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, June 16, 2020

THE MAGRUDER AND GLENCOE CASE, PART X


[Note:  If the reader has taken up reading this blog with this posting, he/she is helped by knowing that this posting is the next one in a series of postings.  The series begins with the posting, “The Natural Rights’ View of Morality” (February 25, 2020, https://gravitascivics.blogspot.com/2020/02/the-natural-rights-view-of-morality.html).  If this is the reader’s first time viewing this blog, he/she should look up the preceding two posting; they give a good description as to what the blog is currently attempting to do.]
This blog is reviewing and evaluating two popular American government textbooks[1] used mostly to instruct seniors in high school.  The blog is analyzing random selected paragraphs from these textbooks.  This posting selects the last of five paragraphs from Magruder’s American Government.
Titles:
Topic 13, “California State and Local Government,” Lesson 2, “The California Legislature,” Page 674 –
Content:
The Referendum  A referendum is a process by which voters in 23 States can challenge a statute that the legislature has recently passed, or by which the legislature can refer a measure to the voters for approval or rejection.  California has both mandatory and popular referendums.[2]
Context:
          This description of a highly democratic provision, one that citizens can directly activate between elections, is placed, along with a description of “the initiative,” under the heading, “Direct Legislation.”  The information given is limited to describing how citizens perform this function and a historical listing of times in California it has been utilized.
Evaluation:
          The first point to be made in this evaluation is to indicate how near the end of the textbook this description appears.  This is on page 674, the text material of the book ends on page 752.  Given that initiatives and referendums are two meaningful methods by which average citizens can have an active voice in their governance, one would think this topic would receive more prominence within the covers of an American government textbook.
Also, of note, the initiative and referendum were main achievements of the Progressive movement during the last years of the nineteenth century and the early years of the twentieth century.  This movement is generally accepted as that movement that put in check the growing power of large corporations who were/are accused of controlling legislative bodies particularly at the state level.  There is no mention of this history. 
Again, the apparent goal of this book is to inform an observer of the government who only involves him/herself to pursue personal interests and, then, only reluctantly.  The book does not encourage an active, on-going participant in a national or state-wide governing arrangement.
So, with the five random paragraphs described and evaluated, what can one generally say about Magruder’s treatment of governance and politics?  This writer believes that Magruder very accurately reflects a natural rights view as this blog has described that view.  The five paragraphs sustain the same tone or language.  That language opts to be matter-of-factly in its delivery, it describes the subject matter objectively, accurately, and if one compares it to the language used in scientific studies, it is very similar.
Yet, is that what is needed to engender good citizenship in a federated arrangement?  The judgement here is that it is not.  For this system to be “of” and “by” its people, this textbook should use language that promotes the validity of an engaged citizenry and also, it should instruct students on how they can be effective in that role.  The five paragraphs seem oblivious to these general aims.
They also communicate a consumerist view.  That is, that government is out there to provide public services and, without explaining how one participates, are rendered through a general competitive process.  Within that process one has rights to pursue individualized interests.  Within these descriptions or explanations there seems to be no meaningful concern for the common good.  Yet the Constitution, through its Preamble, identifies directly that the overall aim of the established government is to pursue “a more perfect union” not the advancement of a compilation of individualized wants and needs.
This blog, with the next posting, will move on and provide a review and evaluation of five randomly chosen paragraphs from the Glencoe book.  The format will be the same as is used with Magruder.


[1] Daniel M. Shea, Magruder’s American Government (Boston, MA:  Prentice Hall/Pearson, 2019) AND Richard C. Remy, Glencoe United States Government:  Democracy in Action (New York, NY:  McGraw-Hill/Glencoe, 2010).

[2] Daniel M. Shea, Magruder’s American Government, 674, emphasis (bolden type) in original.

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