Pedagogy of Citizenship Education: Community Education and Service Learningbongsir
Pedagogy of Citizenship Education: Community Education and Service Learning
Major Questions to ask
1. Service Learning as Experiential Learning
- Vygotsky: Zone of Proximal Development & Scaffolding?
- Critical Pedagogy: Hidden Curriculum?
- Pedagogical Coherence: Learning Transfer & Reflection Design?
2. Service Learning as Community Education
- Community Knowledge and Understanding?
- Community Belongingness?
- Community Efficacy
3 "Good" Service-Learning?
- Strong linkage of Learning and Services?
- Begin with Powerful Issue?
- Reflection Design?
- Reciprocity?
- Social Justice focused?
學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibil...bongsir
Students’ deep learning refers to their learning beyond the mastery of existing content knowledge. Students can also create and use the new knowledge in their real world and their real life experiences. While combining community-based learning in service learning project is widely accepted as an effective pedagogy to facilitate students’ deep learning, the design of learning activities specifically to global issues for primary and secondary students is not fully developed.
This plenary presentation is intended to discuss the possibilities in designing community-based learning activities to learn global issues that could contribute to meaningful service learning projects. Approaches of inquiry based and advocacy based service learning will be briefly reviewed. The interrelatedness of these approaches to the students’ deep learning to global issues will be elaborated. An example of a community-based learning with the learning theme of “bicycle-friendly city” will be used to illustrate how these concepts could be blended in practices, in particular in designing meaningful service learning project for primary and secondary students.
深入學習是指在現有的學習領域上有進一步的提升。學生除了掌握學科知識外,更可以善用所學,在真實的世界及生活經驗中創造及應用新知識。雖然大眾已廣泛接納把社區為本概念融入服務學習計劃作為達至深入學習的教學方式,但是就中、小學在全球議題上的服務學習課程設計上仍未發展出一套成熟的模式。
是次的專題分享集中討論如何以社區為本的教學法設計教學活動,令學生對全球議題有深入學習,繼續發展出有意義的服務學習計劃。當中會討論服務學習中「探究為本」及「倡議為本」的手法,以及如何結合兩者以達至深入學習。再者,講者會以「單車友善城市」的例子說明如何把社區為本概念加以實踐,從而在中、小學在設計具意義的服務學習計劃。
Pedagogy of Citizenship Education: Community Education and Service Learningbongsir
Pedagogy of Citizenship Education: Community Education and Service Learning
Major Questions to ask
1. Service Learning as Experiential Learning
- Vygotsky: Zone of Proximal Development & Scaffolding?
- Critical Pedagogy: Hidden Curriculum?
- Pedagogical Coherence: Learning Transfer & Reflection Design?
2. Service Learning as Community Education
- Community Knowledge and Understanding?
- Community Belongingness?
- Community Efficacy
3 "Good" Service-Learning?
- Strong linkage of Learning and Services?
- Begin with Powerful Issue?
- Reflection Design?
- Reciprocity?
- Social Justice focused?
學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibil...bongsir
Students’ deep learning refers to their learning beyond the mastery of existing content knowledge. Students can also create and use the new knowledge in their real world and their real life experiences. While combining community-based learning in service learning project is widely accepted as an effective pedagogy to facilitate students’ deep learning, the design of learning activities specifically to global issues for primary and secondary students is not fully developed.
This plenary presentation is intended to discuss the possibilities in designing community-based learning activities to learn global issues that could contribute to meaningful service learning projects. Approaches of inquiry based and advocacy based service learning will be briefly reviewed. The interrelatedness of these approaches to the students’ deep learning to global issues will be elaborated. An example of a community-based learning with the learning theme of “bicycle-friendly city” will be used to illustrate how these concepts could be blended in practices, in particular in designing meaningful service learning project for primary and secondary students.
深入學習是指在現有的學習領域上有進一步的提升。學生除了掌握學科知識外,更可以善用所學,在真實的世界及生活經驗中創造及應用新知識。雖然大眾已廣泛接納把社區為本概念融入服務學習計劃作為達至深入學習的教學方式,但是就中、小學在全球議題上的服務學習課程設計上仍未發展出一套成熟的模式。
是次的專題分享集中討論如何以社區為本的教學法設計教學活動,令學生對全球議題有深入學習,繼續發展出有意義的服務學習計劃。當中會討論服務學習中「探究為本」及「倡議為本」的手法,以及如何結合兩者以達至深入學習。再者,講者會以「單車友善城市」的例子說明如何把社區為本概念加以實踐,從而在中、小學在設計具意義的服務學習計劃。
Pilot Study of Apply Education AI Virtual Assistant in Groups’Wisdom Created and Shared Ecosystem—A Case Study on Education Learning as a Service(ELaaS)with mFHC Bank.
Full Paper Download,http://bit.ly/2DExgrh
---
張大明 育睿科技 執行長
richard@abctech.pro
羅志傑 育睿科技 教務長
roger@abctech.pro
王詩帆 優睿亞科技 教學設計總監
shfan23@gmail.com
淡江大學守謙國際會議中心—2019學術研討會:AI在教育科技的應用與實踐。淡水校園。
Full paper-
https://www.researchgate.net/publication/332727759_Pilot_Study_of_Apply_Education_AI_Virtual_Assistant_in_Groups'Wisdom_Created_and_Shared_Ecosystem-A_Case_Study_on_Education_Learning_as_a_ServiceELaaSwith_mFHC_Bank
Anti-oppressive Practices in community and youth work.pptxbongsir
In summary, wisdom voices and practitioner echoes are essential components of antioppressive social work.
wisdom voices and practitioner echoes create a reciprocal and transformative approach to antioppressive social work.
By centering the knowledge and experiences of marginalized individuals and engaging in critical self-reflection, social workers can work towards dismantling oppressive systems and promoting social justice within their practice.
Pilot Study of Apply Education AI Virtual Assistant in Groups’Wisdom Created and Shared Ecosystem—A Case Study on Education Learning as a Service(ELaaS)with mFHC Bank.
Full Paper Download,http://bit.ly/2DExgrh
---
張大明 育睿科技 執行長
richard@abctech.pro
羅志傑 育睿科技 教務長
roger@abctech.pro
王詩帆 優睿亞科技 教學設計總監
shfan23@gmail.com
淡江大學守謙國際會議中心—2019學術研討會:AI在教育科技的應用與實踐。淡水校園。
Full paper-
https://www.researchgate.net/publication/332727759_Pilot_Study_of_Apply_Education_AI_Virtual_Assistant_in_Groups'Wisdom_Created_and_Shared_Ecosystem-A_Case_Study_on_Education_Learning_as_a_ServiceELaaSwith_mFHC_Bank
Anti-oppressive Practices in community and youth work.pptxbongsir
In summary, wisdom voices and practitioner echoes are essential components of antioppressive social work.
wisdom voices and practitioner echoes create a reciprocal and transformative approach to antioppressive social work.
By centering the knowledge and experiences of marginalized individuals and engaging in critical self-reflection, social workers can work towards dismantling oppressive systems and promoting social justice within their practice.
1. Community
2. Community and Identities
3. Communitarianism
4. "The Spirit of Intimacy“ - Sobonfu Some
5. Asset based Community Development
6. Asset-based vs Need Based
7. Asset Mapping
8. Appreciative Inquiry
9. Critical Praxis of Communitarian ideas to Education?
綠色青年工作:習慣心理學與世界公民教育的遭逢與實踐Greening the youth work: the interplay and praxis of...bongsir
綠色社會工作是近代社會工作的關注。誠然,檢視本地的實務情況,綠色社會工作的實踐經驗仍不算豐富,而短講會嘗試從運作青少年綜合服務中心的經驗,帶出綠色青年工作的可能。
短講首先會簡略介紹習慣心理學及世界公民教育的概念及這些概念與綠色社會工作的關係,接著會以在青少年綜合服務中心建構「綠色中心」的經驗,闡明如何發揮青少年綜合服務中心作為「綠色中心」的學習中心和實踐基地,即令青少年從中拓展其綠色的生活習慣及同時組織他們介入生活的現場,在社群中引發改變。短講最後會以幾個具體實例指出「綠色中心」與世界公民教育實踐上的關連和呼應作為總結。
Greening the youth work: the interplay and praxis of the psychology of habits and the global citizenship education
Asset Based Community Development and Youthworkbongsir
ABCD – 社工的角色
ABCD與青年工作
- ABCD, ABCD and youth work
- Changing the Paradigms about how we involve young people
- Unique contribution by young women and men
- 10 Commandments for involving young people in community
- 50 things adults can do with young men and women
- Be a Facilitators in ABCD
3 habits of Effective Group Discussion
What is Group
What is Discussion
Individual and Group
People and Task Matrix
Genuine Listening
Assertive Responding
Giving and Receiving Feedback
Jointing and think Win-win
Handling Differences
Transfer of Learning: Concepts, Process and Principlesbongsir
Transfer of Learning: Concepts, Process and Principles
1. Six Levels of Transfer
2. Five Stages of Transfer
3. Process of transfer
4. The Transfer of Learning Matrix
5. 11 principles of transfer
“Counsellors have two choices: to ignore the influence of culture or to attend to it. Whatever choice is made, cultural will continue to influence both the client’s and the counsellor’s behaviour, with or without the counsellor’s awareness.” Pedersen, 1994.
Diversity is the one true thing we all have in Common. Celebrate it every day.
All People have the right to be equal and the equal right to be different. --Shimon Peres
"Classroom in community: serving the elderly people learning from senior citi...bongsir
"Classroom in community: serving the elderly people learning from senior citizens" Community-based service-learning for secondary schools students in Hong Kong
6. Service-learning is an educational method that
entwines the threads of experiential learning and
community service. It meets educational objectives
through real-world experiences, while tapping
youths as resources to benefit their schools and
communities (NYLC, 2004)
“Picking up trash by a riverbank is service.
Studying water samples under a microscope is learning.
When students collect and analyze water samples and
the local pollution control agency uses the findings to
clean up a river … that is service-learning.”
“I unites communities. Serve. Learn. Change the world”
12. Paradigm Change regarding Adolescents
Problem
Client
Recipient
At risk Population to
be deal with
Tomorrow’s Leaders
Adult in the making
Problem Solver
Change Maker
Co-participant
Leadership asset to be
cultivated
Part of today’s leadership team
A citizen today
Extracted from Bank of I.D.E.A.S. http://www.bankofideas.com.au/
15. 美国学者西格蒙(Sigmon)曾分析服务与学习的各种
不同关系,将其归纳为四种类型态 :
service learning 服务与学习彼此目标没有关联
service-LEARNING 以学习目标为主,服务成果不
是重点
SERVICE-learning 以服务成果为主,学习目标不
是重点
SERVICE-LEARNING 服务与学习目标同等重要,
对所有服务与被服务的人都 能加强其完成目标
Sigmon, R. (1996). The problem of definition in service-learning. In R. Sigmon (ed.), Journey to
servicelearning: Experiences from independent liberal arts colleges and universities. Washington, DC:
Council of Independent Colleges.
16. 服务学习与其他学习 / 服务计划的比较
Furco, A. (1996). Service-learning: A balanced approach to experiential education. In
Corporation for National Service (Ed.), Expanding Boundaries: Serving and Learning (pp.
2-6). Columbia, MD: Cooperative Education Association.
22. 服务学习的特质
服务学习强调:
服务与学习之间相向的连接与贯通 – 服务增进和
强化学习,学习增进和强化服务 (The service reinforces
and strengthens the learning, and the learning reinforces and strengthens
the service)
学生与服务使用者平等的交流,彼此一起教导,
两者互相学习 (Both the server and those served teach, and both
learns)
连接服务经验于特定学习目标(透过反思、讨论,
以及结合课程材料)
满足小区与服务机构的需要
促进学生与小区之间终生的连系
23. 社会正义为焦点(Social Justice Focus)
‘Service learning should be about social change,
not just filling a gap in services. It should be
about questioning the conditions in society
that create the need for service in the first
place and seeking to alter those conditions’
Wade, R. C. (2000). Beyond charity: Service learning for social justice. Social Studies and the Young
Learner, 12(4), 6–9.
57. 社会正义为焦点(Social Justice Focus)
‘Service learning should be about social change,
not just filling a gap in services. It should be
about questioning the conditions in society
that create the need for service in the first
place and seeking to alter those conditions’
Wade, R. C. (2000). Beyond charity: Service learning for social justice. Social Studies and the Young
Learner, 12(4), 6–9.
服务学习的批判性实践 (Critical Praxis of
Service Learning )
58. Critical Pedagogy in Service Learning
Conditions for Mutuality and Collaboration
Service goals must center around responsiveness to the real
community needs, but not the self-interest of the student.
Local communities should be involved as partners in both
planning and implementing the service project.
To counter the tendency of privileged students to consider
themselves the “providers” of service for those “less
fortunate” than themselves, they must be made aware of
how they, too, benefit from the service experience. For
example: knowledge, learning, perspectives broadening
and personally rewarding relationships.
Guided Reflection is necessary to contextualize their
experiences in terms of broader societal dynamics and
power relation.
King, J. T. (2004). Service-Learning as a Site for Critical Pedagogy: A Case of
Collaboration, Caring, and Defamiliarization across Borders
59. Critical Pedagogy in Service Learning
Critical Reflection
Students must engage, not only in thinking about the
past experience, but in theorizing about it in the sense
of considering problematic questions associated with
power, history and agency.
Questioning practices and assumptions that appear to
make lives easier.
Defamiliarization: Students become caught up in a
circular interplay between the familiar and the strange.
Students come to really hear, see, or feel what the
other tries to convey (engrossment) and experience
“motivational displacement,” an affective state in
which they feel the desire to help the other in their
need.
King, J. T. (2004). Service-Learning as a Site for Critical Pedagogy: A Case of
Collaboration, Caring, and Defamiliarization across Borders
62. 服务学习:小区教育设计
服务学习是小区教育,善用小区作为教室的一种教学法,当中包括:
环顾小区的教育(Education about the community) : 即经验
学习的开展,让师生认识小区,培养小区意识。老师对学校附
近的小区作初步探索,了解小区需要。透过课堂,老师把小区
议题及情况向学生提出,藉以引发学生的探究动机,然后带领
学生从小区发掘不同需要及作出对话,是一次深刻的学习体验。
关注小区的教育(Education for the community) :建立小区伙
伴关系,鼓励小区伙伴参与学与教。所谓关注小区的教育,是
引导并鼓励学生探索与小区相关的种种议题。小区伙伴了解特
定社群的需要,能促进有效的服务学习。
投入小区的教育(Education in the community) :构思关注小
区的服务,鼓励学生/小区伙伴共同构思服务意义。所谓投入小
区的教育,是让学生透过小区探索,从新对小区进行审视。根
据学习所得,构思切合小区需要的服务,构思和推行有助改善
小区的行动。服务的对象除了人,也可以是针对小区环境与设
施的小区改善,或针对政策及制度的小区行动等。 余安邦等着(2002). 小区有教室
63. Critical Praxis of Communitarian
ideas to Education?
The key task for education is to teach young people
to respect worthy traditional values, whilst enabling
them to develop their critical capacity so that they
can through democratic deliberations with others
identify and strip away the prejudices which
undermine doctrines of the past.
Tam H. (1996) ‘Education and the Communitarian Movement’, Pastoral Care in
Education. 14 (3) pp. 28-31.
64. 服务学习的批判性实践(Critical
Praxis)
批判性实践 vs. 复制性实践 / 工具性实践
社会脉络、解霸权、实践与反省
提问式教育 vs. 囤积式教育
Problem-posing education vs. Banking Model of Education
辩证性对话
问题陈显 vs. 问题解决
Problem-posing vs. Problem-solving
意识化(conscentization)与意向性(intentionality)
知识主体的特殊性;将人导向对象、导向行动
65. Be Community Learners in community
Learning in community is a continuous lesson.
Teachers as community learners implies teachers are
moving from “teaching knowledge for” the community
to “realizing knowledge with” the community. This is a
“know-how” to “know-why” shift.
In this move, teachers engage continuously in the
collective inquiries with community members, which in
turn facilitates teachers to generate meaningful and
contextual questions for student learning in the course
of CIC.
Chan, Kwok-bong (2009). “Classroom in community: Serving the Elderly People, Learning
from Senior Citizens. A community-based Service Learning for Secondary School students in
Hong Kong.” New Horizons in Education, 57, No.3
66. Be Problem-posers in education
…as “men and women develop their power to
perceive critically the way they exist in the
world which and in which they find
themselves; they come to see the world not
as a static reality but as a reality in the
process of transformation” (Macedo, 1993.
Introduction. Pedagogy of the oppressed. )
67. The aim of Problem-posing is to
demythologize;
“we need to place the knowledge that we
teach, the social relations that dominate
classrooms, the school as a mechanism of
cultural and economic preservation and
distribution, and finally, ourselves as people
who work in these institutions, back into the
context in which they all reside.” (Apple,
1990. Ideology and Curriculum)
83. ABCD的三大原则
Kretzmannh与 McKnight指出ABCD的三大原则:
(1) 以资产为本(Asset Based): 小区发展的策略是
从小区出发—居民及劳动人口的能力、地区组
织及团体;并不是探讨小区中缺乏什么,或是
出现了什么问题,有什么需要等等。
‘The root idea of community development is to identify
local capacities and mobilise them, which involves
connecting people with capacities to other people,
associates, institutions and economic resources.’
(Jody Kretzman and John McKnight)
84. ABCD的三大原则
Kretzmannh与 McKnight指出ABCD的三大原则:
(2)「以内部为焦点」(internally focused):着重
由居民去发现议题、发掘资源及能力
‘All the historic evidence indicates that significant
community development only takes place when local
community people are committed to investing themselves
and their resources in the effort. That’s why you can’t
develop communities from the top down, or from the
outside in’
(John McKnight, John Kretzmann)
85. Kretzmannh与 McKnight指出ABCD的三大原则:
(3)「以关系作推动」(relationship driven):
重视建立及延续本地居民、组织及团体之间的关系
Much hard evidence has accumulated that civic
engagement and social connectedness are practical
preconditions for better schools, safer streets and even
healthier and longer lives (Robert Putnam)‘
‘As a rule of thumb, INVOLVE EVERYONE IN EVERYTHING’
(Tom Peters – writer of In Search of Excellence)
87. 社会资本 Social Capital
“the fabric
that holds
the community together”
(Robert Putnam)
从个人/微观出发,社会资本是指个人透过与他
人的社会联系而获得的经济资源、信息或机会。
从社会、团体组织/宏观出发,社会资本指一个
社会或组织透过其规范、网络与信任,来促进集
体行动来实现共同利益
95. 以下是有关:俄亥俄州教会的的调查准则
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
INTRODUCTION
My name is ___________. What is your name?
Thank you for coming over. Did someone talk to you about what
the ‘Gift Exchange’ is all about? What do you understand it to be?
Basically, we believe that everyone has God-given talents and gifts
that can be used to benefit the community. I’d like to spend a few
minutes talking to you about your gifts and skills.
GIFTS
Gifts are abilities that we are born with. We may develop them,
but no one has to teach them to us.
What positive qualities do people say you have?
Who are the people in your life that you give to? How do you give
to them?
When was the last time you shared with someone else? What was
it?
What do you give that makes you feel good?
96. 以下是有关:俄亥俄州教会的的调查准则(续)
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
SKILLS
Sometimes we have talents that we’ve acquired in everyday life such as cooking and fixing things.
What do you enjoy doing?
If you could start a business what would it be?
What do you like to do that people would pay you to do?
Have you ever made anything? Have you ever fixed anything?
DREAMS
Before you go, I want to take a minute and hear about your dreams – those goals you hope to accomplish.
What are your dreams?
If you could snap your fingers and be doing anything, what would it be?
CLOSING
First, I’d like to thank you. We’re talking to as many people as we can and what we’d like to do is begin a
Wall of Fame here in the Soup Kitchen highlighting the gifts, skills and dreams of as many people as possible.
The ultimate goal is to find a way to use those gifts in rebuilding the community. Before you go, can I get
your full name? Address? Age?
97. 绘制「资产为本的地图」时,
要珍而重之的是当中所建立的关系,
而非搜集到的资料
‘Perhaps most important in the
whole asset mapping venture is not
the outcome of data within the
mappings but the relationships built in
the process.
Asset mapping is a good
way to rebuild communities one relationship at a
time.’
The Connecticut Assets Network, Summer 1999
98. 促进者 FACILITATION
"To make easy, promote, help forward an action or result,
to remove difficulties,
Promote ease or readiness with aptitude, dexterity or fluency"
(Dictionary definition)
促进者的角色
营造积极乐观气氛
打破迷思:令概念、运作及策略变得清晰可行
善用团队/个人的知识及专长
作为“中间人”,把经验、方法、网络、资源传递予
有关人士
鼓励团体和网络间的协作及努力
Be facilitators
102. 参考数据
陈国邦等编/着(2011). 小学常识科服务学习资源册. 香港教育出版社
陈国邦(2011)「反思」:驴子、猴子、多啦A梦的故事. 保良局姚连生中学校讯第三十五期
陈丽华等着(2005).课程发展与设计 社会行动取向. 五南
倪钖钦(2004) 香港中文大学崇基学院学生服务学习计划简报
李荣安着 (2004). 中学公民教育多元化的校本实践 商务. 香港.
黄洪博士(2006) : “资产为本小区发展与青年” 小童群益会荃葵区同工训练会议简报
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