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.

Tuesday, October 4, 2016

P S

Would you judge a person by the size of his/her pancreas?  Silly question?  Then why do so many of us judge others by the color of their skin – just as silly.  If you were to determine what the size of each person’s pancreas was and then categorize them according to size, say three sized categories – small, medium, and large – and then correlate the sizes to other factors such as crime figures, attendance in college, Nobel prizes, etc., for each correlation one of the sized categories would correlate the highest and one would be the lowest.
Is there a cause and effect relationship among those correlations or are they just happenstance occurrences?  Most of us would say they are happenstance.  But suppose for some weird reason(s), people began believing that there was a cause and effect relationship and began treating the negatively or positively affected group in some unusual way. Would that treatment enhance the belief or assuage it?  It would probably enhance it.
So the belief is not one based on biological factors – the genetic factor(s) that cause people to have the size pancreas they have – but the social construct (the shared, made up belief) that says pancreas size (PS) leads to the behaviors one sees and with which one must deal.
          Yes, all of this is silly.  But it reflects a serious problem.  For example, the most glaring example is the historical treatment of African-Americans.  That treatment has led to the conditions that exist today, not the biological factors that cause the different shades of skin color we see.  Here, there is a people who were taken against their will from their homes and enslaved.  Then there were generations upon generations of people enslaved and deemed to be inferior in every way possible.
Upon liberation from slavery, they were subjected to horrendous social conditions and messages that continued the negative stereotypes.  And yet those people today can claim, beyond all the negative treatment, advancement.  Most African-Americans live middle class lives, just like the rest of us.  This is due to their diligence, hard work, and continued hope that things would/will get better.

          One such person made it to the highest office in the land.  But this negative social construct persists and among some, the effects can still be seen in promoting the counterproductive behaviors – on both sides of the racial divide – that further the negativity.  In a shorthand way, this brief piece is an attempt to describe what is meant by saying that race is a social construct, a social construct educators have the responsibility to set straight.

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