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Significance of 2-domain Dilemma Codes

Configuring strategic dilemmas in intersectoral dialogue


Significance of codes in a table of inter-sectoral strategic dilemmas of sustainable development (Fig. 1a). See also commentary and use of codes (1-letter; 3-letter) in icosidodecahedral representation (Fig. 3A and 3B). These are all parts of a separate report (Configuring Globally and Contending Locally: shaping the global network of local bargains by decoding and mapping Earth Summit inter-sectoral issues, 1992, 5 mb PDF). For other tables on strategies see: confidence ploys; value-based; typology for sustainable development; Chinese strategems

On the basis of 6 principal functions assumed to be essential to sustainable development, there are 30 strategic dilemmas which may be grouped as 15 pairs (A and B). The indicative texts below may stress specific examples. See commentary

Figure 1b: Significance of 2-domain letter codes (in Figure 1a) (tentative)
Code Dilemma domain A B
PW Population needs/satisfaction / Social (un)development Application of austerity measures to ensure long-term viability of population (cf "structural adjustment")  Avoidance of measures of restraint to satisfy short-term popular demand
PL Societal culture / Tradition Commitment to family and group advancement at the expense of individual education (cf traditional parental commitment, socialist educational priorities) Commitment to individual education at the expense of family and group advancement (cf "selfish self-advancement", learning without social obligations)
PT Economic (in)security of social groups  Foregoing economic opportunities to safeguard cultural integrity (cf indigenous groups, isolationism, restricted employment of women) Pursuit of economic opportunities despite the effects on cultural integrity and minority groups (cf discrimination in employment, slavery, "sweat shops", child labour)
PE Environmental (in)security Exploitation of non-renewable resources to ensure group survival (cf degradation of marginal lands, deforestation for fuel-wood)  Control of population growth and activity to conserve natural resources
LR Intellectual disciplines / Systems analysis Excellence at price of general improvement in learning General improvement in learning at the price of excellence
TR Regulation of trade / Finance Rewarding the entrepreneur at the price of the worker (capitalism) Equal sharing of benefits to the detriment of the most productive (socialism)
ER Environmental regulation  Limiting environmental benefits to the privileged Allowing degradation of the environment through unconstrained access to resources
PR Social (in)justice / Governance / Law / Power Allowing one group to infringe upon the rights of another Limiting population expansionism to safeguard vulnerable groups
WR Ethical/Moral/Spiritual living Limiting quality of life (+ jobs) to the privileged Reducing quality of life (+ full employment of the few) so that all benefit, to however limited a degree
WE Quality of life Over-consumption and exploitation of non-renewable resources Reduction in quality of life (+ jobs) to safeguard environment
TE Economic development Over-exploitation of non-renewable natural resources Reduction in industrial and agricultural (+ fisheries) productivity to safeguard natural resources 
LE Ecology Undertaking research and traditional cultural activities destructive of the environment (cf "scientific whaling") Foregoing research and traditional cultural activities destructive of the environment
LT Research and development / Technology development  Restraining economic development to permit learning (cf ecosystem research, urban archaeological sites) Limiting education to training relevant to employment opportunities (cf "educational relevance")
WT Livelihood / Conditions of work / Consumption Foregoing economic opportunities to cultivate quality of life (indigenous cultures, "dropping out") Economic development at price of health and quality of life ("entering the rat race", "no gain without pain")
WL Arts / Cultural self-knowledge Foregoing further learning opportunities to enjoy present quality of life (cf avoiding challenges) Giving up present quality of life to focus on challenges of further learning education)

From Encyclopedia of World Problems and Human Potential