizen YouTube channel: www.youtube.com/watch?v=kDlxTRB4Z8g&list=PLNmpXlQNJcSNo65iOeiSlBjxD16kZTBMY

Immigration in America: How Do We Fix a System in Crisis? (NIF Issue Guide)

One of the National Issues Forums Institute’s issue guides, Immigration in America: How Do We Fix a System in Crisis? (updated edition, 2013), outlines this public issue and several choices or approaches to addressing the issue. National Issues Forums do not advocate a specific solution or point of view, but provide citizens the opportunity to consider a broad range of choices, weigh the pros and cons of those options, and meet with each other in a public dialogue to identify the concerns they hold in common.

The following excerpt is taken from the issue guide. The 12-page issue guide presents three options for deliberation.

The costs and benefits of immigration have always been debated. But as we work our way out of a tough economic recession, some wonder whether newcomers, especially those arriving illegally, are compromising our quality of life, taking jobs away from those already here, and threatening our security and sovereignty as a nation…

The question facing Americans today is how to create a system that meets our diverse needs–a system that values the role immigrants play in society, takes heed of today’s economic and legal responsibilities, and keeps us strong and competitive in the future.

To promote deliberation about immigration reform, this guide presents three options, each built on a framework of ideas and information drawn from studies, speeches, interviews, books, and public policy proposals.

Option One: Welcome New Arrivals
A rich combination of diverse cultures is what defines us as a people. We must preserve our heritage as a nation of immigrants by shoring up our existing system while also providing an acceptable way for the millions of undocumented immigrants currently living here to earn the right to citizenship.

Option Two: Protect Our Borders
Failure to stem the tide of illegal immigration undermines our national security, stiffens competition for scarce jobs, and strains the public purse. We need tighter control of our borders, tougher enforcement of our immigration laws, and stricter limits on the number of immigrants legally accepted into the country.

Option Three: Promote Economic Prosperity
To remain competitive in the 21st-century global economy, we need to acknowledge the key role that immigrants play in keeping the US economy dynamic and robust. This option favors a range of flexible measures, such as annual adjustments to immigration quotas, that put a priority on our economic needs.

More about NIF issue guides…

NIFI’s issue guides introduce participants to several choices or approaches to consider. Rather than conforming to any single public proposal, each choice reflects widely held concerns and principles. Panels of experts review manuscripts to make sure the choices are presented accurately and fairly. By intention, issue guides do not identify individuals or organizations with partisan labels, such as Democratic, Republican, conservative, or liberal. The goal is to present ideas in a fresh way that encourages readers to judge them on their merit.

NIFI offers various materials for each of the issues it produces issue guides on. The moderator guide or “guide to the forums” for each issue is available as a free download. Discussion guides (or “issue guides”) for participants are generally available in print or PDF download for a small fee ($2 to $4). DVD’s can also be purchased for some issues for just $6, for use at the beginning of your forums to introduce the topic and approaches.

All NIF issue guides and associated tools can be accessed at www.nifi.org/issue_books/.

Resource Link: www.nifi.org/issue_books/detail.aspx?catID=14&itemID=20619

Talking about Guns and Violence: Strategies for Facilitating Constructive Dialogues

This 11-page essay by Greg Keidan, a public engagement specialist and writer in the San Francisco Bay Area, was written for the University of AZ’s National Institute for Civil Discourse (NICD).  After the December 2012 shooting at Sandy Hook Elementary School, NICD called for essays to address the challenges of conducting constructive conversations about gun violence in the U.S. As part of their mission, NICD seeks to promote civil discourse on issues of public interest and does not take a policy position on gun violence or gun control but is committed to encouraging a civil discussion.

NICD_logoArticulation of the Question

Guns are viewed by many people as a sacred emblem of American independence. We own enough nonmilitary guns to arm every man, woman, and child, plus a few million of our pets. Gun related violence accounts for 30,000-40,000 deaths each year in the U.S., approximately 60% by suicide.

Recent tragedies in Newtown and other communities involving horrific mass shootings have brought widespread calls for new efforts to address and reduce gun related violence. Unfortunately, the highly partisan, adversarial nature of our two-party system and this issue has proven to be a giant obstacle to finding common ground and common sense solutions. In the spring of 2013, the U.S. Senate failed to pass a compromise piece of legislation in response to public and Presidential demands for tighter background checks for people purchasing firearms online and at gun shows. Despite polls showing that 90% of American adults supported this compromise deal, influential advocates were able to sink the bill in the Senate.

A new approach to addressing and reducing gun related violence is desperately needed. It has been almost 20 years since Congress has passed any legislation to address the issue. A growing number of local and national organizations are interested in engaging diverse Americans in civil dialogue and deliberation to find consensus on common-sense solutions and to hold our leaders accountable for implementing them.

However, traditional public meetings where a few advocates each take their two minutes at the microphone often result in acrimonious shouting matches, rather than identifying areas of consensus where collaborative efforts could improve safety. I spoke with seasoned facilitators and thought leaders from the dialogue and deliberation movement to answer the following question: what are the emerging best practices and strategies for facilitating civil and constructive dialogues aimed at reducing the number of Americans killed and injured by guns?

From the Conclusion:

It is our hope that using these strategies may help engage a greater number of Americans in more productive discussions about guns and violence so that this issue does not become a permanent dividing line in American society. People who have an opportunity to listen deeply to a variety of perspectives will be less apt to vilify those they disagree with and more able to work together to find better solutions and areas of agreement that could serve as a basis for effective public policy.

The more Americans experience taking part in constructive, civil dialogues that lead to tangible positive outcomes, the more you work against the notion that what happens in public life is decided only by policy makers. Empowered, active and networked citizens can effectively address very difficult societal problems, as evidenced by the environmental and civil rights movements.

Communities, states and nations that learn how to effectively engage residents in dialogue on the issue of guns and violence will be better positioned to take collective action. They will be able to consider and implement policies in more informed, thoughtful, and effective ways that keep residents safer. If we can promote conversations about how to prioritize safety rather than conversations driven by fear, we have a better shot at creating policies that will effectively protect our children. Previous experiences have demonstrated that Americans who were locked in adversarial relationships can collaborate and achieve common goals when they take part in well facilitated, intelligently framed, sustained dialogues.

In the past, we have mostly heard the voices of people who express deeply held views representing the far ends of the spectrum of the gun rights vs. gun control debate. These vocal advocates don’t represent where most of us stand on the issue of guns and violence. If we can engage the majority of people who are not on one side or the other of the existing gun debate, make their voices heard and empower them to work with their neighbors to create change and communicate with decision-makers, we have a chance to make real progress towards preventing tragedies and making our country safer.

Resource Link: http://ncdd.org/rc/wp-content/uploads/Keiden-TalkingAbtGunsAndViolence.pdf

Divided We Fail: Are Leaders and Citizens Talking Past Each Other on Higher Education?

In 2012–2013, National Issues Forums held around the country have brought college students, high school students, parents, faculty, employers, retirees, and others together to deliberate about the mission of higher education and the role it should play in the nation’s social, political, and economic progress.

NIFThis interim report by the National Issues Forums Institute Board finds that Americans outside the policymaking arena want to think and talk about the mission of higher education and its role in shaping our collective future. How does their vision compare with that of leaders now proposing and adopting reforms? The challenge highlighted here is that the country is now having two very different, largely separate, conversations about the future of higher education.

The final report, which will follow after the conclusion of the Shaping Our Future forums in fall 2013, will showcase the enormous divide between the policymaker debate on higher education and the ideas and concerns among the more typical citizens who participated in the forums. Both groups bring important values and issues to the table but, at present, there is substantial crosstalk and miscommunication between them. Indeed, the principal take-away from the forums is the need for broader, more inclusive deliberations—conversations that bridge the customary divisions in our society.

Resource Link:  http://kettering.org/publications/divided-we-fail/

Bullying: What is it? How do we prevent it?

This issue guide was created by the David Mathews Center for Civic Life in 2012 for Alabama Issues Forums that took place in 2012 and 2013. The issue guide provides a brief overview of the bullying issue and outlines three approaches to addressing this public issue.

Bullying-coverThe David Mathews Center—a non-profit, non-partisan, non-advocacy organization—does not advocate a particular solution to the bullying issue, but rather seeks to provide a framework for citizens to carefully examine multiple approaches, weigh costs and consequences, and work through tensions and tradeoffs among different courses of action.

The issue guide’s introductory essay, authored by Dr. Cynthia Reed of Auburn University’s Truman Pierce Institute, outlines the impact the bullying issue has on Alabama and the nation:

“Although bullying is often thought of as only a school-related problem, in reality it affects us all. Bullies can be students, parents, teachers, administrators, work colleagues, or others in the community. Likewise, bullying can occur at school, at work, at church, or at other community functions… Today, most states have legislation requiring schools to address bullying. Yet bullying remains prevalent in our schools, workplaces, and communities.”

The issue guide outlines three possible approaches to addressing the issue:

Approach One: “Get Tough on Bullying”
Reports of bullying incidents are reaching epidemic proportions. Bullying is unacceptable. It must be treated with zero tolerance. Increased reports of bullying in our schools demand that schools, principals, and school districts do more to help prevent and provide tougher consequences for bullying. We must ensure that district anti-harassment policies and student codes of conduct in Alabama are strictly enforced.

Approach Two: “Equip Students to Address Bullying”
Students need practical knowledge and skills to react to and report bullying. Not every young person understands what constitutes bullying and how to respond to it. Many feel powerless as victims and/or bystanders. Many bullies do not understand the effects of their actions. The lines between victims and bullies often become blurred when circumstances change and/or victims retaliate. The bullied may be charged as bullies if they retaliate. We should concentrate our efforts on educating students about bullying and how to respond to it. We should create supportive, enriching school cultures that equip young people to address the root causes of bullying.

Approach Three: “Engage the Community and Parents in Bullying Solutions”
Bullying is a widespread behavior. It is not limited to schools. Parents and the community should accept more responsibility for talking about and preventing bullying. The cost is too high for the community if bullying is not addressed. Bullies take up school time and police time. Bullies can end up convicted of crimes when they reach adulthood. Teachers and administrators do not have the time, personnel, and resources to eradicate all bullying. They cannot address its complex root causes outside the school environment. We, individually and through our community organizations, must communicate to young people that bullying is unacceptable. A great amount of bullying and violent behavior begins in the home. We must reach out to parents. We must reach out to young people. Some young people do not have supportive home environments and need community help.

More About DMC Issue Guides…

David Mathews Center issue guides are named and framed by Alabama citizens for Alabama Issues Forums (AIF) during a biennial “Citizens’ Congress” and follow-up workshops. Alabama Issues Forums is a David Mathews Center signature program designed to bring Alabama citizens together to deliberate and take community action on an issue of public concern. Digital copies of all AIF issue guides, and accompanying post-forum questionnaires, are available for free download at www.mathewscenter.org/resources.

For further information about the Mathews Center, Alabama Issues Forums, or this publication, visit www.mathewscenter.org.

Resource Link: www.mathewscenter.org//wp-content/uploads/2013/05/Bully-Brochure_press_PMS.pdf

This resource was submitted by Cristin Foster of the David Mathews Center for Civic Life via our Add-a-Resource form.

Dropouts: What Should We Do?

This issue guide was created by the David Mathews Center for Civic Life in 2010 for Alabama Issues Forums that took place in 2010 and 2011. Dropouts: What Should We Do? provides a brief overview of the dropout issue and outlines three approaches to addressing this public issue.

Dropouts-coverThe David Mathews Center—a non-profit, non-partisan, non-advocacy organization—does not advocate a particular solution to the dropout issue, but rather seeks to provide a framework for citizens to carefully examine multiple approaches, weigh costs and consequences, and work through tensions and tradeoffs among different courses of action.

The issue guide’s introductory essay, provided by the Alabama State Department of Education, outlines the impact of the dropout issue on Alabama and the nation:

Every 26 seconds a student drops out of school.

The dropout crisis is one of the greatest threats to the United States. The students that leave our education systems without a diploma create an economic, social and generational crisis for the entire nation. Every state and its students are impacted by dropouts, who create deficits in the educational wealth and financial stability of the population.

The issue guide outlines three possible approaches to addressing the issue:

Approach One: “Emphasize Achievement”
Dropouts from our K-12 schools are regrettable, but our primary focus should be on emphasizing achievement, initiative, discipline, and creativity among those who choose to stay in school. These characteristics are best promoted through competition and recognition of success in that competition. These are characteristics we want in our work force. These are characteristics we need to be successful in individual life, community vitality, and global competiveness. We need our best young people to be all they can be.

Approach Two: “Emphasize Preventative and Corrective School Programs”
Social costs are too high if we do not address dropout prevention and correction. Dropouts don’t always simply lack individual initiative, discipline, and perseverance. Some young people come from poor family backgrounds and lack support for learning outside the school environment. Others get behind early in reading ability and lack positive role models. Some students have understandings and skills that are not easily quantified and measured, and they give up competing in situations that are beyond what they see as leading to productive lives. Some have family situations that require their primary attention, including those who serve as the primary wage earner for the household. We need solutions that take into account students backgrounds and situations.

Approach Three: “Emphasize Community Responsibility”
Ideally schools might emphasize both achievement and prevention, but some problems are beyond the resources and capacities of schools to address. Some young people need more help than they can get during school hours. Communities should think broadly and creatively about their overall educational resources, not just their schools. Moreover, some young people have substance abuse problems and/or such rebellious behavior that they cannot be kept in schools. Yet, if they do not receive constructive attention, they may become even worse problems.

More About DMC Issue Guides…

David Mathews Center issue guides are named and framed by Alabama citizens for Alabama Issues Forums (AIF) during a biennial “Citizens’ Congress” and follow-up workshops. Alabama Issues Forums is a David Mathews Center signature program designed to bring Alabama citizens together to deliberate and take community action on an issue of public concern. All AIF issue guides, and accompanying post-forum questionnaires, are available for free download at www.mathewscenter.org/resources.

For further information about the Mathews Center, Alabama Issues Forums, or this publication, visit www.mathewscenter.org.

Resource Link: www.mathewscenter.org//wp-content/uploads/2013/05/Issues-Brief_web.pdf

This resource was submitted by Cristin Foster of the David Mathews Center for Civic Life via our Add-a-Resource form.

The Participatory Turn: Participatory Budgeting Comes to America

 

So here it is, finally, the much awaited PhD by Hollie Russon-Gilman (Ash Center – Harvard) on Participatory Budgeting in the United States.

Below is the abstract.

Participatory Budgeting (PB) has expanded to over 1,500 municipalities worldwide since
its inception in Porto Alege, Brazil in 1989 by the leftist Partido dos Trabalhadores
(Workers’ Party). While PB has been adopted throughout the world, it has yet to take
hold in the United States. This dissertation examines the introduction of PB to the United
States with the first project in Chicago in 2009, and proceeds with an in-depth case study
of the largest implementation of PB in the United States: Participatory Budgeting in New
York City. I assess the outputs of PB in the United States including deliberations,
governance, and participation.
I argue that PB produces better outcomes than the status quo budget process in New York
City, while also transforming how those who participate understand themselves as
citizens, constituents, Council members, civil society leaders and community
stakeholders. However, there are serious challenges to participation, including high costs
of engagement, process exhaustion, and perils of scalability. I devise a framework for
assessment called “citizenly politics,” focusing on: 1) designing participation 2)
deliberation 3) participation and 4) potential for institutionalization. I argue that while the
material results PB produces are relatively modest, including more innovative projects,
PB delivers more substantial non-material or existential results. Existential citizenly
rewards include: greater civic knowledge, strengthened relationships with elected
officials, and greater community inclusion. Overall, PB provides a viable and
informative democratic innovation for strengthening civic engagement within the United
States that can be streamlined and adopted to scale.

You can read the full dissertation here [PDF].

Like it?  You might also want to read this about who participates in NYC’s PB and this about the effects of PB on infant mortality in Brazil.


a useful definition of civility

(Logan airport, trying to get to Chicago) Because I study civic engagement and civil society, people often expect me to favor civility. My actual view is more complicated; not only civil dialogue but also contentious speech is important in a democracy. Citizens should be able to express righteous anger; parties and candidates should face zero-sum competitions that necessitate sharp debate. Yet there is a reason to care about civility: it helps us to learn from other people. That is why I like the norm that the Civic Commons expects of its online participants: “We’re as interested in each other’s opinions as we are in our own. And we act like it.” That works for me as a definition of civility. For more on the context, see Dan Moulthrop’s remarks at Frontiers of Democracy.

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