Derived from international declarations:
Agenda 21 (1992), Brundtland Report and various NGO and government declarations (see checklist).
[P=Population | W=Well-being | L=Learning | T=Trade | E=Environment (below)| R=Regulation ]
The purpose of this coding was to explore configuration of the implicit
strategic dilemmas as a global structure (see commentary)
and presented as Figures
3a and 3b. In
1999, further experiments, using virtual reality, are underway to configure
such issues in three dimensions.
The coding procedure is described elsewhere.
| P | W | L | T | E | R | Issue name | Document | ||
| 1 | L | LEARNING/CULTURE: | |||||||
| 3 | P | L | R | Education/training/public awareness | A21/7-8 | ||||
| 3 | P | L | R | Illiteracy / Innumeracy | Doc1 | ||||
| 3 | P | L | R | Appropriate education | Doc15 | ||||
| 3 | P | L | R | Improved education | BR | ||||
| 3 | W | L | R | Educational wastage | BR | ||||
| 3 | P | L | R | Environmental education (including values) | Doc27 | ||||
| 3 | P | W | L | Self-help training | A21/12 | ||||
| 3 | P | L | R | Excessive specialization / Over-education | |||||
| 3 | P | L | R | Access to education | BR | ||||
| 3 | P | L | R | Conceptual fragmentation / Paradigm shift | |||||
| 3 | L | E | R | Accelerating rates of change | Doc4 | ||||
| 3 | L | E | R | Increasing complexity of interconnections | Doc4 | ||||
| 3 | L | T | E | Living with uncertainty / precautionary principle | Doc6 | ||||
| 3 | W | L | R | Coping with value challenges / lifestyle adjustment | Doc35 | ||||
| 3 | L | T | E | Science for sustainable development | A21/31 & 36 | ||||
| 3 | L | T | E | Strengthen scientific basis for.... | A21/36 | ||||
| 3 | L | T | E | Strengthen multi-scale / interdisciplinary research | Doc4 | ||||
| 3 | P | L | E | Neglect of environmental studies | Doc16 | ||||
| 3 | L | E | R | Environmental and social impact assessment methods | Doc1 | ||||
| 3 | L | E | R | Long-term versus short term planning | Doc2 | ||||
| 3 | L | E | Improving long-term scientific assessment | A21/36 | |||||
| 3 | L | T | R | Gap in scientific/technological capacity | BR | ||||
| 3 | L | T | R | Lack of scientists/engineers | Doc4 | ||||
| 3 | L | T | E | Lack of natural resource managers | Doc19 | ||||
| 3 | L | T | E | Lack of public health and environment professionals | Doc7 | ||||
| 3 | P | L | R | Science/technology community role | A21/31 | ||||
| 3 | L | T | R | Enhancement of research/technology infrastructure | BR | ||||
| 3 | P | L | T | Improve communication and cooperation | A21/31 | ||||
| 3 | L | E | R | Codes of practice and guidelines for use of ... | A21/31 | ||||
| 3 | L | T | E | Information/data for sustainable development | A21/40 | ||||
| 3 | L | T | E | Advance earth system studies | Doc4 | ||||
| 3 | L | T | E | Improve pollution abatement technologies | A21/9 | ||||
| 1 | L | Accumulation of biological knowledge | BR | ||||||
| 3 | L | T | E | Inventory global forest resources | Doc27 | ||||
| 3 | L | T | R | Information handling and availability | A21/40 | ||||
| 3 | P | L | E | Bridging the data gap / accessibility | A21/40 | ||||
| 3 | L | T | R | Intellectual property rights | Doc3 | ||||
| 3 | L | T | R | Role of communications media | Doc4 | ||||
| 3 | L | T | R | Electronic networking | A21/40 | ||||
| 3 | L | T | E | Commercial information sources | A21/40 | ||||
| 3 | L | E | R | Data collection, standards, methods and use | A21/40 | ||||
| 3 | L | E | R | Global networks of research centres / data exchange | Doc21 | ||||
| 3 | P | W | L | Quality of life / sustainable development indicators | Doc27 | ||||
| 3 | W | L | E | State of Environment reporting/monitoring | Doc36 | ||||
| 3 | W | L | E | Tradition knowledge of indigenous people | Doc16 | ||||
| 3 | L | T | E | Information exchange on toxic chemicals and risks | A21/19 | ||||
| 3 | P | L | R | Role of universities | Doc7 | ||||
| 3 | P | L | Open channels of information exchange | Doc7 | |||||
| 3 | P | L | R | Use the university community as a role model | Doc7 | ||||
| 3 | L | T | E | Increase academic focus on large complex issues | Doc7 | ||||
| 3 | P | W | L | Public education on sustainability issues | Doc7 | ||||
| 3 | L | E | R | Direct funds to multidisciplinary research/teaching | Doc7 | ||||
| 3 | P | L | T | E | R | Partner with other [education] sectors | Doc7 | ||
| 3 | L | T | R | Information access/overload | Doc2 | ||||
| 3 | P | L | R | Corruption of meaning / Disinformation | |||||
| 3 | P | L | R | Propaganda / Psychological warfare | |||||
| 3 | P | L | R | Deception (official/unofficial) | |||||
| 3 | W | L | R | Mental/Spiritual pollution | Doc37 | ||||
| 3 | P | L | R | Freedom of information/Censorship | Doc13 | ||||
| 3 | P | L | R | Espionage/Surveillance | |||||
| 3 | P | L | R | Official secrecy | |||||
| 3 | W | L | T | Cultural heritage exploitation/destruction | Doc36 | ||||
| 3 | P | W | L | Role of visual arts & artistic communication | Doc27 | ||||
| 3 | P | W | L | Role of exhibits and display centres | Doc27 | ||||
| 3 | P | W | L | Cultural invasion/imperialism | |||||
| 3 | P | L | R | Cultural homogenization | |||||
| 3 | W | L | T | Cultural deprivation/alienation |