Beyond Problem Solving: Reconceptualizing the Work of Public Deliberation as Deliberative Inquiry

Abstract

This article introduces deliberative inquiry (DI), a practical theory designed to guide the work of deliberative practitioners working in their local communities to better address wicked problems by improving the quality of public discourse. DI reconceptualizes the work of public deliberation as sparking and sustaining a unique form of inquiry suited to addressing wicked problems. DI moves from a linear event‐focused model where deliberation produces refined public opinion and decision outcomes to using deliberative principles to guide a cyclical learning process. DI seeks to improve community decision making by focusing on obstacles to deliberative engagement, deliberative tensions inherent to wicked problems, and resources for collaborative action. Understanding of these elements is refined throughout the 4 tasks of the deliberative cycle.

Appeals to evidence for the resolution of wicked problems: the origins and mechanisms of evidentiary bias

“…There have also been propositions for how particular approaches to deliberation can serve to address wicked problems. Carcasson and Sprain (2016), for instance, describe a process of 'deliberative inquiry' as one which is continually learning and facilitating interactions between rival parties; so as to provide information and consider multiple perspectives in order to reduce tensions between rival groups. 4 The cognitive-political framework presented here presents an additional tool to consider when, and in which situations, different approaches such as these might help to address situations of intractability.…”

Not just tea and biscuits; the Gold Coast Primary Health Network process of designing, implementing and operating a Community Advisory Council

“….groups of individuals engaging in an inclusive, respectful, and reasoned consideration of information, views, experiences, and ideas'. The process involves a representative group of community members who are provided with balanced information on the topic at hand (Carcasson and Sprain 2016) and supported to consider diverse perspectives, learn from others and examine their own views before finalising their opinion (Carman et al 2014). This culminates in the production of information from the community point of view that has progressed from top-of-mind opinion to considered judgement (Fishkin et al 2004).…”

“…This was a trade-off, as the decision resulted in a lower level of autonomy delegated to members and illustrates a power imbalance in favour of the GCPHN (Callaghan and Wistow 2006). Owing to the capacitybuilding nature of deliberative practice (Carcasson and Sprain 2016), it is hoped the ability of CAC members to identify appropriate topics will be strengthened, enabling more autonomy in the future. Evidence of this has already been observed, with many members actively relating their personal experiences and opinions to the broader context of community interests.…”

Environmental communication pedagogy for sustainability: Developing core capacities to engage with complex problems

“…In Colorado, Sprain advances local democracy through improved public communication and community problem solving (see Carcasson, 2010;Carcasson & Sprain, 2016). Many of the initiatives she works on require equipping nonscience students to guide conversation about water conflict, local food systems, regional growth, or climate change while simultaneously developing deliberative designs (Sprain, Carcasson, & Merolla, 2014) for engaging community members.…”

“…We see these commitments as central to collaborative praxis, an ancient concept that emphasizes embodied practical wisdom (Haskins, 2006). The pedagogy and activities described as follows are designed to enhance individual critical reflection and problem-solving skills (Sprain & Timpson, 2012); encourage positive interpersonal interactions within groups (Thompson, 2009); and promote knowledge coproduction processes and intentional change in organizations, situations, and socioecologies (Burke et al, 2016;Druschke & Hychka, 2015;McGreavy et al, 2015). Tailored learning activities focused on developing specific communication practices, enhance collaboration (Thompson, 2009).…”