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, April 11, 2017

CLARIFYING THE MECHANICAL CHARGE

In the posting leading to this one, it was reported that a charge has been made against the use of political systems model as a theoretical guide for political science research.  The charge is that the use of the model tended to make its corresponding view of government and politics as having a mechanical quality.  This posting will further explain what is meant by that determination.
The main concern is that political science is not a natural science such as physics, chemistry, and biology, but a human science.  Despite this, the move toward the systems model made political studies a study that saw its subject as a machine with automated responses to different stimuli under specific conditions.  This is another way of saying that the model is deterministic in the way it describes and explains political behavior.
In the previous posting, David Easton is quoted on this issue, indicating his recognition of the charge and how his treatment of systems modeling introduced an organic element that, in turn, describes political systems as self-adjusting entities.  By such an alteration of pure behaviorist theorizing, the model overcomes the inclination of being mechanical, or so Easton indicates.
But the question remains: is systems theory, with the organism element in place, human enough?  That is a debate still waged in some circles.  But what is not debatable is that behavioral-leaning political scientists were (are) sensitive to the charge of being mechanical.  This has the implication that their work is not sufficiently sensitive to human qualities. 
The critics say such theoretical shifting does little to capture how rich a reaction to situational conditions can be.  While it recognizes such factors as emotions, it lacks insight into what and how emotions and other more qualitative variables affect the phenomenon under study.  Is the notion that by merely adding an “O” (for an organic element) to the S-R (stimulus-response behaviorist model), the model would be able to recognize and account for human concerns?  Would it be able to detect how the system can react to its environmental conditions?  The critics believe that it cannot.
This criticism runs along a fine line of distinction.  For example, one can measure how often reactive statements are made to a certain stimulus, but can it account fully for the tone in which the statements are made or the power enjoyed by the sender of such statements due to his/her reputation or some other quality?  Perhaps to a point, but not totally and, in the opinion of critics, not adequately.
Helpful to this concern might be a view of how systems analysis is applied to other areas of human endeavor.  One area would be business operations.  Much rethinking in business strategizing has directed attention to making business models more sensitive to “human” needs, but these newer focuses are haunted by established biases which tend to be more behaviorist in their orientation (see for example, Jim Collin’s work, Good to Great,[1] for a description of how these debates are carried out).
But there is a record on how the more mechanistic view of government has affected public policy.  Probably the most telling and visible example is how systems view led to policemen cruising their beats in squad cars.  This replaced officers walking the neighborhood and, consequently, not getting to know the citizens whom they are there to protect to be more “efficient.” 
When this policy bias is instituted among all the various governmental operations, the result is conflicting perceptions of “we” versus “them” and too little of “us” among the public servants who are there to serve the public.  A mechanistic view of governance is, of course, not limited to policing but describes too much of how government bureaucracies face their responsibilities in general. 
Of course, this view is not only found in government offices such as the DMV.  It can also be seen in the tone and descriptions of government and politics in the nation’s civics courses.  Unfortunately, it can even be reflected, for the most part, in the policies issued by school district offices, state education departments, and the federal government’s Department of Education.
This blog has argued that the systems approach, as it has been applied to secondary study, is relatively lacking in an organic sense, much less a humanistic sense in its treatment of governmental operations and the activities of those who try to influence public policy. 
Whether those who are concerned with this debate see developments in systems sufficient or not is of little interest here.  If behaviorism is purely, partly, or not at all deterministic, is a concern for political scientists and only indirectly of importance to civics educators.  Here, the more important concern is how mechanistic a view of government and politics has seeped into the nation’s civics curriculum and its corresponding instruction.



[1] Jim Collins, Good to Great:  Why Some Companies Make the Leap … and Others Don't, (New York, NY:  HarperCollins Publishers, Inc. 2001).




[1] Jim Collins, Good to Great:  Why Some Companies Make the Leap … and Others Don't, (New York, NY:  HarperCollins Publishers, Inc. 2001).

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