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, March 15, 2016

PROPERTY AS SELF (continued)

[This posting picks up where the last one ended.  It was posted on March 11 and if you have not read it, I suggest you do.  In that posting, I laid out a basic historical shift that was taking place in both Britain and the US.  As result of that change, the growing commercial and industrial class was growing and beginning to make claims on the political system.  They latched on to the ideas of John Locke who glorified the productive efforts of this class.  In doing so, their argument undermined, here in the US, the republican/federalist perspective that by all accounts was dominant in the early years of the eighteenth century but that lost influence due to the economic successes of the commercial and industrial sector.  The postings, this one and the last entry, reflect the arguments of Isaac Kramnick.[1]  Let me continue …]

I contend that the over century-old bias toward communal perspectives that characterized federalist thinking of pre-Revolutionary Americans was not going to go away so simply.  And here I believe, lurking in the backdrop of our social thinking, we have a definite split between our espoused theory and our theory-in-use.  Our espoused theory would continue to be one supportive of civic humanism, but more and more of our behavior would take on the actions of self-interest to the exclusion of acting to advance the common good.  To a historical point in time, not until after World War II, we continued to feel guilt associated with such behaviors that disregarded the common good.  Today, there is little to no such remorse and shame seems to have become a remnant of the past.

Let me describe these radicals, the disciples of Locke, a bit more.  I mentioned the new radicals (and their radicalism) that sprang up during those years in the late 1700s and took on the fight to wrest away the inherited privileges of the nobility in Britain (or as they might have been referred to as the “no ability” – a Thomas Paine term).  These radicals wanted “in;” that is, they wanted their seats at the tables of power, both economically and politically.  The one galvanizing issue that brought this struggle in focus was the fight for equal representation in Parliament.  The phraseology used in their debates mirrored Locke’s language as it appeared in his The Second Treatise on Civil Government.  Let’s pick up Kramnick’s description:
Even more important than this textual linkage between Locke and the reformers, however, is the far deeper theoretical bond the reformers constructed between themselves and such Lockean themes as contract, state of nature, and natural rights and government as a trust in all of their writing on taxation and representation.[2]
What seemed to be welling up among the radicals was an indignant attitude in which they felt they were being deprived of what was theirs.  And that reform needed to be comprehensive, including overturning institutionalized practices – hence the title radicals for these advocates.

In the US, as I indicated in my last posting, the mix was a bit different.  I mentioned the yeoman farmers.  Those farmers functioned in the style conducive to capitalist processes; they established commercial connections; they believed
[a]lthough agriculture was a morally superior pursuit, its superiority did not lie in any more virtuous, precapitalist ideal.  Commerce had less value only insofar as it drained away resources:  “To foster every, or any other employment of capital at the expense of agriculture – by diminishing the savings of the farmer and forcing him to maintain the manufacturer – or by tempting the capitalist from agriculture into manufacture, is plainly contrary to our most undoubted policy.”[3]
The yeoman’s moral concern was the perceived dependency of the commercial and industrialist classes on the farmer.  This was an analogous argument of the country faction abusing the town faction in Britain. This sense of promoting self-interest found sympathetic ears here in America among these yeoman farmers and the business interests in the city.  So, in the late eighteenth-century in the US, there was a link to British reform reflecting socioeconomic changes.  This link was not available to republican motivated advocates.

But there is still one last overlap between the republican-federalist advocates and natural rights advocates.  And this, I think, is important to keep in mind because on the one hand it provides the language of many of the arguments that have been expressed in our political debates since the late eighteenth century and on the other hand has highlighted the moral perspectives of those earlier advocates of the natural rights perspective.

Locke couches his argument in nearly religious language as do those who favor the civic humanist view.  But the language changes from one of equality of consent to an inequality of favoritism.  He points out that God has created us with the abilities to be industrious and rational, but that those gifts are not evenly distributed.  Some people are just more industrious – more energetic – and therefore they will end up with more property.  He writes in an accusatorial tone about those who are not so blessed, which is a bit illogical. They should not acquire or, as is the case during those years, inherit property.  He describes them as “the fancy or the covetousness of the quarrelsome and contentious.” 

Property is central here – he argues that property is an extension of a person.  Property reflects the person infusing him/herself into nature.  And who were these quarrelsome and contentious lowlifes?  Why, some country squires and all of the poor.[4]  In general, Kramnick tells us that Locke expressed little sympathy or empathy for the poor; one questions how knowledgeable he was of their challenges.

Let me end with this summary of Locke’s argument.   A corrupt system is one in which unproductive people, privileged parasites, hold positions of power.  The radicals took up Locke’s ideas and language to exert political activity to advance their interests.  These interests were based mostly on their business activities, that of yeoman farmers, tradesmen, and industrialists.  They directed their vehemence toward patronage and other privileges of the favored, entrenched powerholders.  And so, Kramnick contends that the republican/federalist concerns for the common good were replaced in the minds of Americans with economic productivity and a morality of hard work.  Who was the moral person?  To answer, one needed only to apply the criteria of hard work and productivity.  I guess the criterion of success was also applied.  We even see these themes in children’s literature beginning to appear during that time.  One more quote from Kramnick’s article:
Hence, not just Adam Smith but a chorus of writers in the last decades of the eighteenth century sang the praises of specialization and the division of labor.  The very heart of civic humanism was repudiated and its values reversed by the radical middle-class crusade to professionalize and specialize, to replace what it saw as corrupt political man with virtuous and productive economic man.[5]
That’s Kramnick’s argument; I, for the most part, disagree.



[1] Kramnick, I.  (1992).  John Locke and liberal constitutionalism.  In K. L. Hall (Ed.) Major problems in American constitutional history, Volume I:  The colonial era through reconstruction (pp. 97-114).  Lexington, MA:  D. C. Heath and Company.

[2] Ibid, p. 105.

[3] Ibid., p. 107.

[4] According to Kramnick, Locke suggested “working schools” for the children of the poor where they would be taken from their parents and put to spinning and knitting to cure their idleness.  The profits gained from these learning experiences would pay for the costs of maintaining those “schools.”

[5] Op cit., Kramnick, 112-113.

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