Citizenship, Democracy, and Professionalism for a Sustainable Future1, i

Jay HaysUnitec Institute of Technology

KeywordsCurriculum Virtuous CyclesComplex Adaptive System EmpowermentCommunity EngagementDevelopment

ABSTRACT

The author presents a compelling curriculum for citizenship, democracy, and professionalism, employing their principles and practices as the means for their very development. He places this credible and aspirational curriculum solidly in the centre of community and organisational development. In so doing, the author builds a strong theoretical platform for such a curriculum; and, more practically, describes its features, including rationale, objectives, strategies, and assessment.

The essence of the proposed approach to fostering citizenship, democracy, and professional ideals is that individuals learn best by doing, working collaboratively with others—in community—coupled with critical reflective dialogue and inquiry. As empowerment and self-efficacy are at the heart of community development—just as it is in equipping individuals and groups with the skills, knowledge, and dispositions on which citizenship, democracy, and professionalism rely, this is not a typical curriculum, but one that challenges the status quo—including, though not limited to typical power structures and standard ways of doing things.

One of the contributions of the paper is the dynamic model the author presents that comprises community, citizenship, democracy, professional ideals, empowerment, and sustainability, and his lucid explanation of these elements, their relationships, and how with care and attention they may operate as virtuous cycles that enable sustainable development in communities and organisations.

Introduction

Healthy societies depend on a range of factors, exhibiting positive, constructive, and vibrant indicators across these factors. Not to diminish or ignore matters of resources and wealth, key attributes of dynamic, vital societies include democracy, citizenship, community, empowerment, professionalism, and sustainability.

These six elements (and others, as described in this paper) are mutually constituted and interdependent. This means that you can't really have one without the other(s), at least not sustainably. This paper defines and explains each of the elements and how they work together synergistically to build and sustain healthy communities and societies.

The title of this paper, "Citizenship, Democracy, and Professionalism for a Sustainable Future", already contains four of these elements. They, along with empowerment and community,

1 Halfway through the writing of this paper, I debated critically a slight title change to "Citizenship, Democracy, and Professionalism for Sustainable Development". See Endnote i for a brief discussion.

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comprise the core of this paper and, indeed, a new way of thinking about citizenship and democracy. Moreover, they form the heart of a curriculum designed to better equip individuals to actively and positively contribute to community well-being. The six elements as a core might be depicted as in Figure 1.

This paper progresses toward a new way of thinking about citizenship and democracy in at least three substantive ways. First and foremost, citizenship and democracy are conceived and presented as parts of a complex adaptive system (Buckley, 1998; Holland, 2002) as depicted in Figure 2.2 Understanding citizenship and democracy as a complex adaptive system offers powerful advantages. It affords useful explanation for failures of initiatives to promote and sustain citizenship and democracy and greater appreciation of the measures that would need to be taken to build citizenship and democracy and where those interventions would have the most likelihood of making a positive difference.

Secondly, though of no lesser importance, as conceived here, citizenship and democracy are not merely desired outcomes, but are also instrumental means of their achievement. The process is the solution3. This means, in a general sense, that they do not come about merely by envisaging an ideal future state (though the power of such vision should not be discounted). Nor can citizenship and democracy be built and sustained by teaching about them (though it might be argued that everyone should have an introduction to concepts, definitions, theories, and exemplars). Citizenship and democracy have to be lived. And not merely experienced, but practiced.4 As with many things of value (and which are often much more complex than they might first appear or sound), applying the principles, processes, and essential behaviours of citizenship and democracy are the best way to learn and internalise them.5

Thirdly, citizenship and democracy are presented here, and presumably best understood, in the context of community (Hays, 2009). Note in Figure 1 that community resides at the centre of the encircling elements. It is not so much that community is of greater weight in its role as a systemic element; each variable interacts with the others, having affect on and being influenced by them, as suggested by the lines connecting them.6 Community—as the more intimate, intense, and concrete aspects of one's larger society—is where citizenship and democracy are palpably felt, meaningfully practiced, deeply learned, developed by citizens, and become embedded in the culture. It is the locus where citizens learn and work collaboratively as a community, in the

2 See, also, some of my own sources appearing in the reference list that deal specifically with complex adaptive systems, complexity, and dynamic systems modelling: Hays (2005, 2007, 2008a, 2010a), Hays and Agrawal (under review), and Hays and Winter (2004).3 "The process is the solution" is a cardinal rule of a capability-building approach to organisational development and change, as I have articulated elsewhere (Hays, 2008b).4 Hays and Clements (2012) outlined strong dynamic relationships between citizenship and democracy. In that paper we also see clear linkages amongst community and empowerment, together comprising four of our six primary variables here. Further adding support to the elements and dynamics of the model presented here (Figure 2), Hays and Clements (2012) drew connections amongst (a) agency, self-efficacy, and empowerment and (b) engagement-participation, learning, and empowerment (Figure 2 does not include learning as a single variable, but adds confidence, competence, knowledge, and skill—or CCC, the confidence-competence complex).5 As emphasised throughout the literature on experiential learning; see Haddara and Skanes (2007), Kayes (2002), Kolb (1984), Nicolaides and Yorks (2008), Quay (2003), and Yorks and Kasl (2002). I have referenced and exemplified experiential learning more thoroughly in Hays (unpublished manuscript), available upon request.6 This is more evident in Figure 2 where community is shown closely linked to Citizenship 1, Engagement 5, and Collaboration 6, and through which it is connected to other system elements.

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CitizenshipCitizenship

EmpowermentEmpowerment

ProfessionalismProfessionalism

DemocracyDemocracy

SustainabilitySustainability

CommunityCommunity

Figure 1. Six interdependent variables, domains of the CDPSF System.

community, and for the community.7 Each of these aspects will be examined in proceeding sections.

At a high level, these six elements relate as described in the following section. These interactive relationships are additionally explored further on with respect to additional system variables and as illustrated in Figure 2.

As systemic variables all interconnected, it doesn't really matter where we start. But since we have been referring to citizenship and democracy frequently and because, ultimately, this paper was an attempt to address a conference theme "reclaiming democracy",8 we'll begin these two constructs.

Citizenship9

Citizenship, as used here, entails abiding by rules, laws, and conventions, and meeting one's obligations to community and one's place of work (especially to those with whom one works, interacts, serves, and leads). More importantly, citizenship implies exceeding expected behaviours, requirements, and stipulations, and going above and beyond the call of duty, as conceived in the organisational citizenship behaviour literature.10 That is, going the extra mile.

This could include volunteering, doing favours, and helping and supporting others without being asked or expecting anything in return. It is seeing jobs needing done and taking care of them, even when outside one's normal span of responsibilities. It is offering services, skills, and knowledge when in short supply. In particular, citizenship is giving back, returning to the community or society at least part of what one has gained through privilege of membership, such as education, wealth from employment, or position, status, and influence.

Citizenship is all these things and more. But, it is where they come from, how they may be encouraged, developed, and sustained that is of most interest. This is the role of other elements in the system. Finally, it should be remembered that citizenship is (a) both a privilege and an obligation and (b) not automatic. It is a two-way street. Citizenship does not exist on its own but requires constant attention.

Democracy11

A democracy is essentially an environment in which people have a voice. This may seem an obvious point, but it is extremely important. Democracies not only imply or confer voice; they depend on it. Not only are citizens entitled to voice, but they are obligated to use it. Further, being authorised or empowered to express voice is not the same as being enabled to formulate and express voice constructively.12

7 How this works is explained, in part, in Hays and Clements (2012).8 Community Development Conference 2015, hosted by Unitec Institute of Technology, Auckland, New Zealand, 18-20 February 2015.9 I have explored various aspects of and linked citizenship and democracy elsewhere. See Hays (2014#) and Hays and Clements (2012). Citizenship is Item 1 in Figure 2.10 See, indicatively, Bhatnagar and Sandhu (2005) and Chin et al (2011).11 I first wrote about democracy in "The Dynamics of Workplace Empowerment and Democratization" (Hays, 2007). Democracy is Item 2 on Figure 2.12 Here I would like to draw attention to the work on self-authorship as popularised by Baxter-Magolda and others (Baxter Magolda (2007), Baxter Magolda and King, 2004), and which I have written about in Hays (unpublished manuscript) and Hays (2013c). Self-authorship concerns "Voice" (9), but is closely related to other variables covered here, including Self-Efficacy (7), Agency (8), Empowerment (16), and Self-Direction (19).

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Democracy is taken to mean that the environment on the whole is fair and just. There are freedoms and a sense of equality. Whether there are true and perfect democracies is another question; but, to the degree they do exist, they depend on citizenship. Without the vast majority doing the right thing a democracy cannot exist. A democracy cannot be mandated if people subject to it are unwilling or unable to make it work. A democracy hinges on people doing their share. A minority doing more than its share is perhaps theoretically possible, but it is not sustainable. A community, organisation, or nation governed by an elite who do not trust its citizens to self-govern or participate actively and productively in civic affairs and community-collective life is not a democracy, but at best a benign patronising oligarchy with good (if misguided) intentions.

A democracy is felt locally—in one's community or communities. A nation or society cannot be said to be democratic if institutions (schools, organised religions, places of work) within it are not. Such places would be authoritarian, unilateral, unfair, unjust, unequal, stultifying, disempowering, and so on.

But democracy—like citizenship—does not come automatically. It must be cultivated and continually renewed. It is fostered through acts of citizenship. More pertinently, democracy is built through educative and cultural practices that employ democratic ideals and processes in the affairs of community members. Specifically, they would include and engage people in problem-solving and decision-making, and in the planning, implementation, and evaluation of initiatives.13

Citizens, not just those in designated positions of authority, would have individual and group responsibilities, be relied upon to self-govern, and be called upon to lead. They capably could and willingly would.

Even if willing to participate so actively—and not everyone is immediately willing—effective, active contribution demands a range of capabilities that no one automatically possesses. Many require considerable and sometimes formal training. (You will see this as Item 11 in Figure 2.) Thus, citizens need access to opportunity to exercise and develop the capabilities and confidence on which democracy depends.14 And, while education per se is beneficial, it is learning in the doing of meaningful and practical endeavour that confers the greatest benefit.

Professionalism15

Many of the capabilities and dispositions required of democracy and demonstrated through citizenship are professional in nature. This means, perhaps unfortunately, that only select members of society possess them, are expected to have them, and held accountable for their employment. This is unfortunate in manifold ways. First, a society or nation can advance only so far if merely a select and privileged few possess the tools of progress. Second, it is unfortunate in that by definition a majority of the populace is disenfranchised, marginalised, and limited, if unintentionally. If such conditions prevail, we have a democracy in name only. It is unlikely to improve significantly and is virtually unsustainable.

One implication of these issues of professionalism and the requirement for professional capabilities in building and sustaining democracies and empowering citizens to actively and

13 I write on these practices in several sources, including Hays (2012; 2014a; under review #; and under review @).14 See Item 5 (engagement) on Figure 2 and those variables coupled to it.15 Professionalism figures prominently in my monograph, "Chaos to Capability: Educating Professionals for the 21st Century" (Hays, under review). See, also, Hays et al (2014) and Hays (2014&). Professionalism appears as Item 17 in Figure 2.

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productively contribute is to cultivate professionalism across the populace. That is, to widely propagate professionalism and build professional capabilities. In this sense, the full and equal citizen is a professional. This is less a question about whether or not everyone can or should be a professional but a suggestion to begin changing the definitions and limitations of professionalism.

Professionalism does not imply solely capabilities, as in skills, knowledge, and expertise, but also dispositions, ethical behaviour, value orientations, and ideals. The notions of service, giving back, and duty apply here deeply and directly. In this regard, professionalism and citizenship are in accord.

Elsewhere (Hays, under review a) I have explored the capabilities and dispositions required of professionals in the complex, global world of the 21st Century.16 While I have focussed on university graduates to date, I am increasingly convinced that these capabilities and dispositions are for everyone and that our future depends on them. Some of those that seem particularly relevant here and that transcend common basic literacies are listed in the box at right.17

While there is general agreement in the literature that these generic skills and graduate attributes (or some subset thereof), are sought after, educating for them appears to be piecemeal, with emphasis depending on the institution and program or discipline.

My read of the literature and experience in the field lead me to believe they are, on the whole, neglected if not dismissed by many higher and tertiary education academics and administrators, assumed to be too hard to teach and / or assess, the province of postgraduate courses, thought to be someone else's responsibility, or reckoned to be learned organically as studies progress and experience gained. To the degree that any of these assumptions prevail, educating for citizenship and democracy will falter, be limited in range and depth of topic, or focus exclusively on a select minority (who may already be advantaged in a variety of ways). In any event, a curriculum for citizenship, democracy, and professionalism—a curriculum for the future—must not merely touch on these topics but seriously attend to developing the capabilities and dispositions inferred by them.

Empowerment18

16 See, also, Hays (2012), Hays (2013c), and Hays (unpublished manuscript).17 A colleague, Program Leader for the Master of Educational Leadership and Management, asserted recently that their program focuses very directly on some of these capabilities and dispositions, namely reasoning; judgement; complex problem-solving; creative problem-solving, imagination, and inventiveness; critical thinking; strategic decision-making; planning; collaboration, dialogue, and shared inquiry; reflection, mindfulness, meta-cognition, and self-awareness; and change readiness, resilience, and receptivity. It will be interesting to see how instruction is approached and assessed.18 Empowerment is Item 16 in the model at Figure 2.

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Reasoning Judgement Complex Problem-Solving Creative Problem-Solving; Imagination and Inventiveness Critical Thinking Strategic Decision-Making Planning Collaboration, Dialogue, Shared Inquiry Reflection, Mindfulness, and Meta-Cognition, Self-

Awareness Empathy Insight and Foresight Change Readiness, Resilience, Receptivity Tolerance for Ambiguity and Uncertainty Independence, Initiative, Self-Direction Resourcefulness Agency, Self-Efficacy, Self-Authorship Service and Social Responsibility Wisdom

Table 1. Compendium of 21st Century capabilities and dispositions.

As with the other variables, empowerment has multiple facets. It has, first, an aspect involving the granting of power, something akin to permission or authorisation, which within some defined parameters allows individuals or groups freedom to choose and to act. However important this is, permission or authorisation has little constructive value if the individuals or groups in question lack capabilities and dispositions to use such power wisely. Which does not mean they should not be provided opportunity to learn and develop, as these are essential. But they may need additional training, coaching, and support, scaffolding their development and deployment of power until they are self-sufficient.19 While it is true that few people are born wise, it is also the case that most people can develop wisdom.20 A sustainable curriculum for citizenship, democracy, and professionalism must empower learners throughout the curriculum by strategic use of the educative process such that they graduate empowered, that is, confident, competent, and inclined to use their skills and knowledge for good.

Sustainability21

Sustainability is the ability to sustain the health and well-being of organisms and the viability of initiatives. Sustainability depends on finding or creating continual or renewable resources, and can be assisted by reducing waste and conserving resources. Applied to citizenship, democracy, and professionalism, and developing a curriculum to support them, sustainability has to do with creating and fortifying communities that can continually renew themselves—self-regenerate—rather than depending entirely on infusion of resources and directives from external sources. The cultures of such communities are self-reliant: resourceful, innovative, and future-oriented, more concerned with long-term welfare than short-term ease, popularity, or profit. They build capability as they go, which explains the constant attention paid to engagement and education.

Further, borrowing from the ecological notion of hybrid vigour, cultures and communities strive for diversity and heterogeneity (Hays and Kim, 2012; Hays, 2013b). Rather than seeking a homogenous population, which tends to be parochial and may lead to reduced resilience, sustainable cultures mix it up, experiment, risk, and play, all which permit the arising of new ideas, blended forms, and vibrant fitness. And drawing on complexity science and adaptive systems, the concept and function of virtuous cycle22 is at the very heart of sustainability. Basically, the system fuels itself. The increases in one variable in turn positively affect one or more other variables in the system. Through a serious of feedback loops the system or parts thereof can become self-sustaining. This is explained and exemplified later when we explore Figure 2.

19 Scaffolding is a key concept in the scholarship of learning and teaching. See Putambekar and Hübscher (2005) and Wlodkowski (2008) for useful references.20 I have been exploring and writing on wisdom and wisdom development for ten-plus years, in Hays (2005 and 2008a) my first published collection. More recent and directly-related to developing wisdom in Hays (2012), Hays (2013c and 2013a), and Hays (under review b).21 Sustainability appears as Item 26 on Figure 2.22 I have written on and used dynamic systems modelling to depict virtuous cycles in Hays (2010a), Hays (2012), Hays (2013b), Hays and Clements (2012), and Hays and Agrawal (under review). Each of these articles has references on complex adaptive systems and virtuous cycles for readers eager to know more.

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Community23

As alluded to earlier, community is where citizenship and democracy are most strongly felt and needed. It is also where they are best cultivated. In community people feel connected and purposeful. The differences they can and do make are evident. They are not learning and doing for some undefinable point in future time or some abstract purpose, but in and for the here and now. This is where action has immediate consequences, where investment and efforts have visible, meaningful, and productive returns. In the community each little win has a reinforcing quality, and small wins should be sought, celebrated, and exploited.24

There is power in the community, and this power can be multiplied when members of the community—citizens—pull together and focus their energies, talents, and resources to common cause. There may be no limit to what they can accomplish if they work democratically, making the most of their capabilities and dispositions as citizen professionals, and keep need for capability-building and sustainability at the forefront of thought. Other approaches may seem less costly, simpler and quicker, more predictable and less fraught with risk, and there may be seductive immediate gains, but neglecting the principles and processes of citizenship, democracy, professionalism, community, empowerment, and sustainability dooms initiatives to fail in the long run and is disheartening to community members and those attempting to improve their lot.

There is much more to the relationships and interdependencies amongst the six elements than revealed in this introduction. The next section of this paper explores and elaborates these relationships and interdependencies, and illuminates additional factors or components that support the development of community, citizenship, democracy, professionalism, empowerment, and sustainability and their mutually beneficial interaction. Following the discussion of the variables and their relationships, a curriculum is proposed that attempts to address the key topics and build the capabilities and dispositions upon which they depend.

Citizenship, Democracy and Professionalism for a Sustainable Future as a Complex Adaptive System—A Model

Introduction to the Model

Figure 2 shows the key features of this system and their relationships. These are explained in the narrative that follows, and references provided where theoretical support for suppositions has been found.

One of the qualities that sets the approach taken in this article to citizenship and democracy apart from others readers might be familiar with is the conceiving of them as parts of a complex adaptive system as depicted in Figure 2. For lack of a better title, this system model is referred to as Citizenship, Democracy and Professionalism for a Sustainable Future (or CDPSF) in keeping with the article title. Figure 2 adds another 20 elements to the primary six depicted in Figure 1 and discussed above.

The model of the system, Figure 2, is known alternatively as a relationship or influence diagram, or a Causal Loop Diagram.25

23 My major contribution to understanding and re-envisaging community is Hays (2009). Community is Item 3 in the model at Figure 2. A relevant treatment of community is also included in Hays (unpublished case study), and in Hays (2008b) a discussion of classroom as community. “Community as means and end” is a vignette in Hays 2013b).24 See the discussion of Figure 2, Item 24, Wins, Successful Attempts, and Improved Performance (R+).

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While the elements included and their interdependent relationships make sense, the author makes no claim as to the completeness of the system depiction. Such models are only approximations of reality, and readers may well find other variables that resonate more completely and accurately with experience and research.

The greatest value in the model proposed, here, is in revealing the complexity of citizenship and democracy and, thus, the folly of assuming significant change can be brought about in communities through simple, one-dimensional interventions. The model does suggest where interventions might have the greatest chance of succeeding, as well as suggesting how other elements in the system might be impacted by such initiatives.

Already foreshadowed, the presence of potential virtuous cycles in the system is what imbues positive self-reinforcement or sustainability. Without these reinforcing feedback loops sustainability is impossible. Thus, it is of the utmost importance to understand the value and potential of these virtuous cycles, and their role and function, and to build them into development efforts (that is, their systems and processes). While the CDPSF system (modelled at Figure 2) is generally productively reinforcing and can lead to sustainability if set in motion and attended to,

25 The author uses this modelling approach extensively in systems analysis and complex-problem-solving (see Hays (2007; 2008a; 2012), Hays and Winter (2004), and Hays and Agrawal (under review) as examples. I provide a tutorial on Causal Loop Diagramming at Hays (2010a). It is a well-established systems dynamics modelling technique in ecology and environment studies, management and organisation, and medicine.

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Community

Citizenship

Democracy

Professionalism

Empowerment

Collaboration

Self-Efficacy

Inquiry

Critical Reflection

Sustainability

Agency

Challenge(the status quo)

“Voice”

ConfidenceSkills

Knowledge Motivation

Initiative

Competence

Opportunityto Engage

Autonomy andIndependence

Training, Professional Development, & Education

Wins, Successful Attempts, & Improved Performance

Self-Direction

Engagement (Involvement and Participation)

(+)

(+)

(+) (+)

(+)

(+)

(+)

(+)

(+)

(+)

(+)

(+)

(+)

(+)

(+)Dialogue

( R+ )

(+)

1

2

3

45

6

7

8

9

25

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

26

EmpowermentCCC

Engagement

(+)

(+)

(+)

Figure 2. Dynamic model of the Citizenship, Democracy, and Professionalism for Sustainable Future (CDPSF) System, showing the 26 variables and their key interrelationships.

subset reinforcing loops, or local sites of likely sustainability, are shown as reciprocally interacting variables (the arrows go both ways) and annotated with a plus sign (+) in Figure 2. Note, especially, the array of these reinforcing loops around Engagement (5), Empowerment (16), Wins / R+ (24), and the CCC (12-15). Variables with the greatest numbers of interconnections are sites of highest potential leverage.

The CDPSF system model assumes that citizenship and democracy are possible and desirable. Readers who disagree may find the following discussion irrelevant or erroneous. But for this discussion citizenship and democracy are considered worthy aspirations. That said, the model presumes citizenship and democracy are neither self-evident nor automatic. That is, they are more complicated than they may seem and require considerable knowledge, skill, commitment, and action to make them work and keep them working. Further, they do not always exist and exist imperfectly; thus even more effort may need to be expended to bring them into being or to reinvigourate or reform them.26 This implies investment and attention, as discussed, for example, in Item 11, Training, Professional Development, and Education, below.

A Walk around the Model

The following section presents and briefly discusses each variable in the CDPSF system, its role, and how it relates to other elements. For sake of simplicity, each variable is introduced sequentially starting with Item 1, Citizenship. Due to the multiplicity of factors and their interrelationships, along with the emergent nature of the model-building process and factors coming to light with continuing investigation, there is not always an easy, sequential flow from element to element. Some patience and persistence from readers is solicited. All 26 variables will be covered.27

Citizenship, Item 1

Citizenship, as outlined here, is not merely doing one's civic duty like paying taxes or voting (not discounting their importance). Citizenship is the enacting of ideals and the development and putting into practice of the capabilities and dispositions on which democracy, professionalism, and, ultimately, sustainability depend. Citizenship should be thought of as something people can and want to do, rather than something they must do. While opportunities to be good citizens must be provided and supportive conditions created, people must avail themselves of opportunities and, indeed, create and support them or there is no real citizenship, certainly not a sustainable one.

In the model (Figure 2), Citizenship (1) is shown to be developed by Training, Professional Development, and Education (11), and this is undoubtedly a prime and essential strategy for developing citizenship. Citizenship derives also from the ideals, expectations, and practices of Community (3) and Democracy (2). Often intangible and taken as given, ideals, expectations, and practices should be codified, explicit, and integral parts of dialogue, debate, and community, national, and global initiatives. Just one example from the university classroom is having

26 Discussion around these themes in classes and seminars the author runs are invariably "eye-openers" for participants, many of whom admit to existing unconsciously, taking for granted citizenship and democracy, assuming that's just the way it is and always will be. No doubt these assumptions are dramatically challenged when citizens are asked to fight for liberty, justice, equality, and other "entitlements" of democracy.27 As the CDPSF system operates as a whole, exploring the elements and their relationships could start anywhere. Further, there are multiple relationships amongst variables, themselves having additional multiple relationships, so a sequential ordering is practically irrelevant. Items have been numbered on Figure 2 merely for ease of identification and discussion. Aside from the first three, Citizenship (1), Democracy (2), and Community (3), which are indeed central to the model and its discussion, there is no particular significance implied by numerical sequencing.

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students develop, agree upon, commit and hold themselves accountable to a set of principles and practices to be maintained in the conduct of class and / or team projects. This is a living example of democracy in action, and builds key skills including negotiation and performance management. Further, it exemplifies much that has been learned with respect to evaluation and self- and peer-assessment,28 which are critical aspects of self-direction (see Item 19).

Operationalising these ideals, expectations, and principles into behaviours helps students to better appreciate and be able to put into practice citizenship, democracy, and professionalism. They also come to see that citizenship and democracy are their responsibility, not someone else's—that citizenship and democracy are created, cultivated, and recreated by individuals—citizens—not supplied to them by some abstract, external authority or, indeed, arising from and guaranteed by some machinery or system on autopilot.

The reciprocal relationships between Citizenship (1) and Community (3) and Citizenship (1) and Democracy (2) highlight their interdependent natures and indicate that these pairings will enhance or dwindle correspondingly.

Democracy, Item 2

Democracy, as explained in the first part of this article, is an environment in which people have and express voice, an environment of fairness, justice, and equality, where there is a balance between privilege and obligation. In terms of its place in the system, we see that it is connected to seven other variables, Opportunities to Engage (4), Engagement (5), Voice (9), Dialogue (10), Agency (8), Citizenship (1), and Training, Professional Development, and Education (11). As mentioned above, better democracies provide greater opportunities to engage. Democracy implies Engagement (5) and certainly depends on it. In a democracy, Voice (9) would be particularly strong. Individuals and groups would have and express voice, and that voice would be sought, contributing to a vibrant and adaptive democracy. The same would be said of Dialogue (10), and within and between democracies dialogue would be strong and effective in resolving conflicts, solving problems, capitalising on opportunities, and innovation.29

Effective democracies also rely on and probably contribute to Agency (8), agency being the capable, empowered initiative to act and play a vital role in organisational and community life.

Citizenship (1) and Democracy (2) go hand-in-hand, as indicated by the line connecting them with arrows on either end. You can't have one without the other, but the interdependencies are often implicit and taken for granted. This is why Training, Professional Development, and Education (11) as a variable is so important.

Democracy (2) can probably be improved through dedicated and on-going Training, Professional Development, and Education, as shown by the link all the way over from Item 11 to democracy. There may be no perfect training for democracy, and even the best may need to evolve as democracy continues to improve. Nevertheless, some curricular aspects can be identified, and are discussed in the next section. Clearly, what it means to be a good citizen in an effective democracy must be part of the focus, along with understanding its ideals and machinery.

Community, Item 3

28 See Dochy et al (1999) or Nicol and Macfarlane-Dick (2006).29 See Item 10 further on for explanation of and references for dialogue.

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As used here, community is the "site" where Citizenship (1), Democracy (2), and Professionalism (17) matter, where they are lived, required, and developed. This is also largely true of Sustainability (26) in the local if not global sense. Community may be an actual locale or organisation, or a greater idea such as a society or global community. It is also the spirit of community, the intangible bonds that define and hold groups together such as identity, common purpose, respect, love, commitment, and reliance.

The spirit and ideals of community and the mechanisms that enable it come from individuals and groups working and communicating together, which is, at the heart, essentially Engagement (5). You can't have a community if people are not engaged in, by, and for it: people who do the right thing for the community, more often than not; people whose contributions are needed, invited, and made use of, improving the community for its citizens, as good citizens. A richer community means richer citizens, but we need citizens to be involved to arrive there. This explains, in part, why Engagement (5) is so vital to a healthy system and thus the emphasis on equipping and empowering individuals and groups to engage, and ensuring there are ample and meaningful Opportunities to Engage (4).

Opportunity to Engage, Item 430

Opportunity to Engage is surprisingly important. It is intricately related to at least six variables, themselves amongst the most important of the CDPSF system. We'll start with the link to Democracy (2). The key assumption here is that democracy accords equal opportunities (and obligations) for all citizens to engage in civic and community life. Unfortunately, this is, of course, not true except in theory. No democracy is perfect, and opportunities are not equally distributed. Even if they were, not all citizens are ready, willing, and able to avail themselves of such opportunities. Thus, a range of scaffolds may need to be put into place.

However, Opportunities to Engage (4) is an important aspiration, as is Empowering (16) individuals and groups to seek and make the most of opportunities to engage. Empowerment to opportunity is essentially a matter of equipping individuals and teams with skills, knowledge, and confidence to pursue opportunities and be recognised and sought as capable. This idea of seeking opportunity to engage is suggested by the dotted line from Motivation (25). Motivation to seek and avail oneself of opportunities is probably necessary but is not sufficient, in and of itself, to create opportunities to engage.

Also shown as in input to Opportunities to Engage is Wins / R+ (24). Wins are presumed to produce Motivation (25) to pursue opportunities, but also probably impacts Opportunities to Engage directly, in at least two ways. As individuals and teams succeed, they are likely to continue to seek opportunities, having developed skills and confidence. They are also more likely to come to the attention of individuals and organisations that value their contributions and capabilities and can and will create further opportunities for them.

By long way about and involving other factors, Opportunity to Engage (4) eventually leads to greater Wins (24), in turn leading to Sustainability (26), all part of a super virtuous cycle, as indicated by the (+) symbols located between Empowerment (16) and Opportunity to Engage. Opportunity to Engage also produces greater motivation (25)—people see that their efforts and capabilities can pay off—just as few or no opportunities would diminish it.

30 A similar variable, “Opportunities to Exercise and Develop Skills”, was noted to be critical in the performance management system characterised by Hays and Winter (2004), inputs to which were self-confidence and training and professional development; outputs, in turn, skills, task competence, and performance. Somewhat later, Hays (2007) put forward a model of workplace empowerment and democratisation, in which “Opportunities to Exercise and Develop Skills and Confidence” figured as a key variable, leading to increases in skills and confidence and, in turn, to successful attempts.

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Collaboration (6) is also shown as an input to Opportunities to Engage. Here, it is implied that greater collaboration leads to greater opportunities, or at least a greater awareness of existing Opportunities to Engage. Individuals and teams who prove to be eager and proficient collaborators gain recognition, earn trust, build skills, and develop relationships that all lead to greater Opportunities to Engage.

Finally, and most obviously, Engagement (5) and Opportunities to Engage (4) are closely and mutually related. Both increase as they feed one another. There is probably also, though not shown, an indirect link to or at least from Training, Professional Development, and Education (11). It is often the case that individuals get recognised and seen as having potential for certain or possible opportunities through training in which they participate.

Engagement, Item 531

In thinking about the CDPSF system, its variables, and their dynamic interrelationships, it became clear that engagement is central to the system, playing a key role in many of the elements and their functions. Engagement has no fewer than nine linkages with other variables, as discussed below. This is significant and indicates a profound point of leverage in the system. Other comparable variables are Item 24 (Wins / R+), Empowerment (16), and the confidence-competence complex (12-15).

Citizenship, democracy, and community cannot exist without engaged membership (populace). This is a two-way street. Some people believe they are entitled to be engaged, and blame their teacher, boss, parent, or partner for not entertaining them or keeping their interest. Their boredom, disengagement, disinterest, and lack of participation and contribution are insidious, contagious, and create a vicious cycle of apathy.32 This needs to be prevented or overcome.

While it is true that situations and experiences cannot always be stimulating and fulfilling, it is also the case that individuals must seek constructive opportunities to engage. To do this consistently they need to be motivated to seek, as seeking may require effort, persistence, and challenge one’s current abilities. These dynamics are in operation primarily amongst Items 25 (Motivation), 4 (Opportunity to Engage), and 16 (Empowerment).

As individuals and teams resourcefully seek and find meaningful tasks and activities they create experiences from which they derive satisfaction and opportunities for others to become engaged. This satisfaction is reinforcing, thus contributes to positive feedback and possibilities for sustainment. This is shown in Figure 2 as the links between Item 5 (Engagement) and Item 4 (Opportunity to Engage).

Referring to Figure 2, note that Engagement (5) is directly linked to Empowerment (16), Opportunity to Engage (4), Dialogue (10), Collaboration (6), Community (3), and to the confidence-competence complex (12, 13, 14, 15). These are all reciprocal relationships. “Voice” (9) is also shown as an input to engagement. This suggests that individuals who feel capable of voice are more likely to engage. At the same time, engagement is unlikely without “voice”. Engagement probably depends on individuals and groups expressing "voice", whether

31 Engagement is very similar to the notion of “participation”, as articulated in Hays and Winter’s (2004) model of performance management, which was shown to not only influence performance but play a critical role in common understanding, commitment, and trust.32 These dynamics are explored thoroughly in Hays and Agrawal (under review), and is similar in many respects to the dynamics explored in Hays (2012) and referenced in Hays (2013c).

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perspective, challenge, or affirmation. "Voice" may be increased through the activity or product of engagement and the capabilities built through engagement.

Further, democracy is hollow and untenable if citizens are not engaged sufficiently. Conversely, while democracy may not guarantee engagement (as other factors are also required), it is likely to permit and encourage it, as suggested by the link to Opportunity to Engage (4). This derives from the inclusion and equality offered by citizenship. Clearly, as opportunity to engage increases, other things equal, engagement is likely to increase.

Democracy (2) is shown linked to Engagement (5) with a dotted line, indicating a somewhat less obvious connection. Engagement will increase or improve democracy to the degree that engagement is constructive. It is certainly required. In return, democracy influences engagement positively to the degree that democracy makes the populace feel valued, needed, and fairly treated.

The reciprocal relationship with Dialogue (10) is strong. Productive engagement relies in large part on people talking, sharing, and creating and evolving ideas together (Hays, 2013b and 2014b): In what might they engage? What is worth spending time and resources on? Why is this important? Likewise, dialogue will probably increase as engagement increases; that is, as people work to solve problems and pursue goals. The same reasoning applies to Collaboration (6).

Collaboration, Item 633

Collaboration is two or more people working together for common cause. It depends on a range of factors, Engagement (5) and Dialogue (10), as well as the Skills (12), Knowledge (13), and Confidence (14) needed to collaborate. For the most part, these are reciprocal relationships, implying improvements (or deficiencies) in the one will influence the other correspondingly. Collaboration (6) and Community (3) probably also have the same kind of relationship. Community, here, a shared sense of ownership, commitment, caring, and mutual obligation.

As Collaboration (6) increases Wins / R+ (24) are likely to increase as well, the result of multiple diverse and complementary capabilities applied to shared purpose. Collaboration will, in response, increase as Motivation (25), Empowerment (16), Opportunity to Engage (4) and other variables increase as a function of progress and achievements. This is hard to trace on Figure 2, but comprises another important virtuous cycle.

A dotted line flowing to and back from Critical Reflection (22) suggests that critical reflection can improve as individuals and teams collaborate (though they must be sensitised to the importance of critical reflection and have the skills and will to critically reflect). Collaboration (6) will no doubt, as with many human processes hinging on the development of sophisticated skills and discipline, improve through critical reflection.

Self-Efficacy, Item 734

Along with Agency (8), to which it flows, Self-Efficacy is exceptionally important in the CDPSF system. It leads directly to Autonomy and Independence (18), for example, on which much system behaviour depends. Without self-efficacy's influence on Agency (8) little effective democratic action is likely. Engagement (5), too, is highly influenced by the level of agency

33 Hays (2008c); Hays (2009).34 Bandura (1994); Zimmerman (2000).

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expressed by individuals and teams. Motivation (25) is also influenced by Self-Efficacy. In most cases, individuals and teams with high self-efficacy will be more likely to undertake and persist with challenging tasks. As shown, self-efficacy comes mostly from the confidence-competence complex (Items 12-15), directly or indirectly from Training, Professional Development, and Education (11), and will increase to the degree that individuals and teams engage, collaborate, and feel empowered.

Agency, Item 835

Agency, there in the upper right-hand corner, appears to play a relatively minor role. This is deceiving, as citizenship, democracy, and professionalism, indeed many of the variables in the system, rely on agency. A strong link is made amongst agency, citizenship, and empowerment in Hays (2010a), where agency is also shown to be an input to dialogue (see Item 10, below), a relationship also shown to be the case here through the aegis of Voice (9). Without agency, people are unlikely to speak up, challenge, inquire, critique, and participate fully and effectively. Thus, agency is shown in many respects through Voice (9).36 Here, Agency (8) is shown to be a result of Self-Efficacy (7), with self-efficacy driven by Empowerment (16) and the confidence-competence complex (Items 12-15).

Voice, Item 9

As mentioned already, voice is permitted by as well as being critical for a functioning Democracy (2) and probably necessary for Engagement (5). Conversely, voice is essential for Dialogue (10) and directly or indirectly for Collaboration (6). Voice is an essential aspect of Challenging the Status Quo (23) so crucial for continuous improvement and change.37 Voice comes mostly from Agency (8), and indirectly from engagement, collaboration, dialogue, appreciation of the ideals and acceptance of the responsibilities of citizenship, democracy, and professionalism. These are all areas where voice is needed, expressed, and developed, and underscores how people need to be involved to become more capable of being involved.

Dialogue, Item 1038

Dialogue is an active, open-minded communication process necessary in resolution, culture building and change, and envisaging possibilities, an important strategy for coming to shared understanding and commitment.39 Dialogue is necessary for Engagement (5), Collaboration (6), Democracy (2), and is, indirectly, a key aspect of Community (3). It is a way of multiplying the voice of one to become the voice of many, and thus can feed Challenge of the Status Quo (23) and ultimately contribute to Sustainability (26).

Training, Professional Development, and Education, Item 11

Virtually everyone needs some initial and / or continuing and advanced education in citizenship and democracy, if only to remind people of their principles, ideals, and practices, and on how many concrete and crucial foundations they hinge. Further, citizenship and democracy demand of community members a raft of capabilities and dispositions. This often goes unsaid, and neglecting these capabilities and dispositions is witnessed in indicators of poor community health. While potentially many, example indicators include diminishing morale, lack of civic

35 Background on agency and some of its dynamics are provided in Hays (2010a; 2014b; unpublished manuscript).36 I sometimes refer to “voice” as self-authorship as referenced at Footnote 12.37 These dynamics are explored in the context of teamwork and team learning in Hays (2013b) and Hays (2014b).38 Useful references on Dialogue include: Bohm (1996) and Isaacs (1999). See, also, Hays (2010b; 2013b; 2014b).39 References on Dialogue include: Bohn (1996); Hays (2010a; 2013b; 2014b); Isaacs (1999).

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involvement, drug and alcohol abuse, domestic violence, crime, divisions and conflict, truancy and drop-out, and discrimination. The curriculum proposed in the following section addresses this element of the system (and, systemically, influencing other elements as well as drawing on them). Training, Professional Development, and Education (TPDE) (11) is related to five areas as shown in Figure 2. The most obvious connection is to the confidence-competence complex consisting of Skills (12), Knowledge (13), Confidence (14), and Competence (15). While TPDE relate to the confidence-competence complex, or CCC, in that increases in the former produce increases in the latter, here we are primarily concerned with capabilities and dispositions that bear on engagement, empowerment, and effectiveness in the context of citizenship, democracy, professionalism, community, and sustainability. These capabilities and dispositions generally fall into the categories presented previously in Table 1, in particular those enabling and promoting teamwork and collective action, such as collaborative problem-solving, decision-making, planning, implementation (and change management), along with critical thinking, reasoning, and judgement, as articulated in the RJRA model propounded by Hays and associates.40

In addition to the more obvious link, TPDE can contribute to Citizenship (1), Democracy (2), Professionalism (17), and Sustainability (26). Each of these variables offers a set of allied topic areas, potential instructional strategies, and skills to be developed. Each of these key variables rests on its own unique foundation of principles and perspectives, concepts / definitions, philosophies and values, theories, and practices. Each could comprise its own unit, course, or program,41 but the crucial aspect sometimes missed is the way they can and should be integrated—their holistic, systemic nature.

While not really indicated on Figure 2, TPDE is enhanced or increased with respect to citizenship, democracy, professionalism, and sustainability42 to the degree that they themselves become a focus of attention, say, in the way they are concretely articulated and as Critical Success Factors (CSFs)43 and learning objectives are formulated for them. They are part of a vast, if subtle, mutually-reinforcing system. Of most importance and relevance here is that the TPDE is designed and delivered to manifest the ideals of and practices it endeavours to foster. How would a curriculum evince sustainability, for instance? Or be designed democratically to instil the values and build the skills of citizenship? Again, it may be worth noting that it is within community that TPDE occurs, and that notions of community can and perhaps should be built into TPDE.

The Confidence-Competence Complex, Items 12, 13, 14, and 1544

Skills (12), Knowledge (13), Confidence (14) and Competence (15) are not the same things but operate so closely together and interdependently that they are characterised here as the

40 RJRA is the shorthand title Hays and associates (Hays, 2014a; Hays, et al, 2012; Hays, under review b). The model includes reasoning, judgement and reflective action (RJRA), plus complex problem-solving, strategic decision-making, creativity, and planning, within the local and global context.41 On-going research intends to identify Higher Education and professional development programs that focus specifically on one or more of these capabilities / dispositions, how they are designed and delivered, and how learning and development are assessed. 42 This means directions of influence would go both ways.43 CSFs are explained in Rochart (1986). I document CSFs for Communities of Practice in Hays (2009).44 Hays and Winter (2004) exemplified links amongst skills, confidence, and competence and their contribution to performance. Their model also included training and professional development training as input to confidence and to opportunities to exercise and develop skills, as well as other elements of relevance to the CDPSF system, as discussed elsewhere.

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confidence-competence complex, or the CCC. This also allows for short-hand description instead of repeating all four elements throughout this article.

Figure 2 shows that the CCC is linked to seven other variables, as enumerated below, and is no doubt associated indirectly with many more. Dialogue, Collaboration, Inquiry, and Challenge, for instance, all require capabilities and dispositions that not everyone possesses, yet must be developed and promoted for citizenship and democracy to sustainably work.

While Training, Professional Development, and Education (11) is an obvious input or requirement for CCC,45 much of CCC capacity is developed through Engagement (5) itself, underscoring the need for engagement instrumentally rather than merely as an indicator of some other attainment or an end unto itself. By instrumental here is meant that through engagement many skills, dispositions, ideals, principles, and practices necessary for citizenship and democracy are fostered in the doing.46 This being the case, engagement should also incorporate the ideals, principles, and practices of citizenship and democracy wherever possible.

Internally, as Skills (12) and Knowledge (13) increase, both Confidence (14) and Competence (15) increase; while confidence and competence also have a positive reciprocal relationship.

Individual and group power, or Empowerment (16) increase as CCC increases, and CCC increases in return. Wins / R+ (24) increase as CCC increases, feeding a crucial series of virtuous cycles. The reciprocal link between the CCC and Critical Reflection (22) is an important one, as critical reflection depends on capabilities, and, yet, is so vital to converting experience to learning and deepening and extending learning from formal study, as documented throughout the literature.47

Self-Direction (19), a capability and disposition much sought after, largely implied by democracy, and the embodiment of Professionalism (17), is contingent on CCC, as is Autonomy and Independence (18).

Empowerment, Item 1648

Empowerment is another key link in the system. As understood here, it has two meanings: one is the power individuals and groups possess to act; and the second is the power within the system to sustain itself. A system that cannot generate power or at least use it ecologically and economically is unsustainable, at least in conditions of limited or dwindling resources.

What is not always immediately obvious is that empowerment is not merely power, per se, conferred or asserted, but the capabilities and capacities associated with or underlying it. One must be Confident (14) and Competent (15) to be empowered, or, rather, to express empowerment. There is an important distinction, if a subtle one, between empowerment and enablement. Enablement has more to do with the provision of training, professional development, and education that sufficiently equips individuals and teams with the knowledge,

45 It is probably also the case that as CCC increases, TPDE (11) also improves, with respect to both capability and tailoring. The respective and complementary roles of the confidence-competence complex are elaborated in Hays (2007)—Skills and Confidence; Hays (2008a)—Competence, Confidence; Hays and Winter (2004)—Skills, Task Competence, Self-Confidence; and Hays and Agrawal (under review)—Skills and Knowledge, Confidence.46 See Hays (unpublished case study), available upon request. This study highlights relationships amongst citizenship, community, service, engagement, deep, transformational learning, empowerment, and voice, and touches on initiative and self-direction; holistic, student-centred learning; systems thinking; and reflection.47 See, indicatively, Chapman et al (2005), Grauerholz (2001), and Havard et al (2005).48 Relevant empowerment literature includes Diduck (1999), Hays (2007), and Rappaport (1987).

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skills, experience, and confidence they need to accomplish given tasks or operate effectively at a target level of responsibility and challenge. Enabling also covers creating and providing the structures, resources, and other conditions wherein people can apply their knowledge, skill, and effort to do the job. This is different than the intangible spirit of empowerment and more than even its formal authorisation. It, again, underscores the importance of Opportunity to Engage (4) and Engagement (5) itself, engagement conferring invaluable experience.

As shown in Figure 2, Empowerment (16) has close ties to Opportunity to Engage (4) (see Hays, 2010a), Motivation (25), Wins (24), the Confidence-Competence Complex (12, 13, 14, 15), Engagement (5), Challenge (23), and Sustainability (26). As individuals feel and demonstrate empowerment (in part by seeking engagement), more opportunities to engage will present themselves.

As empowerment builds through increases in capability and the reinforcement of wins, motivation increases, which also plays a key role in fuelling system performance and sustainability. As motivation increases, wins increase, leading to further empowerment, collectively comprising a virtuous cycle (shown with the large plus sign (+) located near the centre of these variables. Empowerment not only builds from the confidence-competence complex, but positively reinforces it in return, basically through boosts in confidence.

Especially important, though subtle, is the relationship between Empowerment (16) and Engagement (5). As engagement in the system increases, that is, individuals and groups are more engaged with productive and meaningful matters of consequence, empowerment increases. This is a result of the sheer energy and activity produced in engagement. This engagement and productivity enliven the system and have a momentum of their own. In engagement, important relationships and capabilities are developed, and aspirations and values evolved, diffused, and galvanised. At the same time, as empowerment becomes more potent throughout the system, engagement expands and becomes more sustainable. Such empowerment may take the form of optimism, new ideas, motivation, increasing capabilities, and the like.

Professionalism, Item 1749

Closely aligned with TPDE (11) is professionalism, as indicated on Figure 2. Here, it is implied that TPDE directly contributes to professionalism, and it will to the degree that professionalism is presented as a valued outcome in itself and critically instrumental in developing skills and dispositions underpinning an effective environment (or system) of citizenship and democracy, and participants are supported in developing as professionals [the link between TPDE (11) and Professionalism (17)].

Professionalism is required by or at least supports Autonomy and Independence (18) and Self-Direction (19). Professionals are trusted and expected to use good judgement, be impartial, adhere to codes of ethics and standards, and manage their time and priorities prudently. The link to Inquiry (21) is not as apparent. The assumption is that a professional has the skills and is disposed to inquire and investigate—enabled by formal training and obligated by role or status.

Finally, the link connecting Professionalism (17) and the confidence-competence complex can be simply explained as a mutually-reinforcing relationship in which increases in skills, knowledge, confidence, and competence enable (further) professionalism; and, conversely, professionals continually seek to develop their own capabilities, voluntarily, purposefully, and in autonomous, self-directed fashion. Many advances in the CDPSF system rely on such professional initiative

49 Hays (under review a); Hays et al (2014); Hays (2014&).

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and engagement, which is why one might reasonably assert that a good citizen strives to be professional.

Autonomy and Independence, Item 18

Autonomy and Independence is an interesting variable. The CDPSF system (and democracy in particular) depends on professional citizens who are capable, empowered, and self-governing. At the same time, though not immediately apparent from Figure 2 is that individual autonomy and independence must be balanced with skills and orientation of collaboration and spirit of community.

As shown, Autonomy and Independence (18) depends on Self-Efficacy (7), Professionalism (17), and the confidence-competence complex. It feeds directly to Self-Direction (19). A properly designed and delivered TPDE (11) will also promote autonomy and independence, as shown in a case study written by the author ((Hays, unpublished case study).

Self-Direction, Item 1950

Self-Direction implies a purposeful, channelled, resourceful, and capable self-initiated and regulated goal-directed behaviour. Thus, it derives from Autonomy and Independence (18) and the confidence-competence complex. Along with Autonomy and Independence, a professional is expected to be self-directing, as indicated by the link from Item 17. Self-Direction (19) feeds Initiative (20) and Inquiry (21).

Initiative, Item 20

The most important aspect of initiative is that individuals and groups initiate, that is, undertake of their own volition to resolve problems and improve situations for themselves and others. They are alert to challenges and problems and act accordingly without being told to do so. Citizenship and democracy depend on initiative (not shown). They can't exist without it; nor can they mandate it. Initiative must be cultivated in the system through education, opportunities, and rewards.

A relationship of prime importance is that of Initiative (20) to Wins (24). As initiative increases, other things equal, wins increase—more people acting responsibly and responsively more often than not.

Inquiry, Item 21

Professionals inquire. They inquire into processes, practices, policies, and systems as to value add and how they might be improved. They question their own beliefs, assumptions, and capabilities with an eye toward becoming increasingly effective. They inquire partly because it is expected by the profession or of a professional. They do it because they have the skills, the "permission", and are disposed to do so. Thus, they are Self-Directed (19) and they demonstrate Initiative (20). A large part of the impetus for inquiry comes from Critical Reflection (22)—interrogating the world, one's place in it, and how one may better operate in and on the world to make it a better place.51 Part of the drive for doing this comes from internalising and living the

50 Kessels and Poell (2004); Kolb and Kolb (2005).51 Literature on reflection in learning and education is vast. Some useful sources include: Boud and Walker (1991), Cope (2003), Cox (2005), Lyon and Brew (2003), Mann et al (2009), Meuser and Lapp (2004), Reynolds (1998), and van Woerkom (2004). I discuss and reference reflection in a number of sources, including: Hays (2004), Hays (2008a), Hays (2010a), Hays (2013b), Hays (2013a), and Hays (2014b).

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values of citizenship and democracy—and keeping them always in the forefront of attention as ideals and aspirations to strive for.

Critical Reflection, Item 22

As with much conscious learning and most intentional learning and change, critical reflection plays a "critical" role. This is perhaps not explicit in the model of the CDPSF system as there is no variable labelled "learning", and learning is assumed to be occurring and essential throughout the system. That said, the confidence-competence complex (Items 12, 13, 14, and 15) is the most obvious site of learning (along with Training, Professional Development, and Education (11), and the reciprocal links between Critical Reflection (22) and the confidence-competence complex indicate this. Though not shown in the figure, critical reflection is also assumed to be necessary in converting training, professional development, and education to learning, thus reinforcing the link between TPDE (11) and the confidence-competence complex.52

In some aspects, critical reflection is inquiry, as when an individual or team interrogates problem circumstances and interactions. Here, however, Critical Reflection (22) is shown to bear on Inquiry (21) as well as being influenced by it. Critical reflection is an important stimulus for inquiry and gives it focus. In turn, lines of inquiry can promote deeper and more critical reflection.

Critical reflection may also lead to Challenging the Status Quo (23), especially if individuals and teams feel empowered to challenge, concordant with the rights and responsibilities of citizenship, democracy and professionalism, and enabled through the confidence-competence complex.

Critical reflection may also lead to increased Wins, Successful Attempts, and Improved Performance (24), as would be expected when people critically explore problems and possibilities. It is further likely that as Initiative (20) goes up, Critical Reflection (22) goes up as well and vice versa.

Challenge (The Status Quo), Item 23

Systems are unlikely to learn and adapt if not challenged. Challenges are often thought of as external threats, but may also arise within the system. Desire to learn or improve fitness are examples, as is a realisation that "okay" is not good enough.

In any event, here, challenge is shown to be stimulated by Inquiry (21) and Critical Reflection (22), and "powered" by Motivation (25), itself deriving from multiple sources, and the positive reinforcement (R+) of Wins (24). Other things equal, as initiated challenge increases wins are also likely to increase. It is important to focus on wins—even small ones—to produce positive energy to the system. Challenge not only increases likelihood of increased wins, but can be a strong contributor to Motivation (25) just as the setting and pursuit of any worthy goal might.

Wins, Successful Attempts, and Improved Performance (R+), Item 2453

This variable actually subsumes two separate but closely related factors, the achievements themselves and the rewards or positive reinforcement earned as a result. In any case, improvements, progress, and achievements are either rewarding (intrinsically motivating) or lead

52 This link is established in Hays (2005 and 2008a) and Hays (2010a).53 “Wins” was included as a variable in Hays (2010a).

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to rewards (extrinsic motivation).54 There is a positive reciprocal relationship between success and Motivation (25)—as one increases so does the other. The relationship with Challenging the Status Quo (23) is also reciprocal. As wins increase due to the positing of challenge, the tendency to continue to challenge or even increase challenge swells. Lastly, the arrow leading from wins to Sustainability (26) suggests that wins and positive reinforcement contribute to sustainability. This is accounted for in at least two ways: first being concrete progress or achievement itself, and second the intangible results of wins (goodwill, optimism, hope, inspiration, confidence).

Motivation, Item 2555

Sustained effort and activity rely on energy and drive. A key source of needed fuel in the CDPSF system is motivation. Motivation, itself, must be stimulated, powered, and enabled, and is not sustainable unless continuously provided for. Stimuli, enablers, and fuel come from Challenge (23), Wins / R+ (24), Opportunity to Engage (4), and Empowerment (16).

While much in the system depends on motivation, the key productive output shown in Figure 2 is Sustainability (26). It should also be recognised that as motivation increases there is a likelihood that Challenge (23) will also increase, in this case, motivation to change, improve, or just keep on trying. There is the potential for a profound virtuous cycle at work here, comprising Items 23, 24, 25, and 26, and further bolstered by Empowerment (16).

Sustainability, Item 2656

Last but not least, sustainability, a sustainable future, and sustainable development are about extending and expanding worthy pursuits by (a) reducing dependence on limited resources and, especially in this context, those supplied externally through (b) enhancing internal capability and capacity to create and better employ resources and motivate and empower internal initiatives. Supplying resources is nice if they are inexhaustible and easy to acquire, and preferable if you want to placate a population or subjugate it, preventing citizens from attaining greater degrees of freedom and self-governance. However, the former is increasingly improbable and the latter generally undesirable.

In the model, one input to Sustainability (26) is Training, Professional Development, and Education (11). While there is no finite set of skills and knowledge that will contend with all issues of sustainability, here it is at least important to create "sustainability thinking" amongst a majority of a community's citizens—a culture of sustainability: people who understand what sustainability is and why it is important, and key principles and practices of sustainability. Other inputs include Motivation (25), and Wins / R+ (24), and Empowerment (16). These are like the fuel cells of sustainability.

Fortunately, motivation and empowerment are renewable and only partially reliant on external sources. As described above, there are numerous potential virtuous cycles inherent in the CDPSF system that can operate sustainably to fuel the system. It is true that they sometimes need a "kick start" and resources may need to be supplied, for example, to fund initial Training, Professional Development, and Education (11), provide suitable venues for Dialogue (10) and Collaboration (6), or to create initiatives that promote Opportunities to Engage (4). But it is probably the case

54 Models at Hays and Winter (2004) and Hays (2008a) explore these links and their dynamics.55 Keys sources on motivation as understood here include Hays and Winter (2004), Kluger and DeNisi (1996), Locke et al (1981), and Wlodkowski (2008).56 Relevant references, here, include: Dresner (2008), Huckle and Sterling (1996), Tilbury and Wortman (2004), and Warburton (2003).

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that within most communities are already people with capabilities and resources that merely need to be liberated, channelled, or scaffolded to become more agentic. Who amongst us is equipped to train, organise, or inspire? What small wins can we aim for? It is a shame and a waste to neglect this potential in favour of external contributions, and outside sources are not always reliable or sustainable.

Model Summary and Implications

Based on prior and continuing research, a model in the form of a relationship diagram (Figure 2) has been developed of a system designated as Citizenship, Democracy, and Professionalism for a Sustainable Future (CDPSF). The model currently consists of 26 variables; 20 factors added to the six shown in Figure 1 and discussed in the first section of this article: citizenship, democracy, professionalism, community, empowerment, and sustainability. Precedent for complex models of this nature and the high number of variables included has previously been set57 and many of the relations between subsets of the system variables have been explored and established.58 As far as can been discerned, no previous attempt has been made to conceive of citizenship and democracy as a complex adaptive system, to consider a multiplicity of variables related to citizenship and democracy, or explore the dynamic interaction amongst the primary six domains (citizenship, democracy, professionalism, community, empowerment, and sustainability).

This model, then, and the ecological approach taken in this article represent new territory, or at least radical reconceptualisations of constructs and phenomena assumed to be well understood. There is, of course, risk in putting this new view forward. Being new and different, there is much to be challenged and investigated. At the same time, however, there is much to be gained. Each of the relationships can be empirically tested. The more that can be ascertained about their nature, particularly the potency of the virtuous cycles identified, the better. Short of conclusive evidence, experience and reason account for the place of the variables included in the model and their relationships. The author of this article is confident that community development issues that entertain factors discussed herein will benefit, and that associated Training, Professional Development, and Education (Item 11, Figure 1) will make a positive contribution.

Citizenship, Democracy, and Professionalism for a Sustainable Future—A Curriculum

There is no perfect one-size-fits-all curriculum for Citizenship, Democracy, and Professionalism for a Sustainable Future. Contexts, clients, and providers are too varied to prescribe an encompassing university course or corporate or community training program suitable in every case. The best this author can recommend is a general set of topics, strategies, and principles arising from explication of the model of the CDPSF system. It should be evident from our

57 See Hays (2007; 2008a; 2010a), and Hays and Winter (2004).58 See, for example, Hays and Clements (2012), Hays (2007; 2012a; 2014#).i A title change debate. Changing the title from "Citizenship, Democracy, and Professionalism for a Sustainable Future" to "Citizenship, Democracy, and Professionalism for Sustainable Development" makes sense given this paper's intended outlet a conference on community development (rather than solely a conceptual piece with community at the centre and a focus incorporating citizenship and democracy), and given the ecological approach taken here, as exemplified in Figure 2 as a depiction of a complex adaptive system.

However, my use of "sustainable development" is somewhat different in meaning than the concept and set of principles established already in climate, environment, and ecology studies. A deeper investigation and attempt to find parallels will probably bear fruit and will likely produce a companion paper, but exploration and elaboration of sustainable development are beyond scope of this paper. I stay with the original title for the present. That said, what I mean by sustainable development is an approach to [community] system development capacity-building wherein dependence on external resource provision is reduced as internal capabilities to generate and better exploit resources develop. The system becomes self-sustaining and, in theory, may become increasingly resilient, creative, adaptive, and productive as a result of virtuous cycles operating.

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investigation what the key knowledge areas, capabilities, and dispositions are. To the degree that the model captures critical aspects of the system, and readers must judge this for themselves, then the following recommendations will be relevant and meaningful.

The proposed topics, strategies, and principles could be shaped to fit a standard university course or training program, with one major theme per session or week (assuming three-hours each), perhaps offered as an intensive introduction, followed by periodic or on-going refresher training and / or specialised advanced training in particular aspects. Since even the most powerful course can only do so much, given time and other constraints, one option might be to infuse the existing curriculum with the breadth and depth of CDPSF, as some programs have done with key generic skills and desired graduate attributes.59

This distributed framework approach has the advantage of flavouring all of a student or participant's coursework, in theory making the material covered more immediately applicable. The danger with this diffused approach is that the [new] generic material never enjoys the focus of core content. Many instructors would find it difficult to introduce yet more material, and revision of existing lessons to showcase CDPSF might require considerable work. However program administrators and instructors choose to proceed, the following table (Table 1) comprises a basic list of content. Table 2 immediately following enumerates design and delivery principles that can be taken into consideration at lesson, unit, or program levels.

Topic Themes

Citizenship Understandings and applications of citizenship Privileges and obligations of citizenship Exploring assumptions, beliefs, and practicalities of citizenship Requisite capabilities and dispositions of citizenship and their development Citizenship in the classroom, organisation, and community

Democracy Theories and principles of democracy; underpinnings Democracy compared to other forms of governance Fostering democracy and democratic action Democracy in the classroom, organisation, and community

Professionalism Formal and informal views of professionalism Professions, professionals, and professionalism Professional Practice Role of professionalism in democracy Relationships between professionalism and citizenship

Community Understandings of community Qualities and requirements of community Citizenship and community Democracy and community Building community

Empowerment and Motivation

Empowerment as instrument; empowerment as outcome Nature and nurture of empowerment Role of empowerment in community, citizenship, and democracy Indicators of empowerment

59 I elaborate on this in several sources, including Hays (2013a) and in Hays (under review a; under review b; and unpublished manuscript).

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Fostering individual and group empowerment

Sustainability Sustainability thinking Principles and practices of sustainability Citizenship, democracy, and professionalism as strategies for sustainability Sustainable community development

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Dialogue Nature and nurture of dialogue Applied dialogues Dialogue as strategies for learning and change Facilitating dialogue

Engagement and Opportunity

Understanding engagement "Rules of engagement" Engagement as strategy and outcome Engagement and citizenship, democracy, and professionalism

Collaboration Capabilities and dispositions of collaboration

Fostering a culture of collaboration—systems, structures, supports Collaboration and citizenship Techniques and models of collaboration Relationships between professionalism and citizenship

Autonomy, Independence, and Self-Direction

Fostering autonomy, independence, and self-direction (AISD) Healthy AISD and its indicators Relationships amongst AISD and citizenship, democracy, and professionalism

Self-Efficacy, Agency, and Voice

What's and why's of self-authorship Professional voices Developing personal power Role of SEAV in citizenship and democracy

Inquiry and Challenge

What is inquiry and why is it important? Approaches to inquiry Critique and appreciation Challenge, diplomacy, and political skills Challenge, learning, and change

Learning, Change, and Critical Reflection

Relationships amongst Critical Reflection, learning, and change The role of Critical Reflection in inquiry and challenge Fostering skills and discipline of Critical Reflection

Critical Thinking and Critical Reflection

Table 1. Topics and themes comprising a curriculum for citizenship, democracy, and professionalism for a sustainable future.

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Design and Delivery Principles

To the fullest extent possible:

Students and participants should be involved in design, delivery, and evaluation of instruction and projects.

Learning activities and projects should take place in the workplace / field / community and directly with (not just for) real people and clients. And,

Learning tasks and projects should be relevant and meaningful within the context of the community or organisation.60

Learning activities and projects (and assessment) should be collaborative as often as possible, while emphasising individual contribution within a collective framework.

Courses, classes, seminars, and workshops should create an environment of community so that students and participants develop a sense of what it means to be a member-citizen, where community welfare, contribution, and accomplishment subsume and complement individual activity and attainment.

Students and participants should be encouraged (if not required) to create and institute their own governance structures and administrative policies, procedures, and practices.

Problem-solving, decision-making, and planning should be joint affairs offering opportunities to hone skills and dispositions of dialogue, negotiation, collaboration, leadership, and facilitation.

Students and participants should be encouraged to manage their own performance, including goal-setting, defining meaningful measures, regulating behaviour, evaluating individual and collective performance, administering justice, and distributing rewards and recognition.

Instructors should take a back seat and play a supporting, coaching role whenever possible, allowing students and participants to teach and train one another, allowing degrees of latitude for creativity, innovation, and experimentation.

Instructors should not impose boundaries, restrictions, or rules but work collaboratively with learners to develop reasonable ones themselves, adjusting them as necessary.

Table 2. Ten curriculum design and delivery principles for and applying citizenship, democracy, and professionalism for a sustainable future.

Conclusion

This article began as an attempt to explicate and possibly reconceptualise citizenship and democracy focussing on their contribution to a sustainable future. The unlikely inclusion of professionalism was actually a natural result of the author’s recent work in the area of professional practice and preparing university graduates for professional careers. There, citizenship was surprisingly found to be inextricably linked to professional behaviour, particularly with respect to service, contribution to community, and living and promoting the values and ideals of the profession, including and especially continuous learning, development, and innovation.

It was only through continuing thought, model-building, and writing that sustainability came to be increasingly conceived of as an instrumental process rather than merely an outcome. This is the hallmark of community development: not just providing for the current welfare of citizens through charity or maintenance funding, but building capacity within the community to fend for itself. This, it seems, is what empowerment is all about and, as argued throughout this article, the essence of citizenship and democracy, their driving force, the quality of life they promise, and the capabilities and dispositions upon which they depend.

Community, it was argued, is where citizenship and democracy matter most; where they are lived day-to-day and, thus, most palpable and relevant to citizens. Conversely, community is also where the habits and skills of citizenship and democracy are built and refined; where citizens can

60 Authentic work and learning are explained in Hays (unpublished manuscript), available upon request.

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and should put their ideals, aspirations, and principles into practice. Here, community refers to organisations, neighbourhoods, and societies, wherever common cause and interaction are definable. The thesis here is two-part: that citizenship and democracy are best developed in the community and that community can and should be consciously and deliberately built. It follows that [engagement in] initiatives to build community may best represent the training, professional development, and education of citizenship and democracy.

Sustainability implies reducing waste, doing things more efficiently and economically, and exploiting renewable resources. In terms of development, sustainability calls for reduction in reliance on external provision of resources along with the corresponding increase in internal capacity to produce and make best use of resources.

Development efforts need to apply the principles and practices of sustainability and tap into the near inexhaustible energy inherent in human beings—energy that often is squandered through ignorance, prejudice, and misguided good intention. This potential energy can be released, amplified, and harnessed through adjustments to existing elements in systems and their arrangement, and focussing attention on those variables positioned to make the most difference.

The great potential power of human communities lies in virtuous cycles (mutually reinforcing feedback loops),61 especially those associated with empowerment and motivation as depicted in Figure 2 (see Items 16 and 25 in particular). The presence and power of these virtuous cycles in community development is not well known or exploited.62 It is hoped that this article increases awareness of the inherent potential in communities to become self-sustaining and points to sites and strategies where concerned citizens can make a difference.

The model of the CDPSF system is necessarily and authentically complex and unfortunately cumbersome to grasp and immediately put to use. Increasing understanding of the system and the interrelationships amongst its many variables, however, permits the generation of concepts and capabilities that can become parts of community development initiatives and instructional strategies for building citizenship and democracy and, indeed, the qualities of life to which they aspire. Initial ones are proposed here as a curriculum framework. Presumably, many of the topics and skills required are already being taught, though probably not through the lenses of the six domains (citizenship, democracy, professionalism, community, empowerment, and sustainability). It seems quite reasonable to assume that helping learners (and, ultimately, all citizens) to appreciate the interdependent nature and relationships amongst these domains would be fruitful, as would helping them see how particular initiatives focus on and represent one or more principle or practice of citizenship, democracy, or sustainability.

The author hopes that enough background and detail have been provided here to enable readers to adopt or translate the ideas and principles into practical strategies for development or instruction. It may be that only slightly new interpretations and emphases will make a big difference. That is yet to be seen, and feedback and subsequent research findings are awaited. The author of this article will continue to shape his courses and seminars accordingly, seeking to deepen and broaden inclusion of the six domains in content and process, with an eye toward producing graduates who possess the capability and will to make the world a better place for themselves, their neighbours, and future generations.

61 This is known as leverage in the science of complex adaptive systems (see Hays and Winter, 2004; and Hays, 2010a; 2012a).62 Though is probably better understood in the sustainability domain. See, for example, Newman (2007).

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