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, September 30, 2016

AGAIN

“Making America great again” is a slogan that has been bandied about during this political year – it’s a rallying call for one of the major candidates.  The key term, I believe, is “again.”  Now innocently, one can say that the reference could mean that what is sought is the return to the industrial past that marked the economy in the pre-seventies years.  Since about the 1970s, the economy has shifted from a more industrial base to a more service base. 
Industrial facilities used to provide employment to many lower educated, mostly male workers.  Industrial corporations, in search of cheaper labor, have moved many of their production facilities abroad.  This includes opening factories in Mexico and in Asian countries. Of course, the result is that many of the former areas where such jobs were plentiful are now areas of abandoned factories and there are many displaced workers.
So “again” could refer to reversing this trend by some policy or other that either punishes these corporations for moving or provides rewards if they return.  I would guess that such policy or policies would rely heavily on some taxing scheme such as tariffs or exit taxes (one can question the constitutionality of this) or maybe the imposition of some regulation scheme – the details are skimpy.
Finally, there are currency manipulation policies – an option employed extensively by the Chinese – that if implemented here, would encourage more sales of American made products.  But with all the complaining, the US is still a leading industrial power – accounting for about 17% of the world’s production (China, number one, is about 22%).[1]
          Or “again” could be less economic and more social.  Given the added rhetoric of walls and the general antagonistic talk about criminal immigrants and the like, one cannot help thinking the reference is more an anti-diversity message.  In one ad, the idea is that everything we value is under attack.  And here, I suppose, the overall image that is being created could be a “let’s get back to the 1950s,” to a time when only one type of folk was in charge.
I’m not sure this anti-diversity theme is the message, but who is to say?  Definitely not the campaign, where such details seem to be beyond their purview.  Then again, this can all be rhetoric with little intent to follow through.  But is it?
          What one can say is that the issue of diversity is real and it affects many of our institutions, including education.  It’s the type of issue that directly relates to civics education and also an issue that would affect any attempt to transform education or any part of it – it’s that pervasive.
          I have recently pointed out that many of the concerns related to curricular change revolve around arguments that take on an either/or form.  Diversity is no exception.  There is the approach that talks of diversity in terms of assimilation – the melting pot notion that the history of America has seen a steady stream of immigrants, mostly from European countries.  By the time their children or grandchildren (at the latest) come of age, they have converted themselves from whatever the previous nationality or ethnicity was to being “Americans;” that is, a white citizen occupying a middle class or working class position (perhaps holding one of those industrial jobs mentioned above) and enjoying a relatively safe and prosperous existence.  All is well or so the image is portrayed.
          But all of this assumes certain social realities.  For one, it assumes a particular family and all of its members are willing to meld.  And readers of this blog well know that under the regime of natural rights thinking, we are all told and encouraged to be our own selves and that includes what life style we choose to follow. 
One “good” thing about the natural rights perspective is that it broke the chains of cultural homogeny.  You want to be Hispanic, then be Hispanic.  You want to be black, then be black.  You want to be Asian (such as Chinese), then be Chinese, and so on.  These choices reflect rights and those rights only call on the individual to respect others exercising the same right and proclivity.
          Now multiply that with other preferences of choice such as sexual or gender orientation or the various forms of family structures.  The nation’s institutional, social assumptions and arrangements are in serious upheaval and this is disturbing to many more traditional folks.  A political upstart can capitalize on such disorientation especially if that message is coupled with “solutions” for the loss of industrial jobs and promising a return, again, to the more comfortable, the more knowable.
So, if there is an either/or element to all of this, it is that the nation has to decide which way to go.  Will it be, at least, tolerant of diversity (if not embracing of it) or will it attempt to turn back the clock to a previous time – to go back again to a more homogeneous time, a simpler time?  This writer believes this is impossible, no matter how certain segments of the population wish it to be.
The next several postings will assume the answer is that we as a nation want to proceed to a more accepting and diverse future, to be more inclusive; that choice, while challenging, is more in line with our espoused values of openness and inclusiveness. 
Yes, we do have the authority to guard our borders, but there is so much hypocrisy regarding how we have enforced immigration laws that it is difficult to be too high and mighty about the illegals who are here. 
After all, here was a cheap labor supply willing to do work that Americans are not willing to do.  The results have been higher profits for businesses, such as farms and hotels, and a way to keep prices for food and hotel rooms low.  In addition, by keeping them illegal, they are much less likely to complain about anything.
How should we look at this issue of diversity?  Elsewhere, I suggest something called “centered pluralism,” where we as a nation accept the principle that all Americans agree on certain values such as tolerance of diverse lifestyles and beyond that, let people be themselves.[2]  That doesn’t mean certain values can’t be encouraged such as equality and responsible liberty, but people are allowed to be themselves.
Even at that level of agreement, it will probably call on certain perspectives to be drastically changed; intolerance or undemocratic values being the norm in many areas of the world are often brought over by immigrants from those areas.  And then, we have enough homegrown intolerance and undemocratic values right here. 
So, the challenge will be meaningful, but diversity provides many advantages to a people and we have already been able to cash in on many of them.  The following postings will be about change and how change should account for and even promote diversity.



[1] Marc Levinson, “U.S. Manufacturing in International Perspective,” Congressional Research Service, April 26, 2016, accessed September 30, 2016, https://fas.org/sgp/crs/misc/R42135.pdf .

[2] Robert Gutierrez, “A Case for Centered Pluralism,” Curriculum and Teaching Dialogue 5, no. 1 (2003):  71-82. 

Tuesday, September 27, 2016

NOT SO FAST

This posting was advertised as being another look at critical theory – that’s what I indicated in the last posting.  And that’s true and not so true.  This posting is more about why education is not so susceptible to change.  In a previous posting, the fact that education, by its very nature, is a conservative institution was brought up.  That is true, but there are other factors at work. 
This posting will comment on the following:  the nature of the argument by those who are demanding not only change, not only transformational change, but revolutionary change (this is the critical theory part); the inability to convert knowledge about learning into effective instructional planning and the organic nature of schools – which is related to the idea of education being a conservative institution.
          When one looks at the field of education, one could ask:  is there any portion of that professional population seeking change?  Yes, there is.  And that is our friends, those arguing for the critical theory perspective.  I will not again go over their basic argument, but I will comment on their style.  They want a total overturn of society, a socialist revolution, albeit peaceful, that will, in their estimation, institute an egalitarian result. 
And what, in their eyes, is the role of education?  The role is to spearhead such a development by leading the effort to change how people see the economic and political structures, processes, and functionality of how the society is run.  Their rhetoric is dynamic – see the effect Bernie Sanders had in the 2016 presidential race – but it reflects an agenda devoid of practical strategies, at least in education.
Part of the message is that education has to dismiss this business of a competitive format, mentioned in the last posting, that is geared toward the individual ambitions of students and their parents.  These pedagogues believe that working against the common good is this assumption that everyone being exclusively concerned with number one is promoting the common good.  Of course, that is a central tenet of capitalism.
Instead, they argue that everyone striving to land on top leads to only a few being on top and that, in turn, causes the conditions that lead to eventual economic collapse.  This blog is in agreement with this portion of their argument, but it falls short of buying into the critical rhetoric.  For one thing, this writer has cautioned against arguments that promote radical solutions.
          It has been pointed out that this type of “I’m totally right” and “you’re totally wrong” lends itself to an either/or form of thinking and argumentation.  We humans tend to think that way.  Unfortunately, or fortunately, reality is not so simple.  Most of reality consists of matters of degree.  Most of one’s understandings, therefore, in order to be effective, need to be nuanced.
But that clashes against one’s intuitive sense and when it comes to thinking, most people tend to rely on the effortless – lazy – option of relying on their intuition.[1]
          Reporting on all of this, Allan Ornstein and Francis Hunkins make a pitch for reflective approaches that can find the right balance between striving to fulfill a student’s dreams and a way to impart in that student his/her legitimate responsibilities and duties to the entire community and nation.  Hopefully, the reader of this blog judges the efforts expressed in its postings attempting to do what Ornstein and Hunkins suggests.
          In terms of instruction, little has changed in approximately fifty or sixty years and this is in no way reflects efforts to implement change.  In that interim, psychologists, for example, have developed powerful insights into how the mind acquires knowledge.  Among their efforts has been the psychological approach known as constructivism.
A few postings ago, I provided a description of this approach.  Here, let me quote Ornstein and Hunkins with this short descriptive passage:  “Meaning is imposed on the world by those who reflect, those who think about the world.  Meaning does not exist in the world independent of us.  It is we who structure the world, as we construct reality so as to comprehend it.”[2]  Intuitively, this approach to learning is quite different from receiving established knowledge and “banking” the information in one’s memory.  It seems to lend itself to instruction that has students go about reflectively entertaining information and constructing its meaning and importance.
This is done against the existing understandings a student brings to the learning episode.  In other words, learning “should” be open ended in which materials are presented to students; they think about them and formulate conclusions on what the material is about and its importance.
          Yet, despite this promising turn, teachers go on engaging in direct instruction, the type that simply presents material for student consumption.  Again, is this a matter of an either/or choice or is it a matter of finding a way to incorporate what seems so promising but, to date, has not been converted into newer teaching strategies, at least not widespread teaching strategies?
I am not going to propose a solution, but I will suggest something my experience tells me is true.  The basic goal should not be a particular teaching style or instructional approach, but should be for students to reflect on what it is they are to learn.  Without reflection, there is no true learning; that is, he/she needs to think about what is being taught and how that reflection happens can take on many different forms. 
Further, teaching is a personal matter.  The idea that one can change how a teacher feels comfortable in front of a class is a misplaced idea.  What would help is a principal hiring those teachers who agree with a certain style so that the students of a school are exposed to consistency.  This very notion deserves more space and explanation than what I am providing here.
But to provide principals that ability would require drastic changes in how school districts are run – perhaps efforts along those lines could prove advantageous.  Short of that, teachers who use direct instruction should be encouraged to broaden their aims and be trained in incremental change.
That would call on teachers to bring in materials that express diverse opinions a bit, in small doses.  They can gear their direct instruction to point out how any knowledge has been the product of practitioners arguing over what is best, be it literature, sciences, mathematics, technology, and the rest.  Perhaps their direct instruction, while introducing their students to such a fact, can further encourage them to engage in those discussions as observers or participants.
          And the last area of obstruction to change is the very human quality that schools possess.  They are compilations of humans in differing roles, backgrounds, personal challenges, ambitions and hopes.  That grouping inherits the traditions that schools have formulated through the years.  The place, that is, has its own culture with its own established values, mores, norms, and ways of doing things.  As such, it is inherently resistant to change. 
And so it should be, for only through these qualities does the place exhibit its integrity and its reason for being.  It is just a condition of organizational life that proposed change has to deal with these factors.  It is the position of this blog that such an environment is best served with a federalist disposition among its members.  If so, those entities that make up its people could elevate it from an organization to an association – a federated whole.
          Those are the conditions that lead to things remaining as they are; at least, a portion of the things obstructing efforts at change.  The sociological stew of education can be so conceptualized.  In writing this, it is not to state that that’s all there is.  There are the issues of diversity, race, class, gender, and sexual orientation still to review.  Schools are complex places.




[1] Daniel Kahneman, Thinking, Fast, and Slow, (New York, NY:  Farrar, Straus, and Giroux, 2011).

[2] Allan C. Ornstein and Francis P. Hunkins, Curriculum:  Foundations, Principles, and Issues, (Boston, MA:  Allyn and Bacon, 2004), p. 117.