Wednesday, 11 July 2012

Testing Questions For ‘Genuine’ Progress & Improvement

Here is my own adaptation of a series of 'testing' questions and categories (stuff to think about before you go off and start to do something) that I found very eye opening and thought I would share.


1. Does it support: empowerment, awareness, creative visioning, values clarification, acquisition of essential literacies and competencies, responsibility, wellbeing and health maintenance, vitality and spontaneity (building & maintaining personal capital – personal sustainability)?

2. Does it support: caring, loving, responsible, mutualistic relationships with diverse people (valuing equity & social justice), other species, place and planet (home & ecosystem maintenance)?

3. Does it support: positive total life-cycle personal development and change?


4. Does it support: accessible, collaborative, responsible, creative, celebrational, life- promoting community and political structures and functions (building & maintaining social capital & cultural [including economic] sustainability)?

5. Does it support: the valuing of 'functional' high cultural diversity and mutualistic relationships?

6. Does it support: positive cultural development and co-evolutionary change?


7. Does it support: effective ecosystems functioning (building & maintaining natural capital & ecological sustainability)?

8. Does it support: 'functional' high biodiversity, and prioritised use and conservation of resources

9. Does it support: positive ecosystem development and co-evolutionary change?


10. Does it support: proactive (vs. reactive), design/redesign (vs. efficiency & substitution) and small meaningful collaborative initiatives that you guarantee to carry through to completion (vs. heroic, Olympic-scale, exclusive, high risk ones) and their public celebration at each stage - to facilitate their spread - thereby making wellbeing and environmental caring 'contagious'?

11. Does it focus on: key opportunities and windows for change (pre-existing change 'moments')?

12. Does it explain: how it will effectively monitor and evaluate its progress (broad, long-term, as well as specific & short-term) by identifying and using indicators and being attentive to all feedback and outcomes (& redesigning future actions & initiatives accordingly)?

Adapted from the work of Professor Stuart B. Hill –-Foundation Chair of Social Ecology School of Education, University of Western Sydney
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