A Crucial Element of Democracy

This is a blog by Robert Gutierrez ...
While often taken for granted, civics education plays a crucial role in a democracy like ours. This Blog is dedicated to enticing its readers into taking an active role in the formulation of the civics curriculum found in their local schools. In order to do this, the Blog is offering a newer way to look at civics education, a newer construct - liberated federalism or federation theory. Daniel Elazar defines federalism as "the mode of political organization that unites separate polities within an overarching political system by distributing power among general and constituent governments in a manner designed to protect the existence and authority of both." It depends on its citizens acting in certain ways which Elazar calls federalism's processes. Federation theory, as applied to civics curriculum, has a set of aims. They are:
*Teach a view of government as a supra federated institution of society in which collective interests of the commonwealth are protected and advanced.
*Teach the philosophical basis of government's role as guardian of the grand partnership of citizens at both levels of individuals and associations of political and social intercourse.
*Convey the need of government to engender levels of support promoting a general sense of obligation and duty toward agreed upon goals and processes aimed at advancing the common betterment.
*Establish and justify a political morality which includes a process to assess whether that morality meets the needs of changing times while holding true to federalist values.
*Emphasize the integrity of the individual both in terms of liberty and equity in which each citizen is a member of a compacted arrangement and whose role is legally, politically, and socially congruent with the spirit of the Bill of Rights.
*Find a balance between a respect for national expertise and an encouragement of local, unsophisticated participation in policy decision-making and implementation.
Your input, as to the content of this Blog, is encouraged through this Blog directly or the Blog's email address: gravitascivics@gmail.com .
NOTE: This blog has led to the publication of a book. The title of that book is TOWARD A FEDERATED NATION: IMPLEMENTING NATIONAL CIVICS STANDARDS and it is available through Amazon in both ebook and paperback versions.

Friday, March 15, 2013

PRECEPTS OR CONSEQUENCES

Tocqueville, in his visit to America in the early 1800s, noted that the role of religion was salutary in that it served to moderate the competitive nature of the nation's capitalist economy. During the week, an average business person engaged in activities to maximize his or her profit, but come Sunday, he or she heard Bible stories that emphasized being honest and fair and being concerned for the poor.1 I believe religion still provides that necessary offset. Religion does more than offer a balance to a purely economic/material perspective. It, in terms of western religious tradition, strongly provides a rationale for our dedication to equality. We are all equal in God's eyes or so the religious tradition teaches. This has been a powerful message over the centuries as western civilization has drifted to an evermore democratic constitutional belief. But there is an aspect of religion that I fear is a hindrance and that limits our ability to count on it to provide for all our moral needs. This is not a knock on religion; it is just that for purposes of promoting a healthy democratic character, a people needs more than a religious view. That is, religious morality or ethics is based on a deontological view and such a view is wanting.

Deontology is the study of moral obligation. Deontological views are views of morality based on definite precepts, judgments as to whether a deed is moral or evil. Precepts are claims as to whether an act is moral or not based on a belief that is received – as in a religious inspiration – or divine. As Philip Selznick puts its basic dictum: “follow the precept no matter what the consequences.”2 This view of morality calls on people to study holy sources or listen to those who do in order to derive what the precepts are. This usually follows a process: a believer listens to a minister, priest, or rabbi to learn what is moral. This message is usually in the form of sermons or selected readings or religious counseling. I would hold that such a role can inform our political views, but that such a view, at a minimum, needs to be supplemented.

By what? By a view which Selznick calls the consequential view. Here the motto is “morality is made for humans, not humans for morality.”3 The claim is that morality lies in acts that advance us toward mutual well-being, advancement of the commonwealth. So, in order to determine what is moral, one reflects on the consequences of a planned act and if it is determined that the act will advance the common good, it is moral; if it doesn't, then it is immoral. If it leaves the common good alone, it is neutral. Lying, for example, is not necessarily evil if the consequences of telling a lie advance our common well-being. This form of thinking makes many uneasy. Isn't this what tyrants tend to believe or tell their followers?

Part of the consequentialist view is to study what, in concrete terms, constitutes the common good. Selznick analyzes a concern for the common good on two levels. On one level, a lower one, he identifies as an attribute of the common good the promotion of a state of mutual concern and warmth for one another. But on a higher level, he expresses the following concerns:
A moral order is effective if it succeeds in creating widespread commitment to “deserving the desirable.” That commitment is an aspect of personality. Hence we look to virtue and character as the foundations of morality. To answer the question, Consequences for what? we look above all to character-impacting choice. “Consequences include effects upon character, upon confirming and weakening habits, as well as tangibly obvious results.” …

The creation of an integrated moral self, capable of exercising self-restraint, expressing love, shouldering responsibility, engaging in moral reflection, is the prime end or outcome that governs the assessment of consequences. At the same time, character and dispositions are causes of consequences. We judge character by what it leads to and what we can rely on.4
Projecting outward, such character commitments portray what a moral society is like. It is a society inhabited by these character bound individuals so inclined to participate in those aspects of life that promote and actualize the qualities Selznick innumerates.

So, lying is generally immoral because the consequence of people lying, usually, is a common experience that makes trust unlikely and without trust life becomes highly unproductive. Citing another example, you might deontologically find abortion immoral, but consequentially, what would be the results to our commonwealth if we were to make them illegal? And yet on another plane, when we as citizens consider morality as the relatively simple chore of following precepts, we relinquish the role of participating in the civic duty to reflect more seriously on the goodness or evil of social policy for we minimize what policy choices mean in terms of their consequences. Democracy demands the more active role in our public deliberations.

So, where does that leave us in terms of the relationship between the two views? Do we have to choose between the two; are they mutually exclusive? I believe that they are not. As a matter of fact, a person who seriously adopts the consequentialist view soon finds out that in practice there is not much difference between the two views. When one looks historically at what types of acts and motivations lead to a better commonwealth, he or she finds an enormous overlap between those acts and motives and the precepts that religions promote. This is especially true when one considers social moral precepts; that is, precepts that address how we treat each other, at least on a fundamental level. In both cases, lying is generally a no-no. Divergence pops up when the act or motivation relates to complex social issues such as abortion. Here, I believe responsible citizens need to consider the morality of public policy and implement both views: the deontologist view and the consequentialist view. And how does one learn about such views? The home and church are where one is primarily presented with the former; the school is where one is primarily presented with the latter.

1Tocqueville, A. de. (1969/1835). Democracy in America. (Translation by George Lawrence). New York, NY: Harper Perennial.

2Selznick, P. (1992). The moral commonwealth: Social theory and the promise of community. Berkeley, CA: University of California Press. Quotation on p. 32.

3Ibid., p. 32.

4Ibid., p. 34.

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