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, June 19, 2015

THE MAN HAS SPOKEN

I am currently, in this blog, reviewing some elements of rhetoric.  In this posting, I want to address a different concern.  The occasion of this sidestep is because Pope Francis issued an encyclical, Laudato Si, on environmental degradation and climate change.  CNN summarizes the Pope’s effort as follows: 
Citing the scientific consensus that global warming is disturbingly real, Francis left little doubt as to whom to blame.
Big businesses, energy companies, short-sighted politicians, scurrilous scientists, laissez faire economists, indifferent individuals, callous Christians and myopic media criticism.
“The Earth, our home, is beginning to look more and more like an immense pile of filth,” Francis said.  “In many parts of the planet, the elderly lament that once beautiful landscapes are now covered with rubbish.”[1]
My purpose here is not to comment on the content of the encyclical; I haven’t had the opportunity to read it.  I do want to take this opportunity to further clarify a point I have made previously in this blog:  religious beliefs and the general messages emanating from churches should not be used to justify public policy.  I take this opportunity to amplify this message because I generally agree with the Pope on this environmental issue.  What I have argued is that religiously based beliefs can inform but not determine policy.  In this case, I maintain it is not legitimate to claim that a policy should be adopted merely because a religious leader argues for its adoption.  Beyond being motivated to look, analyze, and take into consideration what the Pope is saying, one needs to further justify any relevant action on a secular basis and reasoning.  It is not enough to argue that God wants us to act in a certain way.  Such a position is an imposition:  an imposition of religious beliefs on fellow citizens who might or might not hold the same ones.  Once government adopts any policy, it has coercive means to insure compliance.  For such a force in a democratic, pluralistic society, we need to be able to justify such a move on reasons that do not rely on any supernatural beliefs.

In choosing the environmental issue to make my point, I am not picking a concern that is difficult to cite secular reasons for action and policy changes.  But there are other issues not so easily analyzed from a secular angle.  Take the issue of abortion.  As is well known, the Roman Catholic Church has been a consistent anti-abortion voice.  Catholic authorities are not alone in their condemnation of abortion; many other religions have a similar position.  But if one looks closely at their rationale against the practice, it is heavily based on religious beliefs about when personhood begins.  Given the ramifications of abortion policy – how it potentially has immense consequences on the lives of people – coercive, governmental action needs to be held highly legitimate in order to be effective.  Otherwise, it will be defied in large numbers – our national history provides ample testimony to the eventuality of this consequence.

Tuesday, June 16, 2015

SO IT BEGINS

Game on!  With Hillary Clinton and Jeb Bush announcing their candidacies for the presidency, the campaign season has begun.  This is not to say either of these individuals will win the nomination of their party, although I will personally be shocked if Clinton falters.  If you teach civics, the upcoming months will be a bit easier since the popular media will make continual references to the process and the candidates.  Usually, heightened interest is bestowed on the campaigning when, and this is apt to happen, one or more of the candidates makes some blunder.  This eventuality will get even more attention if the blunder offends some ethnic group or some beloved person.  With more attention, civics teachers can refer to some commonly discussed development in the campaign and shift to the more substantive aspects of the process.  And with this focus, one important element concerns the positions and arguments the candidates will foster.  Take for example, the Affordable Health Act:  is it the worst thing that has befallen the republic or is it saving the republic?  Just from hearing the arguments, it is hard to determine. ‘Tis the season to analyze arguments.

 A few postings ago,[1] I presented a model for logical argument.  The creator of the model is Stephen Toulmin.  That model will serve as the standard by which to judge reasonable argumentation.  I have also mentioned that the manipulation of language in order to “win” an argument – as opposed to seeking and expressing truth – is called rhetoric.  This is not saying that all rhetoric is false.  What it is saying is that the use of rhetoric has a different and not necessarily a mutually exclusive aim.  I would argue that professional politicians engage in rhetoric as opposed to reasoned argumentation.  They want to win elections and they do this by winning the argument between their proposed agenda and that of their opponent(s).  The judges of that contest are the voters who actually go out and vote.  Given this state of affairs, then, it is useful if civics teachers are prepared to teach students the basic components of rhetoric and train them on the skills necessary to analyze the argumentation a campaign produces and to dissect the rhetorical techniques the politicians and their media experts use to “sell” the candidate.

One can do this by presenting transcriptions of speeches and other presentations of various candidates or showing the videos of these materials.  These showings are presented within the context of an explanation of some aspect of rhetoric and questions that have the students zero in on the techniques the campaign is using to convince the audience of its message.

The first question such an analysis can ask is:  what is the purpose of the speech or presentation?  Is it to exhort someone to do something; is it to dissuade someone from doing something; is it to accuse someone of something (usually evil); is it to defend someone from something; is it to place blame on someone for something, or is it to recognize someone for something (usually something commendable)?  Political debate usually falls under the first two concerns – exhorting and/or dissuading.  So these sub-questions help students contextualize political debate in terms of aims and point out that such debates are only a partial sample of all possible forms of argumentation.

I will continue this look at rhetoric over several postings.  I feel that with the beginning of the presidential election season – which is slightly under a year and half away from the actual election – civics teaching will take a turn more toward viewing this political process – a turn that can be very useful to students who will have a lifetime to deal with arguments of every kind.



[1] See The Structure of An Argument or Two; posted May 5, 2015.