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 10, 2015

“STELLA”?

This blog has offered a narrative.  It is the story of how our political culture has evolved.  The story depicts a series of changes, but overall the projection has been from what I have termed a traditional federalist construct to a natural rights construct.  The changes have affected all of our major institutions including our politics, our economy, even our family relationships.  Life today is quite different from what it was back in 1949.  The changes toward a natural rights view can be traced back to the time of our independence and the writing of our current constitution.  But the rate of change has gone into overdrive since the beginning of the 50s.  Such a construct shift affects many of our beliefs, many of our assumptions.  The changes seep deeply into our conscious and even our subconscious.  The old dies hard, if at all.  We can consciously believe one thing and subconsciously hold on to something else.  In no realm of life is this more true than in our sexual beliefs and emotions – sex is a strong force; it is what I call the “joker in the deck.”

Under traditional federalism, the belief was that matters of personal life are subject to external regulation, but that since this is personal, the source of regulation should be locally controlled.  We have a “right” to be comfortable with the prevailing costumes and mores.  Blue laws were well established in our country, as well as marriage laws (governing divorce, for example) and other more intimate concerns.  But entering the twentieth century, technological change was to dramatically alter this assumed domain.  The movies, for example, undermined the local province in matters of sex, family, and other moral areas.  The powers to be, seeing that a national medium undercut parochial proclivities, set up boards and commissions to regulate the content of movies.  The Catholic Church, for example, established the League of Decency and rated movies.  Their decisions determined what “good” Catholics would see.  Even more powerful was the Breen Commission that governed what was allowed to be produced.  All and all, the attempt was to save morally bent people, those influenced by Puritanical standards of decency, from being exposed to unwanted material.  It also attempted to assure that young people not be shown material that would undermine these good people’s efforts to properly socialize their children to their moral view.  Since these standards varied widely across the country, decisions were made in favor of the most restrictive.  This, in turn, restricted the options of film producers.

Of course, all of this was not accepted so willingly.  Motivated by artistic aims and by making more money, the film industry fought this system to varying degrees of stridency.  The owners of studios such as Warner Brothers and MGM were more willing to go along as long as all of the studios were equally affected.  It was more the producers, directors, and actors who objected most since this interfered with what they wanted to accomplish on screen.  No more emblematic to this drama was the story associated with producing A Streetcar Named Desire.  In his book, David Halberstam[1] gives a short, insightful overview of that story.  One bit of context; the story line of the film had already been the subject of a Broadway play.  As today, Broadway was mostly patronized by more urbane audiences, not the more rural clientele with which the regulatory boards were so concerned.  Here is the urbane people’s reaction:
A Streetcar Named Desire was not just a play – it was an event.  Its frank treatment of sophisticated sexual themes marked it as part of a powerful new current in American society and cultural life.  Even the plot seemed emblematic – the brutal assault on Blanche’s prim, Victorian pretensions by Stanley’s primal sexuality.  Every night on Broadway the audience would leave the theater visibly shaken – not only in response to Blanche’s breakdown, but also in some small way, perhaps, because they had gotten a glimpse of the violent changes just beginning to transform their own culture and lives.[2]
And now the story was going national on the big screen.  Of course, the plot did not make it to the screen untouched.  Halberstam gives an interesting account of that transition.  But enough of the story survived to make it a classic and helped propel its leading man to stardom.  He, Marlon Brando, would be one of those cultural figures who would personify what that transformation would be.

My take on this upheaval is that it was needed.  Traditional federalism had become over-restrictive for a world we had created with films, radio, and now the Internet.  One can view this from an absolute sense:  people should have the right to express themselves, period.  Or one can view this in more relative terms:  rights are based on the social values that prevail in a given time.  What, to me, seems timeless is our need to conduct our affairs in social contexts and that in order to be functional, we must take into account what can be handled at a given time.  Yes, there are certain rights that transcend any social setting.  Slavery is immoral in any setting, for example, regardless of what one might find in any holy text or what had been accepted practice in the past.  Societies that engaged in it paid a price.  But liberty is a social construct, and its very definition has changed through the centuries.  The Puritan’s view of it is vastly different from what prevails today.  The question we, including secondary students, should ask is:  does our view of liberty enhance the ability of our society to survive and does it enhance our ability to achieve our established goals and aims?  Asking these questions does not determine an exact definition of liberty, but they do provide a functional approach to determining what liberty should mean.



[1] Halberstam, D.  (1993).  The fifties.  New York, NY:  Fawcett Columbine.

[2] Ibid. p. 256.

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