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, December 29, 2017

LET’EM ROLL

Previously, this blog reported on the work of Carol S. Dweck[1] – see for example the posting, “Intelligence Is Changeable,” July 8, 2016.  She introduced this writer to two views of intelligence:  the entity and the incremental.  From how they are described, this writer sees this distinction as important when considering what is an appropriate mindset when considering a federalist approach to civic affairs.
The entity view sees intelligence as a fairly static quality of one’s mental capacities – what is known and, more importantly, how one learns is not subject to meaningful change.  You’re either smart or you’re not.  On the other hand, the incremental view is the opposite – it describes intelligence as malleable, willfully changeable, and dynamic.  These are mutually exclusive views.
          That previous posting made the point that the incremental view is a significantly more democratic view.  This blog, in other postings, has further indicated that Dweck’s research has shown that an incremental view is reflective of how the human mind can operate if the person has a belief in this ability to change one’s intelligence. 
This writer has made the judgement that the incremental view is more supportive of a federalist view in that it promotes an active, engaging citizenship within a person or among a population.  It also undergirds the role of consent in the formation or maintenance of a federal union.  Consent presupposes an active, evolving mental capacity to handle the unknown.  Think of all the risk, all the unknowns involved in entering a marriage – a basic federal union.
          This posting picks up on this line of thought.  It attempts to shed light on what apparently is a cultural shift of sorts.  It seems that there is a changing perception on the whole idea of taking chances.  More specifically, on taking chances regarding business activities. 
When taking a chance – as when someone starts a business – he/she is betting that his/her idea will make money.  This type of chance is always involved when one starts a business, tries a new line of work, or accepts a job at a new place.  Such an effort has an experimental or “iffy” character to it.  It might pay off or it might not; it might even cost the person a significant amount.  Hence, it’s a bet one is consenting to take. 
The popular view is that this chance-taking has become more acceptable among the population, though, on closer scrutiny there seems to be a limitation on that trend.  At least, that is what one observes when one compares this type of chancy behavior among those who belong to Generation X and those who are Millennials.  Here is what one journalist has to say about this comparison:
Every year, far more new entrepreneurs fail than succeed.  But if you aren’t one of the lucky few, don’t despair:  Failure has transformed from a source of shame into a badge of honor.  Today’s CEOs and thought leaders glorify mistakes as key stepping stones to success – a sentiment that Generation X has taken to a whole new level.  In a recent essay for the Washington Post, Silicon Valley venture capitalist Geoff Lewis uses the phrase “failure porn” to describe the eager repackaging of people’s lowest moment – the grislier, the better.  Older leaders are urging young people to take risks when they’re most able – but this message is ill-suited for [younger] Millennials, who would much rather get started on the right foot than stumble and start again.[2]
Obviously, in this description, Gen X exhibits a more incremental view and, Millennials tend to exhibit an entity view.  How?  Well, if one sees failure as a stepping stone to success, then failing becomes a learning experience.  That is, one that can be used to derive the needed information about oneself and the involved task – be it a business, a skill, or a job – to be a success.  But before one can learn, one needs to believe one can learn and that a failure is not an indication that one just doesn’t have what it takes to succeed. 
Apparently, from this limited evidence, this distinction in how one views intelligence has a cultural aspect to it.  It seems, from comparing these two generations, that a particular sense for whether these possibilities exist or not are shared among age cohorts.   In turn, there are prevailing, consequential views over how one sees risk. 
So, how one accepts risk reflects on how one views intelligence.  Risk is more acceptable when one believes one can learn and change accordingly.  Another way to say this is to adhere to the old saying:  survive to fight another day.  But further, it also admonishes a failing party to learn from the failure.  After all, one can do so if one has an intelligence that is malleable, willfully changeable, and dynamic. 
The question remains:  how can one encourage the incremental view among the upcoming generation.  How does a nation encourage an incremental view of intelligence?  This issue should be addressed directly and not treated as an assumption one holds one way or another without any possibility of changing it.  The entity view should be actively identified and undermined whenever possible.  The incremental view should also be identified, but, instead, supported whenever possible.



[1] Carol S. Dweck, Self-Theories:  Their Role in Motivation, Personality, and Development (Philadelphia, PA:  Psychology Press, 2000)

[2] Neil Howe, “Millennials Don’t Want to ‘Embrace Failure,’” Forbes, February 11, 2015, accessed December 28, 2017, https://www.forbes.com/sites/neilhowe/2015/02/11/millennials-dont-want-to-embrace-failure/#4dfc3ceec19a

No comments:

Post a Comment