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.

Monday, October 7, 2013

NEED TO BE PRUDENT SERPENTS

One can notice when reading the founding fathers – or reading about them – a central concern these men shared: the selfish and self-serving aspect of human nature. While they believed in forming a republican, federalist system of government – one in which the common welfare of the nation was paramount – they believed that the resulting system had to account for the destructive power of selfishness. How? That system needed to cast the interests of separate segments of people, what one can call factions – against the interests of other factions. This would be done by two structural elements in this new republic: a check and balance system within government (the division of power among the three branches of government) and by an expanded republic in which a great number of factions would exist, competing for governmental benefits. In such a republic, no single faction or combination of factions could dominate the politics of the nation.

This whole balancing act reminds me of a biblical passage: “I send you forth as sheep in the midst of wolves: be ye therefore wise as serpents” (Matthew 10:16). Or stated more directly, one needs to be realistic when engaging in politics or any other interaction in which monetary or other valuable interests are involved. That is particularly true when dealing with people you don't know to be honest or do not know very well. As I have stated before, trust needs to be earned, not dispensed readily when important stakes are “on the table.”

So a tension is created when a civics curriculum is put in place that calls on a moral code in which the interests of the collective are promoted. The ideal of the code is one in which each of us is called upon to work for the common good; to act in such a way that the societal welfare becomes the standard by which actions are deemed to be good, evil, or somewhere in between. Such things as honesty, forthrightness, and loyalty are held as central values. And yet one must, while promoting such values, be observant enough to see and appreciate the possibility of dealing with those who don't hold these values and the fact that these people are all around us. We must deal with those who, by liberated federalist standards, do not live by a socially based morality. Take for example Robert Greene.1 He suggests the following:
Conceal your intentions: Keep people off-balance and in the dark by never revealing the purpose behind your actions. If they have no clue what you are up to, they cannot prepare a defense. Guide them far enough down the wrong path, envelop them in enough smoke, and by the time they realize your intentions, it will be too late.2
Greene goes on to give the German leader, Otto von Bismark, as an example of someone who illustrated this suggested duplicity. According to Greene, this politician used a strategy of deception to gain power. What Greene does not address is how a general governmental atmosphere of mendacity weakens institutions – especially the democratic institutions – and what role such lying had in laying the foundation for what transpired in Germany during the twentieth century. Oh, I know; Germany and Bismark is not the only case of people engaging in deceit. As a matter of fact, we need to be wise serpents in all places and in dealing with all sorts of people. And when the prevailing political, mental construct is a natural rights construct – as it is in the US – the advice is even more prudent. That is, when a people hold to the notion that each of us is free to determine what moral standards we choose to live by, then – and our founding fathers would agree – we need to be on heightened alert. When it is felt that schools, for example, have no role in promoting a substantive moral outlook – even if such promotion is done not by indoctrination, but through instructional strategies in which students analyze value dilemmas – then the prevalence of self-serving attitudes should not be surprising. And the occurrence of deception will probably be more common than is healthy for our general well-being.

1Greene, R. (2000). The 48 laws of power. New York, NY: Penguin Books.

2Ibid., p. 16.

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