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, July 10, 2020

HERE A PROBLEM, THERE A PROBLEM


One of the problems with most scientific thinking as applied to political science, what this blog has pointed out as the incorporation of the political systems model during the 1950s, is its tendency to frame a point of interest as a definite set of variables.  Usually, the question that scientific analysis asks:  what happens to factor Y when factor X varies? 
If enough cases are looked at and a pattern is detected, a relationship is proposed.  For example, if people with more education (factor X) vote (factor Y) more often than people with less education, then one can establish a relationship between education and voting.  It even suggests a cause and effect between the two. 
Theoretically, one can say there is something about education that, at least, encourages people to go out and cast their votes on election day.  This is never stated as a fact, but a theoretical relationship.  Other factors can be affecting this correlation.  Perhaps higher educated people have jobs that allow them the time to vote and that’s what is really causing the uptick in voting.  That mystery will not be solved here but it is cited to illustrate a point.
          The point is that this sort of scientific investigation tends to narrow one’s gaze to very narrow factors or variables.  As such, something is sacrificed.  That is, by having a narrow view one misses the wholistic realities that inhabit the various landscapes and environments that social scientists investigate.  And this is not just a matter of social scientists being deprived of important information, but in turn, it also affects all those professional managers that depend on the work of those scientists to make their managerial decisions.
          This narrow perspective has a name – reductionism.  Earlier in this blog, David Brooks was cited over this concern.  To repeat, here is what Brooks writes:
This way of thinking [reductionism] induces people to think they can understand a problem by dissecting it into its various parts.  They can understand a person’s personality if they just tease out and investigate his genetic or environmental traits.  This deductive mode is the specialty of conscious cognition – the sort of cognition that is linear and logical.
The problem with this approach is that it has trouble explaining dynamic complexity, the essential feature of a human being, a culture, or a society.  So recently there has been a greater appreciation of the structure of emergent systems.  Emergent systems exist when different elements come together and produce something that is greater than the sum of their parts.  Or, to put it differently, the pieces of a system interact, and out of their interaction something entirely new emerges.[1]
Another expert, the social scientist Sydney Dekker, delves into this problem of narrow viewing, and brings out some patterns and ironies that his observations reveal.
In an article, “Drifting into Failure:  Theorising the Dynamics of Disaster Incubation,”[2] Sidney Dekker and Shawn Pruchnicki begin by citing a historical event that they feel makes their overall point.  That event was the initial attacks – by an Arab coalition – that ignited the Yom Kippur war.  Given the very competent intelligence capabilities the Israelis enjoy(ed), they were caught off guard by the onset of the hostilities.  No, one cannot say the needed information was not available or did not exist.  It existed and it was available to their intelligence apparatus.
The intuitive bias is for people to believe such “screw ups” happen to less competent people or organizations.  They might happen to them, but they also happen to the gifted or skilled-laden entities.  As a matter of course, their very skills and competencies can facilitate the actuality of such unfortunate results.  They can even lead to systems collapsing.
This blogger believes that success (the product of being skillful and competent) leads to complexity in that success usually leads to expansion.  In turn, success and expansion lead to systems thinking which includes the development of protocols, chains of authority, established theoretical allegiances, modes of deference, norms, and other mental constructs that define how one entity – a company, a governmental agency, a government – “sees” things and, in turn, determines how it behaves or should behave. 
And this includes factors such as organizational values, attitudes, dispositions, and shared (what is taken to be) knowledge.  All this leads to a problem; that is, in that complexity, certain problems exist and they, due to the set of lenses shared by that organization’s personnel, are hidden.  This reminds one of what Donald Rumsfeld pointed out:  “The things we don’t know we don’t know.”  And since they are unknown – twice over – they just fester and grow, i.e., they become malignancies. 
In short, they incubate.  Somehow, the common thinking that says find the broken part and fix it, just does not lead to discovering and addressing a malignancy that is growing and causing not just problems but undermining the very legitimacy of the system.  There are various reasons for this “blindness.”
Here is how Dekker and Pruchnicki conclude their analysis:
·       Larger, successful organizations usually operate in environments of pressures due to (1) scarcity of resources and competition against other entities, (2) an imposed lack of transparency with sprawling, complex structures, (3) information being pre-formatted in developed styles or language, and (4) the usual incremental pacing of decision-making which becomes more incremental over time. 
·       Accepted ways and beliefs that develop to protect the organization (e.g., risk assessment or risk management strategies and personnel) encourages false confidence in them and serves to obstruct seeing what “is not known.”
·       Structural elements that seek the “unknown” have counter forces, i.e., costs involved with uncertain technologies and un or underdeveloped knowledge and technologies that change promises to entail.  These potential costs tend to be considered next to the incremental nature of incubating problems. 
·       If needed, transformational change (calling for changes in beliefs, attitudes, and/or values) is judged against the pressures of scarcity and competition, making needed change appear to be impossible – even when they are not – or just too expensive. 
·       And
Organisations incubate accident not because they are doing all kinds of things wrong, but because they are doing most things right.  And what they measure, count, record, tabulate and learn, even inside of their own safety management system, regulatory approval, auditing systems or loss prevention systems, might suggest nothing to the contrary.[3]
These are the terms in which problems develop and go unnoticed for meaningful extensions of time; what Dekker and Pruchnicki describe as incubation.  This results in disconnects between the organization’s goals and assessments and the decisions their staffs make.  The temptation is to “kick it down the road” or simply ignore what might result in extraordinary, unforeseen events.
Incubation occurs not because of incompetence, but because the organization is doing things correctly by the “book” of success.  The problem is the “book” doesn’t address the problem incubating under everyone’s nose.  So, what does all that have to do with polarization, the current concern of this blog?  The answer is found in the next posting.


[1] David Brooks, The Social Animal:  The Hidden Sources of Love, Character, and Achievement (New York, NY:  Random House, 2011), 108-109.

[2] Sidney Dekker and Shawn Pruchnicki, Theoretical Issues in Ergonomics Science, 2013, accessed 7/8/2020, https://safetydifferently.com/wp-content/uploads/2014/08/SDDriftPaper.pdf , 1-11.

[3] Ibid., 8 (Australian spelling).

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