This document presents a curriculum for citizenship, democracy, and professionalism. It discusses six interdependent elements - citizenship, democracy, professionalism, empowerment, community, and sustainability. It argues these elements form a complex adaptive system and must work together synergistically. The curriculum is designed to develop the capabilities and dispositions that these elements require to build and sustain healthy communities. It involves learning through doing, working collaboratively, and engaging in critical reflection.

1. Citizenship, Democracy, and Professionalism for a Sustainable Future1, i
Jay Hays
Unitec Institute of Technology
Keywords
Curriculum Virtuous Cycles
Complex Adaptive System Empowerment
Community Engagement
Development
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.
1

2. 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.
2
CitizenshipCitizenship
EmpowermentEmpowerment
ProfessionalismProfessionalism
DemocracyDemocracy
SustainabilitySustainability
CommunityCommunity
Figure 1. Six interdependent variables, domains of
the CDPSF System.

3. 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).
3

4. 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.
4

5. 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.
5
 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
Table 1. Compendium of 21st Century capabilities and dispositions.

6. 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.
6

7. 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+).
7

8. 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.
8
Community
Citizenship
Democracy
Professionalism
Empowerment
Collaboration
Self-Efficacy
Inquiry
Critical Reflection
Sustainability
Agency
Challenge
(the status quo)
“Voice”
Confidence
Skills
Knowledge Motivation
Initiative
Competence
Opportunity
to Engage
Autonomy and
Independence
Training, Professional
Development, & Education
Wins, Successful Attempts,
& Improved Performance
Self-Direction
Engagement
(Involvement and Participation)
(+)
(+)
(+) (+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)
(+)Dialogue
( R+ )
(+)
Empowerment
CCC
Engagement
(+)
(+)
(+)
Figure 2. Dynamic model of the Citizenship, Democracy, and Professionalism for Sustainable Future (CDPSF)
System, showing the 26 variables and their key interrelationships.

9. 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.
9

10. 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.
10

11. 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.
11

12. 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).
12

13. 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).
13

14. 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).
14

15. 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.
15

16. 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).
16

17. 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&).
17

18. 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).
18

19. 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).
19

20. 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).
20

21. 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
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
57
See Hays (2007; 2008a; 2010a), and Hays and Winter (2004).
58
See, for example, Hays and Clements (2012), Hays (2007; 2012a; 2014#).
21

22. 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
 Fostering individual and group empowerment
Sustainability  Sustainability thinking
 Principles and practices of sustainability
 Citizenship, democracy, and professionalism as strategies for sustainability
59
I elaborate on this in several sources, including Hays (2013a) and in Hays (under review a; under review b; and
unpublished manuscript).
22

23.  Sustainable community development
23

24. 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.
24

25. 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.
60
Authentic work and learning are explained in Hays (unpublished manuscript), available upon request.
25

26. 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
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
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).
26

27. graduates who possess the capability and will to make the world a better place for themselves,
their neighbours, and future generations.
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31. 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.