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, February 21, 2017

POLITICAL KNOWLEDGE AMONG ADULTS

Recent postings of this blog have renewed the blog’s efforts to document the level of political knowledge among students and young adults.  The reason for this reporting is that the blog has identified imparting political knowledge as one of the primary aims of civics educations.  That reportage has made the claim that to date, civics education has not done a sufficiently good enough job regarding this aim.  This posting continues this concern by looking at the adult population and its knowledge of political realities.
One can point out that gauging how knowledgeable US students are or how knowledgeable their adult counterparts are, is dicey at best.  For example, tests or surveys can miss asking about what a respondent knows.  Therefore, results are speculative.  What often goes unreported are the types of knowledge that stem from the more day to day experiences:  the type of knowledge obtained on the streets.
Despite these reservations, a meaningful study of adults was conducted by the Pew Research Center in 2014.[1]  It found the following:
(Each entry below includes:  paraphrased versions of the survey questions, the percent of respondents answering the questions correctly, and the correct answer)
·        What is the federal minimum wage?  73% of respondents got it correct.  The right answer (in 2014):  $7.25.
·        In what nation does ISIS control territory?  67% of respondents got it correct.  The right answer (in 2014):  Syria.
·        Ukraine was a part of what political entity?  60% of respondents got it correct.  The right answer:  USSR.
·        What is Common Core?  49% of respondents got it correct.  The right answer:  national educational standards.
·        What is the source of North Dakota’s economic boom?  46% of respondents got it correct.  The right answer:  oil.
·        In 2014, what country has an outbreak of Ebola?  46% of respondents got it correct.  The right answer:  Liberia.
·        What is the name of Israel’s prime minister?  38% of respondents got it correct.  The right answer (in 2014):  Netanyahu.
·        What is the current unemployment rate?  33% of respondents got it correct.  The right answer (in 2014):  circa 6%.
·        In which country do Shiites outnumber Sunnis?  29% of respondents got it correct.  The right answer:  Iran.
·        Who is the chairperson of the Federal Reserve (FED)?  24% of respondents got it correct.  The right answer:  Yellen.
·        In which budget line item does the federal government spend most funds?  20% of respondents got it correct.  The right answer:  Social Security.
·        What portion of the US population is below the poverty line?  20% of respondents got it correct.  The right answer (in 2014):  15%.
How good are these percentages?  How good are the questions?  Whether these are useful questions about our political world one can only speculate.  It seems obvious that given the state of politics today and how general political issues are discussed and argued about, these questions seem to be relevant, at least in how the media portray contemporary issues.  If this is true, then the reported percentages of correct answers give one, as with much of what is reported in this blog, reason to be concerned. 
Particularly distressful are the results of the questions concerning the unemployment rate, FED chairperson, government spending, and the poverty level.  These questions reflect or are related to how well the nation is doing. 
So, as one reviews what the levels of political knowledge are and how those levels might affect how much the citizenry is into promoting social capital,[2] one has ample reason to be concerned.  It also affects how a citizen thinks about politics, as this blog reported on the lack of consistency in such thinking in previous postings.
What does this mean to civics education and the efforts of the nation’s schools to promote social capital?  All of this reveals a worrisome and sad situation for one who is concerned with the health of both the nation’s civic body and the state of civics education.  Beyond that, the concern can be extended to the health of the body politic and its interests.



[1] Pew Research, “How Increasing Ideological Uniformity and Partisan Antipathy Affect Politics, Compromise and Everyday Life,” Center Political Polarization in the American Public, June 12, 2014, accessed on February 21, 2017,  http://www.people-press.org/2014/06/12/political-polarization-in-the-american-public/ .

[2] Political scientist, Robert Putnam, tells us that social capital means having an active, public-spirited citizenry, egalitarian political relations, and a social environment of trust and cooperation.

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