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 19, 2019

SEEING OR REASONING


A recurring topic in this blog has been the question of morality, especially morality associated with civic behavior.  Some general statements this blog has reported include the following:  there are no universal set of moral standards, but there is a universal concern over morality; all people deal with moral questions using both their emotions and their reason; and both cultural/nurturing factors and biological/natural “faculties” are involved in making moral judgments. 
Based on the writings of Jonathan Haidt[1] and Robert Sapolski,[2] one can trace a lot of this thinking to areas of the brain found necessary to making moral decisions or in having moral concerns.  What is interesting, if those parts of the brain are damaged, for example the ventromedial prefrontal cortex (vmPFC), the individual can identify cognitively an immoral situation, but not claim his/her moral concern over the situation. 
That is, they don’t sense related emotions like sympathy, anger, fear, and/or affection one usually associates with those immoral conditions.  As a previous posting states, “… one needs emotions to think reasonably.”  And that includes many moral questions.  But to fully appreciate this, one needs an understanding of how these elements compare in their relative strength when moral judgments and decisions are made.
          Along with this previous reporting, this current posting further shares information on Haidt’s view of this dual mental mix of a person’s reason and his/her emotions.  The factor of timing turns out to be important; that is, how do these faculties function over time.  By time, here the reference is short-term time.  How does a person react, mentally, when confronted by a stimulus, particularly a morally related stimulus?  One is likely to be surprised to realize how many times, to varying degrees of importance, a day that happens.
          Every time one reacts to a “thing” that elicits a “I like that” or “I don’t like that” response and the “that” has a social consequence of any substance, it probably includes a morality aspect.  Most of the time the consequence barely registers as being important, but many times it does.  “I don’t like how he raises his kids,” for example, probably has a moral aspect to such a judgment.  Yet, the person thinking or saying that statement gives little to no reasoned analysis for that evaluation.
          Along these lines,
… two very different kinds of cognitive processes at work when we make judgments and solve problems: “seeing-that” and “reasoning-why.” “Seeing-that” is the pattern matching that brains have been doing for hundreds of millions of years.  Even the simplest animals are wired to respond to certain patterns of input (such as light, or sugar) with specific behaviors (such as turning away from the light, or stopping and eating the sugary food).  Animals easily learn new patterns and connect them up  to their  existing behaviors, which can be reconfigured into new patterns as well (as when an animal trainer teaches an elephant a new trick).[3]
Seeing-that, therefore, elicits an intuitive reaction – “I like, I go for it; I dislike, I avoid.”  Most of the time, there is no reasoning involved.  But “reasoning-why” response, as the title indicates, does demand thinking about or reasoning about the item under concern.  This is not automatic.  It even might entail some discomfort; it feels like work.
          Many “seeing-that” situations, with its attraction or avoidance reactions, call for subjective preferences.  It’s up to that person solely and a lot of this has to do with aesthetic biases of little or no consequences to others.  But if the situation does have consequences of any importance, then the question tends to be: is this condition right or wrong?
Yet moral judgments are not subjective statements; they are claims that somebody did something wrong.  I can’t call for the community to punish you simply because I don’t like what you’re doing.  I have to point to something outside of my own preferences, and that pointing is our moral reasoning.  We do moral reasoning not to reconstruct the actual reasons why we ourselves came to a judgment; we reason to find the best possible reasons why somebody else ought to join us in our judgment.[4]
          So one question this blog should ask is:  if people do this more or less naturally, does this thinking pattern indicate, what a former posting described, the moral sense Francis Hutcheson wrote about and influenced Thomas Jefferson back in the eighteenth century?[5] 
This blog, in the next posting, will pick up on these concerns.  It utilizes a Haidt analogy that offers a colorful image:  “the rider and the elephant.”  This analogy was previously referred to in this blog; see the posting, “The Elephant.”[6]  The analogy points to the strength emotions have when compared to reason.




[1] Jonathan Haidt, The Righteous Mind:  Why Good People Are Divided by Politics and Religion (New York, NY:  Pantheon Books, 2012).
[2] Robert M. Sapolsky, Behave:  The Biology of Humans at Our Best and Worst (New York, NY:  Penguin Press, 2017).
[3] Jonathan Haidt, The Righteous Mind:  Why Good People Are Divided by Politics and Religion, 42-43.
[4] Ibid., 44 (Emphasis in the original).
[5] Garry Wills, Inventing America:  Jefferson’s Declaration of Independence (New York, NY:  Vintage Books, 1978/2018).
[6] Robert Gutierrez, “The Elephant,” Gravitas:  A Voice for Civics – a blog, July 21, 2015, accessed February 18, 2019, https://gravitascivics.blogspot.com/2015/07/the-elephant.html .



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