Planetary Passport

Glossary.- Summary.- Focusing thoughts.- Foreword: Rationale for Planetary Passport: Knowing our place through recognizing our hybridity and interconnectedness.- Consciousness is a continuum across all life.- < Mindfulness and transformation.- Re-membering and re-connecting with Country.- Research as resistance and re-generation.- Prologue: Hunger and Thirst: learning from history, experience and place.- Ecological footprint: implications for systemic praxis and governance.- Critical responses to the concept of Ecological Footprint.- Ethics and the Anthropocene.- Interconnectedness, strings and multispecies entanglement.- Chapter 1: Beyond Anthropocentricism - Why 'taming' or 'tackling' wicked problems' is problematic.- 1.1. Introduction: How can we achieve the values, will and conditions to govern the Anthropocene?.- 1.2. Accountability for the loss of human security ought to be the next step for social justice: the environment isbeing eroded to prop up a failing economy.- 1.3. Phronesis, ethics and designing a response.- 1.3.1. Putting it all together using critical systemic heuristics.- 1.4. Design for meaningful research.- 1.4.1. Community of practice approach.- 1.4.1.1. Praxis believing in students and empowering them to become leaders through enabling them to apply critical systemic thinking and practice to diverse complex transdisciplinary issues.- 1.5. Policy opportunity.- 1.6. The Horizon: Trans disciplinarity and cross cultural studies matter.- 1.6.1. Learning communities contribute to insight and foresight to narrow the gap between service users and providers.- 1.62. Participatory decision making on wellbeing and climate change to enhance representation, accountability and sustainability..- 1.7. Conclusion.- Chapter 2. People and the Planet: Consciousness is a continuum across all life.- 2.1. Introduction.- 2.1.1. Decentering anthropocentric and ethnocentric mindsets and learning from country.- 2.1.2. Consciousness of who we are and what we stand for.- 2.2.From working within boundaries to recognition of flows.- 2.2.1. Cultural transformation: How democratic is democracy if it does not foster human security?.- 2.2.2. From Ark of the Covenant to Global Covenant for Space Ship Earth.- 2.3. Protecting spaces for diversity and biodiversity.- 2.31. Ethical choices: competition, co-operation and interdependence based on recognizing our hybridity.- 2.3.2. Urban living shapes our view of the world.- 2.4. An Architecture for re-generation to maximize changes towards a more sustainable future.- 2.4.1. Reconnecting with environment through spirituality, oral history and law.- 2.4.2. Reflecting on 'the case of the West and the self-fulfilling prophecy of the 'clash of cultures'..- 2.5. Values and relationships: expanding solidarity.- 2.5.1. How can we achieve transformation on consumption patterns through balancing individual and collective needs?.- 2.5.2. Power of ethicalnarratives.- 2.5.3 How can participatory governance support the self-management of our Ecological Footprints?.- 2.6. Policy paradoxes.- 2.7. Debunking the Clash of Civilisations Approach.- 2.71. Vignette: Cartoonists at Charlie Hebdo.- 2.7.2. Vignette: ISIS.- 2.7. Debunking the clash of civilization approach.- 2.8. Recognizing our interconnectedness.- 2.8.1. Corporatism and education: the challenge of dualism.- 2.9. Beyond clash of world views towards leadership for re-generation.- Chapter 3: Planetary passport for social and environmental justice: the challenges posed by the global panopticon, penal states and disappearing states in an increasingly vulnerable and unequal world.- 3.1. Introduction.- 3.1.1. Aims and logic of the passport.- 3.2. The challenges for social and environmental justice.- 3.2.1. Climate change refugees and climate change displacement.- 3.2.2. States, boundaries and biospheres: redesigning governance and democracy.- 3.3. Collective co-determinism to protect human security: better forms of participatory democracy and distributive governance.- 3.3.1. Alternative architectures to enhance representation, accountability and sustainability.- 3.4. Case Study of engagement to address low carbon ethical living.- 3.4.1 Design.- 3.4.2. Enabling local communities through participatory design.- 3.4.3. Potential value of the case study.- 3.4.4. Options and potential for engagement.- 3.4.4.1. Engagement for those who prefer face to face engagement.- A. 'Business as usual' scenario.- B. 'Small changes' scenario.- C. 'Sustainable future' scenario.- 3.4.4.2. Exploratory focus groups.- 3.4.5. Cultural ambivalence.- 3.4.6. Critique of version 1 of the software and future directions for representation accountability and sustainability.- 3.5. Second case study: Planetary passport as a means to ensure the fair distribution of resources for locals and the displaced..- 3.5.1. Piloting a way to do things differently by translating theory into practice.- 3.5.2. Transformative research for re-generation.- 3.5.3. How the engagement process works.- 3.54. Data collection system.- 3.5.5 Questions for the survey and focus group.- 3.5.6. Interview Schedule.- 3.6. Policy context and options for stewardship.- 3.6.1. Purpose of the software.- 3.6.2. Specifications of the software.- 3.6.3. The potential and weaknesses of digital futures.- 3.6.4. Translating thinking into practice: stewardship conditions through extending the social contract.- 3.7. Systemic Governance for Stewardship.- 3.7.1. Pan Opticon: surveillance 'from above'.- 3.7.2. Social justice for non-citizens and environmental protection of the planet.- 3.7.3. Australia needs to reconsider its relationships with others, the environment and the wider region.- 3.7.4. Valuing self, others, the environment and future generations of life: implications for socio-economic and environmental governance and democracy.- 3.7.4.1. Competition for scarce resources.- 3.7.5. Penal states, protection for the Displaced, Disappearing states, Obsolete states and Property law.- 3.8. Policy and governance praxis: a way forward for collective co-determinism.- 3.9. Accountability for the loss of food and loss of place could be the next step in law.- 3.9.1. The social contract is being eroded to prop up a failing economy.- 3.9.2. Intimidation and silence of the media: maintaining the status quo and business as usual.- 3.9.3. Held's Global Covenant.- 3.9.4. Local agenda 21 and Aarhus Convention for scaling up the Principal of Subsidiarity and Testing out Ashby's Rule of Requisite Variety.- 3.10. From stocks to flows as a synecdoche for planetary democracy and distributive governance.- 3.10.1. Water management as a synecdoche for global commons management.- Chapter 4: Political context: freedom versus democracy.- 4.1. Introduction.- 4.2. Representation and accountability in South Africa: freedom cannot exist at the expense of democracy or vice versa.- 4.3. Food insecurity and reflection on currentareas of concern in South Africa.- 4.3.1. Vignette: Food insecurity and the 'bin pickers' in suburban Cape Town.- 4.4. A case study of living hope: systemic, integrated care.- 4.4.1. Background.- 4.4.2. Rapid appraisal.- 4.4.2.1. Living right: prevention and life skills.- 4.4.2.2. Creating opportunities and caring for people.- 4.4.2.3. Analysis.- 4.5. Conclusion.- Chapter 5: Cross cultural learning community: Challenges and opportunities: from clash of cultures to co-creation and co-determination.- 5.1. Leadership for transformation requires gender mainstreaming and capacity building.- 5.1.1. Creating a learning organization and learning community approach.- 5.1.2. A learning organization within a learning community and post national region.- 5.1.3. Multilevel engagement through mindfulness and critical systemic praxis.- 5.1.4. Critical systemic praxis.- 5.1.5. Developing an alternative vision for public education and employment.- 5.1.6. Participatory policy research needs to support curriculum development and co-determination for social and environmental justice.- 5.1.7. Capacity building through scenarios at the personal, interpersonal and organizational level.- 5.2.Co-determination in regions -challenges for education: Policy proposal to develop learning organisations and learning communities.- 5.3. Representation, accountability, re-generation and sustainability are challenges for education.- 5.3.1. Co-learning and mindfulness that support building communities of practice.- 5.3.2. Learning organizations span sectors to support non-anthropocentric designs that do not commodify others or the environment.- 5.4. Summing up: co-determination within biospheres: rethinking architectures for teaching and learning based on the pillars of morality: empathy and reciprocity.- 5.4.1. Making policy recommendations on the basis of the research to create an appropriate curriculum that helps students and members of the public appreciate their interconnectedness.- 5.5. Conclusion: Transformational leadership from boundaries to flows.- Chapter 6: Executive Summary: new architecture for people and the planet