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, January 21, 2020

RIDE ‘EM, REASONER


As the nation enters the primary season, particularly in the Democratic Party, one might find oneself wanting to convince someone of a policy position or the benefits of one candidate over another.  Common experience readily indicates that attempting to do so can be touchy and lead to disagreeable exchanges with others.  A lot of what causes that is how people think.  A pair of this blog’s prior postings addresses this topic.
          The reader is invited to click on the postings entitled “Seeing or Reasoning” (February 19, 2019) and “Automatic Cognitive Process” (February 22, 2019).  There, this writer reviewed the work of Jonathan Haidt.[1]  Further, the postings described what has become a somewhat famous analogy that Haidt uses to describe the relative strengths of intuitive thinking and reasoning.  That analogy pictures a rider (representing reason) aboard an unruly elephant (representing intuitive/emotional thinking).
          Summarily, as a person approaches a new situation or setting, with its stimuli, he/she reacts – usually unconsciously – from an intuitive and/or emotional base of cognition (loosely defined).  Most of those stimuli do not trigger a conscious reaction; they are not judged as important enough.  If the reader is asked, what is the color of something on a table within eyesight, but across the room, chances are the reader would need to look.  Initially, the item did not catch his/her attention although its image did cross his/her vision.
          But then there are those stimuli that are important enough to draw one’s attention.  Again, the mind settles on an intuitive/emotional response – from strong antagonism to neutrality to strong acceptance or attraction.  To this degree of considered importance, attention was drawn, and some initial reaction came forth, but again, no or very little reflection is extended to the stimulus. 
To graduate from reflexiveness to reflection, the item not only needs to be important enough, but one’s reaction needs to be questioned by some practicality or some reaction by another person.  Using Haidt’s analogy, those initial reactions demonstrates the elephant doing its thing.  And the vast number of reactions do not usually engage the rider.  That rider needs to be convinced to get involved.  And if involved, the reaction usually is post hoc; that is, the rider rationalizes some acceptable – by some social norm or value – reason for what has already been said or done.
Given this state of affairs, one can readily see why trying to convince some people of something they do not already agree with can be a hazardous or, at least, daunting challenge.  Haidt addresses this challenge directly.  He gives advice of how one can go about the effort.  But before recounting his overall advice, it is useful to remind the reader of his reference of Dale Carnegie’s advice: 
1.    convey warmth, respect, and a willingness to listen before uttering opinions or beliefs;
2.    develop the ability to see things from the point of view of the other person; and
3.    with a deep seated – intuitive – ability, respect the other’s position by which one can engender true empathy.

And now here is Haidt’s summary advice:
1.    Be cognizant that he/herself has a two-part mind – a controlled process part and an automatic process part – and that goes for everyone else.
2.    Understand that the automatic part (the elephant) is the much stronger part and the controlled part (the rider) is much weaker and serves the stronger part.
3.    The aim to change someone else’s mind should begin by imparting or instilling some doubt in the automatic induced thinking of that other person and that should be at some emotional level.  That can and usually takes the form of highlighting some harbored moral feeling or belief the target has and can solicit from him/her a question or two.  Of main importance is to understand a reasoned argument does not survive on its own merits but must be linked to some already held position with its emotional rationale.
This does not guarantee success, but this approach gives one a chance at changing someone else’s mind.
          To quote Haidt,
Therefore, if you want to change someone’s mind about a moral or political issue, talk to the elephant first.  If you ask people to believe something that violates their intuitions, they will devote their efforts to finding an escape hatch – a reason to doubt your argument or conclusion.  They will almost always succeed.[2]
And with that, this former civics teacher wishes luck to present civics teachers as the nation enters the politicking season of the upcoming months.


[1] Jonathan Haidt, The Righteous Mind:  Why Good People Are Divided by Politics and Religion (New York, NY:  Pantheon Books, 2012).

[2] Ibid., 50.

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