202 CHAPTER 13
Table 13.1 Principles for consensus-oriented deliberation processes Principle Explanation
Clear mandate The questions to be answered by the participants, their tasks, and their competencies must be defined and accepted at the beginning.
Timing
Equal rights and duties
Rationality Feedback
A clear time plan allows all participants to define their input. Time allowed must be sufficient for thorough discussion of the relevant topics. All participants have equal status during the discourse activities.
Hierarchic structures, competencies, and power relationships outside the discourse do not convey privileges or specific rights during the activities.
Emotional arguments as well as moral statements about the positions of other participants often block consensus arrangements. Therefore, such statements should be avoided and transformed into discussible arguments.
Interim as well as final results must be distributed to the participants as well as made available to the public, as the transparency of the approach is an important element of its legitimation. In addition, at the beginning of discourse activities, participants should agree on the target groups for the results as well as the mode of transmission of results.
Source: Beckmann and Keck (1999), quoted in Gaisser et al. (2001, 7).
processes on the topic of electricity supply to agriculture and were perceived as sufficiently impartial. For electricity, deliberative processes might be estab- lished within the ERCs, which already have the mandate to promote public participation.
Use of Research-Based Knowledge to Promote Policy-Oriented Learning across Discourse Coalitions
Opportunities and Challenges for Policy-Oriented Learning Both conventional reform strategies and the new strategies discussed above could benefit from a better use of research-based knowledge. As discussed in “Policy- Oriented Learning” in Chapter 3, the concept of policy-oriented learning devel- oped by Jenkins-Smith and Sabatier (1993) is used here to understand the role of knowledge in the political process. It is policy-oriented learning across groups with different belief systems that is important to effect reforms in both fertilizer and electricity policy. On electricity policy, as Chapter 10 shows, groups associated with different paradigms differ not only in their core and central policy beliefs, but also in their factual and causal beliefs. Although core and central policy beliefs are difficult to change, research-based knowledge can help build agreement on facts and causal mechanisms. Likewise, research can promote agreement about instrumental policy beliefs, which refer to technical aspects of a policy. The hypotheses presented in “Policy-Oriented Learning,” in Chapter 3 can lead to a better use of knowledge in the debates over fertilizer and electric- ity supply to agriculture. In general, the possibilities for using research-based
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