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 11, 2020

INACCURATE MENTAL BOXES

 

[Note:  From time to time, this blog issues a set of postings that summarize what the blog has been emphasizing in its previous postings.  Of late, the blog has been looking at various obstacles civics educators face in teaching their subject.  It’s time to post a series of such summary accounts.  The advantage of such summaries is to introduce new readers to the blog and to provide a different context by which to review the blog’s various claims and arguments.  This and upcoming summary postings will be preceded by this message.]

 Unfortunately, the psychology of tribalistic thinking reflects a very human way of thinking which does serve an essential function.  Humans form concepts or categories to help them deal with all the information that their senses observe.  Whether one calls them advance organizers or prejudices (when they are negative images), those ideas exist in “mental boxes” and they seem to have certain qualities. 

For one thing, people tend to hold a “parental” loyalty to those concepts, and they lead people to save time.  But since people do not give them sufficient thought, these conceptions have a tendency to lead them to false conclusions and that eventuality can and does result in serious consequences.

          Even among disciplined scientists, who do think about these ideas and go about defining them, reductionist thinking can lead to less than useful conceptualizing as those constructs convert to factors and variables.  Scientists are well aware of this problem and go to meaningful lengths to account for it.  But regular folks, by and large, do not take any steps to rectify any resulting mal judgements.  And as hinted at above, they lead to prejudices and, in turn, to serious behavior patterns against people who are seen as “others.”

          These last biased results happen or are augmented by other associated human tendencies.  One, they appeal of faulty reasoning, particularly believing that correlations necessarily indicate cause and effect.  Two, they encourage people to view others as being either members of one’s identity groupings or not belonging to them.  This is often based on groupings such as race, nationality, and ethnicity.  By so doing they engage in counterproductive Us vs. Them thinking.

          And when confronted by some messaging that points this out, the reaction is usually to somehow ignore the implied challenge or cite rational but morally reprehensible supportive information.  As just mentioned, for example, citing correlational statistics can support negative beliefs about members of some groups.  Then, unjustly, the belief is used to negatively judge a member of such a group and/or support policies that deny rights to members of those groups. 

Yes, crime does exist in greater frequency in disadvantaged neighborhoods, but it is inaccurate to attribute that crime to any identity groupings that inhabit those neighborhoods.  Instead, the more accurate judgement is that historical developments affecting those groups have led to their members experiencing the conditions that cause crime. 

For example, they have lacked economic opportunities, experienced maltreatment by those in the majority, and have been subject to those conditions that placed members of that minority where they find themselves (in the case of blacks, the whole history of slavery and Jim Crow laws are causal realities). 

And when one ascribes to an individual of such a group a negative characteristic, e.g., he/she is a criminal or likely to be one, that is unjust as well as likely inaccurate.  And on an associated level, it has been observed, “This ‘compensation effect,’ which occurs when we compare people rather than evaluating each one separately, … ‘If someone is competing with you, you assume they’re a bad person,’ [Amy] Cuddy says.”[1] 

This last factor has relevance today.  As jobs are being lost to low-wage countries – China, Vietnam, and others – or to automation, racial images become intertwined in these judgements.  Generalizing inaccurately, the racial factor becomes heightened by perceived competitive conditions.  Among the newly un or under employed, one might hear, “Those others – non whites – are stealing our jobs.”

This becomes, for example, fertile ground for bigoted propaganda that bases its messaging on such inaccurate and immoral prejudices toward individuals who happen to be members of other racial groups.  The individuals of those groups fall victim to being unjustly, inaccurately, and counterproductively classified.  And as such, serve as fuel for the current state of polarized politics.



[1] Marina Krakovsky, “Mixed Impressions:  How We Judge Others on Multiple Levels, Scientific American, January 1, 2010, accessed December 9, 2020, https://www.scientificamerican.com/article/mixed-impressions/ .  Amy Cuddy is a prominent American social psychologist.

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