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Part 1 (1997): If development means good change, questions arise about what is good, and what sorts of change matter. Answers can be personally defined and redefined. The changing words, meanings and concepts of development discourse both reflect and influence what is done. The realities of the powerful tend to dominate. Drawing on experience with participatory approaches and methods which enable poor and marginalised people to express their realities, responsible well-being is proposed as a central concept for a development agenda. This links with capabilities and livelihoods, and is based on equity and sustainability as principles. The primacy of personal actions and non-actions in development points to the need for a pedagogy for the non- oppressed. This includes self-critical awareness, thinking through the effects of actions, and enabling those with power and wealth to experience being better off with less. Others are invited and encouraged to reflect, improve on this analysis, and write their own agenda.|Part 2 (2004): Since 1997, the polarisation of power and wealth in the world has become even more extreme. The personal dimension is central in mediating every big issue but continues to be relatively neglected. Words and concepts used in development have remained potent. Social capital and sustainable livelihoods have met needs in powerful organisations and have been widely adopted and influential. Responsible well-being, pointing to individual agency, has languished at the same time as the scope for action and impact has been enhanced by growing interconnectedness. The methodologies proposed earlier are needed more than ever. So are new lines of thinking: to complement rights of the poorer and weaker with obligations of the richer and more powerful, worldwide and between all levels; to recognise power and relationships as central issues; to integrate institutional and personal change; to ground pro-poor policies and practice in realism; to think for oneself and take responsibility; to choose words and identify priorities personally; and to seek guidance by reflecting on what a poor person would wish one to do.|Author's summary

This document is the first part of a series of four parts. The objective of the series is to help readers understand the basic civic concepts around which society is organised. It and forms part pf the wider process of civic education organised by the church/NGO civic education network, the Community Publishing Process (CPP), which is an innovative democratic process involving thousands of Zimbabwe citizens. Through the process, the learners develop their confidence, creativity and skills by participating in the design of their own learning materials. The series is written in an easily accessible language using pictures and illustrations to explain concepts, and providing exercises and questions for discussion. It is based on participatory, problem-posing methods where readers are encouraged to analyse problems and search for their own solutions. This part of the series focuses on development. After a brief introduction looking at development in the life of a citizen, the book goes on to examine the concept of development based on ideas from CPP participants, and African history and from international experiences. This is followed by an exercise on publicising the meaning of development. Achievements and common problems in relation to development, and strategies for strengthening development are also discussed. The book also contains supplements with a village civic drama and trainerÆs guide for a civic workshop on development