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, December 29, 2015

BORN TO LEAD?

An age old concern with leadership is whether leaders are born or made.  Is it a matter of being born to the right parents genetically or into the right nurturing environment?  My exposure to that literature indicates that there is a bias toward believing they are made.  This has the democratic quality which leads one to believe that anyone can become an effective leader.  A pioneer in the field of transformative leadership, James MacGregor Burns,[1] assumes that whatever the source of the related skills, they center on a perspective leader being able to initiate change through the example of his/her behavior.  And further, that dynamic reflects not an assigned set of behaviors, ones the person can turn on and off depending on the circumstances, but actions emanating from the leader’s personality.  So, whether such a trait is a product of genetic makeup or one that is acquired through training, what a transforming leader has to project is just him/herself.  Through these skills, the leader communicates that he/she is dedicated to enhancing a higher level of motivation and morality.  The leader cannot do this if he/she is “buying” or threatening in order to solicit compliance on the part of the followers.  Burns saw transactional efforts – those based on reward or punishment – as counterproductive given the goals of a transforming leader.

In terms of exemplifying that which is sought after, the leader is promoting an espoused theory openly and definitively.  In cases when a theory-in-use varies from what is espoused – and reality will sooner or later demand some level of variance – a transforming leader is as honest as the situation allows in whatever decisions and actions he/she takes.  But even in these situations, the leader, in order to keep the mantle of a transforming leader, decides and acts in such a way as to advance the interests of the collective, be it a school, some other workplace, a community, or some politically defined jurisdiction.  This form of leadership is, in my opinion, necessary in order to institute a normative-re-educative change strategy.

My only concern with Burns’ argument is that he does not apply a moral test to the aims and goals of a transforming leader.  In his theorizing, he disconnects the methodology of a transforming leader and what he/she is trying to accomplish.  Under Burns’ perspective, Mao Zedong and Martin Luther King both are considered equally effective transforming leaders.  I understand Burns’ thinking on this, but as an advocate of federation theory, I judge Zedong to have been a despicable leader who accomplished some good, was conscientiously motivated but, given the levels of suffering and damage he and his leadership caused, would not be at the pinnacle of transforming leaders.

Picking up the work of Burns was Bernard M. Bass.[2]  He introduced the term transformational to replace transforming (I use each interchangeably).  Bass was concerned with the psychological mechanisms that operate in order to allow transforming leadership to succeed.  Particularly, he introduced a means of measuring this form of leadership.  That is, since transforming leadership relies on the acceptance and reactions of followers (the planned-for), Bass identified a list of indicators of such acceptance.  This included levels of trust, loyalty, admiration, and respect.  Of course, since all of these are not directly observable, being that they are states of mind, one can only speculate as to their existence and strength by what followers say and do.  But usually, these reactions and their accompanying behaviors are the results of followers observing the level of effort and dedication the leader exhibits.  This is beyond what the followers expect.  In addition, the leader not only talks and acts to advance the self-interests of those involved, but also is able to communicate a transcending endgame that has some inspiring and emotional laden accomplishment or mission.  This, in turn, provides an identity to the follower such as I’m a civil rights worker or I’m a union man.  So what might be considered here is a leader who instills an idealized influence which could be observed as charisma.  This is in addition to motivating followers to become intellectually stimulated and to seek, on their own, newer ways of doing things to help guarantee overall success in achieving the change being sought.  Unlike Burns, Bass was willing to accommodate transactional strategies in a transformational effort.

Coming up, I will look in more depth at the various transforming attributes, strategies, and distinguishing characteristics.



[1] Burns, J. M.  (2003).  Transforming leadership.  New York, NY:  Grove Press AND Burns, J. M.  (1978).  Leadership.  New York, NY:  Harper and Row, Publisher.

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