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, November 8, 2013

“PLEASE PLEASE ME”

Does the title of this posting sound familiar? It has a special place in my memory; it was the title of the first Beatles song I ever heard. My limited research indicates that the song was released in the UK in 1963 – a year before Beatlemania hit the US – and reached number one there. In the US, the song was also released but did not do very well, but I remember hearing it and liking it. A friend of mine really liked it. I invoke the title not to go down memory lane – although there is nothing wrong with that – but to point out that its message succinctly summarizes how many of us feel about government policy. Most of us just want the governmental action to please us, individually, and we care little for what the effect has on the country. Some of us, myself included, think this is unfortunate, but that is the way it is. This self-centered sentiment is behind the famous quote of Ronald Reagan's when he was running for president against President Jimmy Carter: “[a]sk yourself, are you better off now than you were four years ago?” This is a far cry from asking: “are we, as a nation, better off than we were four years ago?” This latter question is just too collectivist for some; it is just too ethereal for many.

Which leads me to think: is all this talk about patriotism on the part of so many just so much hot air? Is it more accurate, when it comes down to brass tacks, to see our fellow citizens' views as mainly concerned with “us and ours.” Okay, this might just reflect human nature and one should not get high and mighty about it. Historically, Americans have sacrificed plenty – for whatever reason – and that sacrifice has resulted in great rewards for all of us. The sacrifices of the “Greatest Generation” come easily to mind. But in practical terms, when creating public policy, one needs to be very conscious of the limits and context in which we expect a public, and that includes the American public, to be willing to sustain sacrifice in order to arrive at the common good. Heck; we even have currently a public philosophy, stated proudly and boldly, that it is a virtue to be self-centered.

Much of this blog has been dedicated to this apparent reality. I have never stated that the purpose of this blog has been to promote a belief in which people can be expected to or actually sacrifice their self interests in order to advance societal welfare. As Tocqueville pointed out, citizens should pursue their self interest, but it should be a self interest better understood. People should have an understanding that takes into account such factors as to how our social realities will in the short term or, more likely in the long term, affect how well we can live. It helps to have an active and robust ideal sense of what should be and that sense should take into account the welfare of others – both locally and nationally, if not globally. The ability to feel this way requires, if one gives credence to psychologist Lawrence Kholberg's theory on moral development, ever higher levels of maturity.

I have in the past indicated a dual mental approach to this tension between selfish tendencies and selfless needs. I have written about having a “real” perspective in which one acknowledges the need to be protective against the selfishness of others while maintaining an ideal disposition to seek out and promote a more communal reality around us. The first is an expectation; the second, when one is comfortable enough, is a hoped for – and willing to work toward – potential. Unfortunately, prevailing political perspective promotes the first and sees the second as merely sweet sentiments in which only young children can believe – such as believing in Mr. Roger's Neighborhood.

Of course, I am referring to the natural rights perspective and I want to particularly focus in this posting on that perspective's reliance on positivism as its main method in seeking the truth. In regard to this link, Philip Selznick1 provides us with an important insight. To approach it, let me start with a question: what is the general welfare? I think this is an important question in that our constitution identifies promoting it as one of our purposes in forming a national government. So it seems that getting a handle on what that means is a fundamental civic responsibility. I will note that however you define it, the inclusion of this aim indicates that we are instructed by our founding fathers to think idealistically and not to limit our political pursuits to self interest – ill understood. But how are we to discuss this question? What language should we use? I am not asking whether we should use the English language. But each view of politics promotes a certain use of words, symbols, and phraseology – its own language. And the prevailing view, the natural rights perspective, is no exception. The language it utilizes is the language of positivism. So when we ask what general welfare is, we, without reflecting, tend to employ positivist language. When we do, we are, according to Selznick, limited. That is, that positivist language strives to be definitive and to exclusively see political and other social elements that are amenable to being measurable. “In the ethos of positivism, all the great moral ideals – love, justice, the common good – are remorselessly subjected to a nominalist solvent. No such idea has meaning, none has practical worth, save as it is reduced to some definite indicator.”2 For example, Selznick provides the following progression: well-being becomes happiness which in turn becomes pleasure. The aim is to identify some associated factor that can be observed and measured – pleasure can be measured by asking people how pleasurable something is or whether it is more or less pleasurable than something else. And all of this leads to a further development in that the language of positivism blends nicely with utilitarian views of morality.

Of course, utilitarian views are grounded in self interest. Things are considered good or evil in terms of how people view those things: do they like them or not? And on that basis, morality is defined as being that state in which the most “good” for the most number is achieved. I have defended, in this blog, some elements of this line of thinking, but overall, its reliance on self interest ultimately dooms this view of morality, especially as it pertains to judging the individual actions of people. Governments, by necessity, have significantly more leeway when it comes to this type of moralizing – in the tradition of “render unto Caesar …” – but there are limits and one limit is the example government extends to citizens. So, for example, the practice of the death penalty, even if it can be proven that executing murderers does overall reduce the incidence of murder – which has not been proven – what of the example the state provides in killing some of its citizens? But I digress a bit; the issue here is that positivist language steers clear from the qualitative and that in order to reach a truer understanding of reality, in order to avoid approximations (well-being vs. pleasure) of the truth, our language has to discuss, describe, and analyze in the realm of the vague and speculative. Why? Because reality is that complex and “resists” the definitive. Perhaps when it comes to government, our mantra should not be “please, please me,” but instead be “do right by us.”

1Selznick, P. (1992). The moral commonwealth: Social theory and the promise of community. Berkeley, CA: University of California Press.

2Ibid., p. 51.

Monday, November 4, 2013

NEVER ENOUGH

Embarrassment reigned supreme lately when it was made known that our government, as a result of the work of the National Security Agency, spied on the private phones of our close allies' leaders. The case that has gotten the most attention was the eavesdropping on the German Chancellor Angela Merkel's cell phone. The common refrain has been that this revelation has put a serious breach in the levels of trust that have existed among the governments of many of our allies and ourselves including the personal trust among the leaders. This whole case provides an excellent opportunity to review with civics students the role and function of espionage.

Much goes into espionage including analysis of data on a massive scale. This analysis takes on the form of puzzle-solving which incorporates information from a variety of sources: sometimes information that is intentionally targeted, sometimes information gathered from unsuspected origins. One never knows for sure where that next nugget of data will appear. Not only will its source be surprising, but it can be information that on the surface seems unrelated, but when combined with other facts, becomes the key to some insight or location, or agent, or some other element that leads to lifesaving understanding. Spying is, of course, done by all governments. It is considered a necessary element of national defense. But, as we tell our kids, just because everyone does it doesn't make it right. What questions should we be asking our students when it comes to espionage? Here are a set of initial questions I think would be useful for students to consider as they inquire into the world of spying:
One, is spying essential in maintaining our security?
Two, how many resources do we dedicate to spying – at least as far as we can determine? How many resources should we dedicate to spying?
Three, should there be different rules or policies regarding spying on our adversaries as opposed to spying on our allies?
Four, in the actual act of spying, are there types of activities that should be prohibited or considered out of bounds?
Five, how should privacy issues be handled in our spying activities?
Six, what is at stake: consequences of having an aggressive spying program or the consequences of having reluctant or a non-existent spying program?
Seven, is there any such thing as too much spying? How would you measure that?

You can probably think of other questions, but I would want students to reflect on the ramifications of either conducting truly intrusive activities or activities that were shy about targeting certain or all agents, either domestic or foreign. For example, in the case of the German Chancellor, the opinion has been posed by some that if the leaders of our government wanted to know what the leader of an ally was thinking, saying, or doing, our government's agents could simply call and ask what they were going to do. But what a defender of our spying strategies might say is, first, you can never know enough about what leaders or other officials from countries – friendly or not – are thinking, saying, and doing. It is not that you don't trust them, but that what they might divulge when they believe they can be frank without worrying about repercussions could be information that would fit into a bigger picture of what is going on in the world. It could be a bit of innocent data that is the missing information needed to solve a vexing puzzle. You can never have enough information because you never know where any particular revelation might lead an investigation. At least, that is what a rationale might include in defending such espionage. Remember, the potential stakes can be another 9/11 attack.

On the other side of the debate is of course what such activities do to our rights, especially our right to privacy. I don't feel I need to add much here about privacy since I have dedicated more than one posting to the topic and will probably do so in the future. I want to instead make the case that while there are serious and legitimate concerns about our government spying on us and on foreign people, organizations, and governments, there are legitimate concerns over the dangers that are posed by those who want to do us harm. It is useful to figure out what their plans are to a degree of specificity that would allow us to take protective actions. Our students should be made aware of such dangers – both those emanating from foreign agents and those from our own government as it abuses our rights.