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, February 6, 2015

WHAT TO DO?

What’s a rich person to do?  When it comes to politics or life in general, rich people tend to prefer solo efforts.  That is, they tend to want to “do it themselves.”  They want and can afford to garner control and that means they prefer to shy away from entanglements with others.  Of course, reality is such that that is often not possible, so instead of totally dismissing the assets others can bring to the table, they form compromised accommodations.  This is opposed to lesser endowed actors who know quite well that they do not have such luxuries and are highly dependent on the help of others.  They in turn form alliances.  If one projects this to national politics, we can say the political party that suffers more from division is the party that more closely represents the rich, the Republican Party.  That party has been more of a constellation of interests as opposed to an alliance of interests.  Of course, as with most things, this is more a tendency than a hard and fast rule, but one useful to keep in mind when studying political campaigns.[1]

And no political campaign demonstrates this more than the presidential campaign of 1800.  Spoiler alert:  Thomas Jefferson won that election.  He won it with a man from the opposing party as his vice president, Aaron Burr (yes, that Burr who did in Alexander Hamilton).  The details of why that happened is beyond my purposes here, but makes for an interesting story you might want to look up.  No, actually, it does have something to do with my purposes here, because one reason that Jefferson won was due to the actions of Hamilton.  More below.

You see, the 1800 election marks the first time in our history when the party in power lost and the opposing party won and took over the reins of power.  For a nation not well established within its institutions, this could easily have been an iffy thing, but it was pulled off without much disruption.  The reason is central to what I am conveying.  I have written how the predominant political construct of the time was traditional federalism: a view of politics that at its core believes a polity is made up of members of a community coming together to form it.  This is done under the auspices of a binding compact.  The question I have not addressed too clearly has been who makes up that community.  Are all included?  One of the defining developmental themes of American politics has been how the definition of a political community has been determined.  Initially, the real political community was defined as all families who own property, represented by the patriarch of that family.  Hence, the vote was limited to males who owned some minimal amount of property.  This was the case in 1800.  With that as context, we have the first meaningful challenge by the agrarian portion of that population to the more moneyed portion.

Under the auspices of President George Washington, Alexander Hamilton, the first Secretary of the Treasury, instituted our first financial system.  The policy called for paying off the national debt and providing subsidies for those who were willing to invest in the American economy, specifically benefiting those who invested in manufacturing, finances, and public securities.  And all this was being paid for by taxes which fell most heavily on planters and farmers – the agrarians.  To the rescue came Thomas Jefferson and his followers known as the Republicans.  They fought the Federalists, Hamilton’s party, in the 1800 election and they won.

Did that mean the dismantling of the Hamiltonian system?  Nope, it did not.  As Richard Hofstadter[2] quite clearly informs us, Jefferson understood that a system that had already become institutionalized – the system had been in effect for twelve years – would be too disruptive to change, much less eliminate.  An attempt to do so could cause such upheaval that a depression could result and hurt the very planters and farmers Jefferson championed.  So, with some few exceptions – the excise tax was eliminated and the national bank expired – the provisions of Hamilton’s system were maintained.

My point here is to encourage history teachers to not be so engrossed with the individual actors, such as Jefferson and Hamilton, but to give more attention to the groups and organizational climate of a given time in order to see what the real politics of that time were.  While Jefferson can truly be considered the spokesperson for the interests of the agrarian faction, he by no means let ideology dictate his policies.  Instead, he took, as president, a posture that respected the landscape of the political realities with which he dealt.  A way to begin asking the telling questions about a particular time is to see the American polity as a federal arrangement.  The first question becomes:  who makes up the federated polity during the time being studied?

As for the role Hamilton played in the 1800 election, when the decision was thrown into the House of Representatives, controlled by Federalists, Hamilton lobbied for Jefferson.  This was a decidedly antagonistic act against his fellow New Yorker, Aaron Burr.  In a letter to one House member, Hamilton predicted that Jefferson, as president, would not be a radical, but an accommodator.  This accurate prediction might not have secured Jefferson’s victory, but it surely did not hurt.




[1] For an interesting description of this trend see Schattschneider, E. E.  (1960).  The semi-sovereign people:  A realist’s view of democracy in America.  New York:  Holt, Rinehart and Winston.  This general tendency should not be interpreted as saying that the Republican Party is more in disarray or undisciplined.  Perhaps due to the herd character of their constituency, the Party, as compared to the Democrats, is much more disciplined generally.  It is said that in the Republican Party, presidential nominees are chosen more as a process of determining whose turn it is.  Lately, though, with the rise of the Tea Party faction and that of the evangelicals, the Party is not as disciplined as it once was.

[2] The factual information concerning the 1800 election and its aftermath are based on Hofstadter, R.  (1948).  The American political tradition.  New York, NY:  Vintage Books.

Tuesday, February 3, 2015

AGREEMENT?

If I were in the classroom today, teaching government to seniors as I did for many years, I would probably hit on a certain theme often between now and the next presidential election.  I would use the level of income inequality as a way to approach many policy questions, because there seems to be at last a point of agreement between Democrats and Republicans.  Both parties have placed, at least as far as their current language indicates, the problem of income inequality on center stage.  The benefit of utilizing this theme is that not only is it a truly important issue and going to be a recurring topic of political discourse in the media, but it also blends nicely with the other course seniors take: economics.  As do most social studies programs across the country, south Florida offered American government for one semester of the senior year and economics the other.  So here is a theme that allows a teacher to carry it over the thirty-six weeks and a vehicle by which to reinforce lessons over that time.

Both parties are concerned with income inequality; they approach policy, though, from different perspectives.  By using this opportunity to look at inequality, students can research each perspective and determine which party comes closer to effectively addressing this serious problem.  It seems that this attention, on the surface anyway, is a significant shift for the Republican Party.  The last presidential election was noted with the party’s nominee being quoted as saying how Democrats could rely on 47% of the vote because it catered to the “takers,” those voters who receive government assistance of one form or another.  Republicans, by implication, are that party that represents the “doers,” people who work for their livelihood and depend on their own efforts to meet their needs and wants.   Until recently, the charge by Republicans is that Democrats engage in envy politics; that is, appeal to those who are envious of the success of those “doers.”

But now that we are in a new cycle – the last one being so unsuccessful – a new strategy seems to be emanating from many of the potential Republican candidates.  The message I am hearing is that the reason there is so much inequality is the economic policies of the current president.  This reveals a lot about how Republicans “see” the problem.  I write see in quotes because I feel the party senses that inequality is so rampant that denying it or blaming it on such large numbers of the electorate is counterproductive.  What they have been spouting feels as if their rhetoric is just a way to accommodate the practical political realities associated with the problem.  They have hit on this argument so as to talk about it and to promote policies they favor due to their constituency – the business class – and at the same time hopefully entice those who will buy into this message.  The message, in simple terms, is that President Obama’s policies have created disincentives to the business class – in terms of high taxes and over-regulation – so that they, businesspeople, are discouraged from creating those jobs that could provide the type of income that would address the levels of inequality.

Each party has worked around two visions of equality that have had a degree of popularity in our political tradition.  As I described them earlier in this blog, they are:
         Equal Opportunity, Limited Rewards – General belief orientation which views persons who enjoy superior human assets (e. g., intelligence, physical dexterity, humor, etc.) due to their personal efforts are entitled to above normal considerations in society in the form of status, wealth, material possessions, etc.  These advantages, though, are limited only to areas associated with their earned accomplishments or contributions to society.  Any entitlements acquired as a result of employing these assets are time limited as a recipient must continue to demonstrate his or her worthiness.  Said rewards, other than status, must be purchased and are not distributed to beneficiaries due to membership in any class or family.  Monetary reward payoffs for an individual’s contribution or for his or her status must be within limits.  That is, they should not unreasonably exceed the person's contribution to the welfare of the society or provide such a level of financial standing so as to secure for him or her an ongoing, established source of benefits.
         Equal Condition – General belief orientation which views persons who enjoy superior human assets (e. g., intelligence, physical dexterity, humor, etc.) due to their personal efforts are entitled to above normal considerations in society in the form of status, wealth, material possessions, etc.  There are no limits to that compensation other than as a result of the vagaries of the economic or political system.  In capitalist societies, that would be the market.  Other than status, all entitlements are to be purchased and monetary advantages do not entitle a person to unequal advantages under the law.  The orientation extends to prohibit any restrictions on monetary or other types of rewards as long as the rewards reflect labor compensations, dividends, rents, or profits.  Advantages are purchased and are not the product of membership in a family or class.  The labor value of any person is based on its market value.[1]
Democrats tend to adopt the first of these views – Equal Opportunity, Limited Rewards – and Republicans the second – Equal Condition.

Lessons that utilize the theme of inequality, I believe, should place the study in some historical context and this ongoing distinction of views – the ones described immediately above, is helpful in that endeavor.

In addition, lessons should describe and explain main factual information.  One fact is that the move toward such high levels of inequality was not developed overnight.  We can detect increasing levels from the 1980s and the Reagan administration.  Another fact is that the consensus among economists as to the causes of inequality are technological changes that have facilitated the exportation of higher paying jobs and the elimination of manual labor jobs, neutralization of labor union power, the rise of financial services, and trade policies that have lowered trade restrictions.  Little to no attribution has been extended to Obama policies.  Another point is that Obama, as president, enjoyed only two years with a cooperative Congress.  Since the 2010 midterm elections, Republicans have controlled the House of Representatives and have enough votes in the Senate to block any of Obama’s efforts to address inequality.  By the same token, Republicans have been blocked by the fact that a Democrat has been in the White House.

As for the economic conditions that characterize this inequality, there are many.  For example, the ratio between Chief Operating Officers and the typical worker is 200 to 1.  This is at historic highs; it used be 30 to 1; as Nobel Prize winner Joseph E. Stiglitz comments, it is hard to believe that the productivity of these CEOs has increased so dramatically of late to justify such increases in this ratio.  By way of comparison, the ratio in Japan is 16 to one.[2]  And there is evidence that this is a particular US problem; not all modern economies are experiencing these levels of inequality and those nations which enjoy higher equality have not suffered as a result.  Between 2000 and 2010, high-taxing Sweden that has policies guaranteeing much higher levels of equality – such as universal healthcare – grew economically at a faster rate than the US.[3]

Lessons can teach such theoretical tools as the Gini coefficient.  This gives a numerical representation of how unequal income is distributed in a particular economy.  The coefficient gives an economy the score of zero if income is distributed equally among all of the population (perfectly equal) and a score of one if all the income goes to one person (or household, depending how the numbers are designated); this is perfect inequality.  All economies fall somewhere between these two end points of zero and one.  In this coefficient, “equal” societies have a .3 score, while unequal societies have a .5 or above; such high scores are seen in very underdeveloped economies such as in Africa.  Today the US is .47, up from .4 in 1980.[4]

Armed with such facts, students can study the policy proposals that are bound to be espoused in the upcoming election campaigns.  May the fun begin.



[1] These orientations should be viewed as ideal beliefs and, in real life, are subject to compromising behavior.  In a recent book, Capital in the Twenty-First Century, French economist, Thomas Piketty, argues that due to the accumulation of capital there has developed an entrenched class who is benefiting from income based on that capital.  This mirrors the conditions of the Gilded Era and other times of skewed wealth and income to the top of the economic pyramid.

[2] Stiglitz, J. E.  (2012).  The price of inequality:  How today's divided society endangers our future.  New York, NY:  W. W. Norton and Company.

[3] Ibid.

[4] Ibid.