FIELD GUIDE #1 – SECTION #01 – Chapter 1

On This Page:

  • Section Summary and Chapter Title List
  • Section Chapter Summaries
  • Section Workbook Summary and Links ~ Orientation to Media Usage, Case Studies, and Teamwork Activities
  • Links to Visual Bibliographies

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Section #1

Orienteering to the Opal Design Systems

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Section Summary and Chapter Title List

Section #1/Chapter #1. What is “Do Good Plus Do No Harm” All About? This section consists of one chapter that orients learners to the Futuristguy’s Field Guides training series on Do Good Plus Do No Harm. It includes overviews of the two Courses in the training series, and the two Field Guides in each Course.

Course #1: Deconstruction of Sick Systems focuses on how to identify individuals and institutions that are harmful instead of helpful, and what to do about them.

Course #2: (Re)Construction of Healthy Systems focuses on how to start up or transition to an organization that intentionally works for positive social transformation that prevents damage to people.

Social entrepreneurs tend not to know how their teams and organizations can go off track. They need to understand this before attempting to start up or transition on organization, so it is safe and sustainable. The chapter also includes introductions to the use of case studies as a complementary way to learn the content framework and practical skills, and to the workbook sections to apply it.

Chapters:

1. What is “Do Good Plus Do No Harm” All About?

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Chapter Summaries

See the above summary. There is only one chapter in this section.

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Section Workbook Summary and Links

Orientation to Media Usage,

Case Studies, and Teamwork Activities

This Section workbook segment is unique in that it is a series of articles. Other Section workbooks use case studies from history, movies, and other media; questions for personal reflection and group/team discussion; and sometimes teamwork activities. These articles seemed the best way to orient learners to the extensive use of complementary learning modes through media and group work. Articles include:

  • Two Approaches to Immersion Learning Experiences
  • How Movies Shine Light into the Darkness
  • “Trigger” Warnings and Workbook Media
  • Three Kinds of Case Studies and Other Workbook Elements in This Training Course
  • Getting the Most from a Movie Case Study, as an Individual and as a Team

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Course 1: Deconstruction

Field Guide #1: Classification ~ Figuring Out Toxic Systems

Links to Visual Bibliographies

Section #1 – Orienteering to the Opal Design Systems

  1. What is “Do Good Plus Do No Harm” All About?

Section #2 – Basics of Organic and Organizational Systems

  1. What are Systems and Systemic Abuse?
  2. How Do Systems Get Energized and De-Energized?
  3. What Goes Wrong When All the System Parts are Present, But Disconnected?

Section #3 – Basics of Systemic Abuse

  1. Why Don’t All Abusive Systems Look the Same?
  2. How Do Abusive Systems Get Going and Maintain Momentum?
  3. Why Could We Consider Systemic Abuse as Being “Parasitic”?
  4. Who Plays What Roles in a Fully Developed System That Benefits the Few and Takes Advantage of the Many?

Section #4 – Key Identifiers for Malignant Leaders and Their Toxic Systems

  1. What Historical Research Defines and Describes Such Systems?
  2. What are Essential Indicators for Discerning Whether People in the Public Eye are Qualified, Unqualified, or Disqualified?
  3. What are Essential Indicators for Discerning Whether Organizational Systems are Trustworthy/Robust or Toxic/Sick?
  4. What Elements Form an “Industrial Complex,” and How Do They Fit Together for Ever-Increasing Systems of Social Control?

Section #5 – Analyzing Abusive Systems; Assessing and Addressing Responsibility / Accountability

  1. What Kinds of Evidence are There, and How Do They Relate with Identifying Evasion of Accountability?
  2. Why is Discernment Key to Counteracting Evil, and How Do We Do “Discernment in Stereo”?
  3. How Do Responsibility and Accountability Fit Together in One Framework?
  4. What Does it Take to Make Things Right, at Both the Individual and Institutional Levels?

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