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, April 26, 2013

INSTITUTIONAL EQUALITY

What leads to what: liberty to equality or equality to liberty? Perhaps, despite the claims of some, there is no developmental relationship between the two. We do believe in both and at times these societal qualities work at cross purposes. They are not mutually exclusive; you can design a society with both – we claim to have done so. But a lot of our political discourse can be boiled down to whether or not we will advance the one for the other. Should we have better schools, for example, to advance equality? If we go about trying to improve our schools, we soon find ourselves spending more money on them and that generally means soliciting more taxes from our citizens. Collecting those taxes can be seen as limiting taxpayer liberty – they have less money to do what they want to do. Right wing thought argues that liberty leads to equality. By allowing people to make their own decisions about the economic opportunities they find in front of them, enough will decide to invest money and time to start businesses and make innovations that will expand economic activity and provide others with jobs. Expanding economies enhance equality because they create meaningful opportunities. These, in turn, allow many to seek the American dream.

On the surface, all this true. But in a more basic way, I believe the more meaningful relation between the two is one in which equality leads to liberty. But before we can really determine what's primary, of course, each of these terms need to be defined within the context in which they are being considered. Liberty seems to be the more easily defined: the state in which a person can basically do what he/she wants to do. Historically, there have been many different views of liberty and freedom, but for the purposes here I am using this more popular sense of liberty. Equality has a more illusive meaning. Does it mean a state in which everyone has the same goods and access to the same services? Does it mean equal condition; that is, equal standing before the law? Does it mean equal opportunity? Or does it mean we all enjoy equal standing in terms of fame, reputation, privileges, or some other desired quality? Most Americans, I think, believe that equality refers to equal condition, at minimum, and, for many, it also includes equal opportunity. Let's go with those two attributes.

Now, if we begin with a condition in which neither liberty nor equality exists, what needs to be established first in order to end up with both? This condition is not that hard to imagine since most of human history has resembled this state of affairs: no or very limited liberty and no or limited equality. Most societies have been situational arrangements in which either a strong military type runs the government for his own interests (I don't know of any such system with a woman in charge) or one in which an aristocratic or plutocratic class runs things for its own interests. There have been some cases where a bureaucracy was in charge. In any of these cases, though, liberty cannot just break out and become the mode of political interaction. Liberty needs the appropriate institutions to be set up so as to establish the necessary laws and constitutional structures that create the appropriate social and legal and cultural expectations which allow for people to act as they wish. And how does that happen? On some level, enough people or at least leaders need to have a view of their fellows as being entitled to rights on an equal basis – they believe that these non elites should be able to define and act in ways that advance their lives as they see fit. And that is equality at a foundational level.

Of course, as the necessary processes proceed and those institutions are established over time things get more complicated and formal. I was watching this past Thursday on TV the dedication of the George W. Bush presidential library and museum. There, for the occasion, were all the living past and present presidents. They all had nice things to say about President Bush. Was this important? To a degree, it was. Why? Because it displayed how a support institution – like the ones I alluded to above – gets established. The event helped further entrench our system of government and governance. And at its heart, it is a ceremony that treats all past presidents equally, whether he served one or two terms or whether he is held in high or not so high esteem. A sense of equality prevailed among these past and present leaders and the ceremony further legitimizes the presidency – an essential center of power within our system. Was the event enough by itself to overcome those forces that undermine the levels of legitimacy from which our system suffers – those forces of extreme partisanship that have stymied our government from meeting many of our nation's needs? Of course not, but the development of these institutions is slow going and it takes many such events to be developed and updated. It is an ongoing process.

Monday, April 22, 2013

NOT KNOWING MAKES A DIFFERENCE

Early on in the history of this blog, I made the point that our efforts in civics education have been less than optimal; that while I was not placing the blame on any one set of professionals, parents, or community members, our secondary students were not learning enough civic content, civic content acquisition skills, citizen participatory skills, or acquiring healthy participatory dispositions. These have been the areas that civics education leaders have identified as appropriate pedagogic aims for a civics curriculum. In a series of postings, I introduced research that supports these conclusions although some of the cited works found that American students might compare somewhat favorably in regard to some of these concerns. Yet, my overall conclusion was that American efforts could and should be much better than what they are. Kathleen Hall Jamieson reflects this general finding:
In the past decade, low levels of youth voting and non-proficient student performance on a widely respected civics assessment test have elicited efforts to increase the amount and quality of time spent teaching civic education and have ignited a movement to create common standards in the social studies.1
This current evaluation of our civics instruction further validates concerns over our lack of success in this subject area.

And what are the consequences of such shortcomings; are they important? A look at a current policy area gives us a hint. Recent polling regarding gun safety gives us pause about how informed citizens are about gun safety. While Americans consistently claim that we need better enforcement of our gun laws, they have little knowledge of what those laws are. And this lack of knowledge has political ramifications.

Joel Benenson and Katie Connolly2 report survey research results on the lack of knowledge most Americans have over an issue that has dominated a lot of air time on TV and space on other media. Given the recent shooting incidents, I believe it is safe to say that the overwhelming number of Americans have given thought to the controversy over whether our government should enact stricter laws concerning the availability of certain types of weapons, specifically assault rifles and their accompanying magazines, particularly of higher-capacity. I would like to summarize some of their findings:
  • A large percentage of American respondents expressed the belief that there are laws requiring background checks on all gun purchases and that they also ban high-capacity magazines. Neither claim is true.
  • A majority of respondents believe that it is illegal to sell a gun to a person on the terrorist watch list. Not true; it's legal to do so.
  • Significant numbers of Americans believe that federal law requires reporting large quantities of purchased amounts of ammunition. It doesn't.
  • Significant numbers of Americans don't know whether it is legal or illegal to purchase ammunition over the Internet. It's legal.
This level of misinformation or lack of knowledge among Americans makes it easier for those organized to stop any effort to change our gun laws. Americans want many of the changes that are being proposed by gun safety advocates.3 But if many to most Americans incorrectly believe that the laws already provide for those sanctions and limitations, their voice is to varying degrees either muted or confused. Hence, the ability to succeed in making the needed changes in law become much more difficult. Ignorance is consequential. The rate at which Americans are being killed by guns and rifles is alarming. Something needs to be done and a misinformed citizenry doesn't help. 
 
1Jamieson, K. H. (2013). The challenges facing civic education. Daedalus: Journal of the American Academy of Arts & Sciences, Spring, 142 (2), p. 65.

2Benenson, J. and Connolly, K. (2013). Don't know much about gun laws. New York Times, April 7, Sunday Review Section, p. 6.

3Ibid.