MAIL Analytical devices to support research
of the situation or phenomena.
Not every device will be equally suitable for every topic, but here are some ideas. More are welcomed!
AD1. Comparison with similar situations or contexts.
E.g. Unification of the Koreas with that of the Germanies. Disputed islands could be leased for a negotiable term just as Hong Kong was leased to the British.
AD2. Contrast with different situations or contexts.
E.g. The number of violent crimes in Japan with the number in the U.S.A.
AD3. Analysis of beneficiaries and victims. Who has vested interests in the status quo or the various avenues of change? Which social structures (if any) support the beneficiaries, and which (if any) support the victims. To what extent are the beneficiaries and victims actively or passively maintaining the current system, to what extent are they attempting to change it? What is the balance of power like? How could the situation change for the better or worse for the people involved? How can the greater good be served?
AD4. Exploration of costs and benefits to individuals and society.
Example: Some pork-barrel construction schemes make for interesting value for money analysis. (e.g. The Isahaya Bay Barrage scheme cost tax-payers a great deal, but benefit some individuals and some communities more than others. Farmers not at all - interestingly enough. Salt, poor drainage and agriculture not being the best bed-fellows) There are non-economic costs and benefits associated with many issues too. For example benefits like the eco-system services provided by wetlands for flood control, water purification, non-human use values to migratory birds, mudskippers, flat fish, crustaceans, worms and shells. Costs might include the awful stink of dead tideland creatures and trapped sewage, the loss of traditional leisure activities not to mention livelihoods, the increased risk of flooding, etc.
AD5. Identification of differing viewpoints.
i)Explorations of beliefs that influence behaviour.
ii)Explorations of values that underpin beliefs.
iii)Exploration of assumptions that underpin values.
iv) Exploration of agencies that influence all this, cultural, religious, media, peers, etc.
AD6. Cause and effect webs. Here the students could use clusters to consider the central social phenomenon of their choice and then work outwards to identify chains of causes and effects.
AD7. "What if ...?" scenarios. For solution searches. Students explore various hypotheses to find solutions to "problem" situations. Each solution is likely to have pros and cons.
AD8. Analysis of pros and cons. What are the advantages and disadvantages of a situation or course of action?
AD9. Desired condition back-chaining. Here the students consider and establish an ideal social condition and then work backwards to establish measures or steps required to achieve it. So instead of just giving the ubiquitous "We must seek measures to address this problem" line in the conclusion, everyone can make some suggestions in their work too, rather than just passing the proverbial buck.
AD10. Examination of extremes. If certain ideas were followed to the extreme what might the consequences be? What safe-guards exist now? Are they sufficient? Do the safe-guards themselves infringe anybody's rights? Is the trade-off worthwhile? How are / should such decisions be made?
For any feedback / ideas / constructive criticism MAIL
