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, February 8, 2022

THE “BIRTH” OF PSYCHOLOGY

 

[This blog is amid a series of postings that aims to share with the reader a history of the nation – albeit highly summary in nature – from the perspective of a dialectic struggle.  That is the struggle between a cultural perspective that emphasizes more communal and cooperative ideals of federalism and the individualistic perspective of the natural rights construct.

The general argument this blog has made is that federalism enjoyed the dominant cultural position in the US until World War II, and after a short transition, the natural rights view has been dominant.  Whether one perspective is dominant or the other; whichever it is, that fact has a profound impact on the teaching of civics in American classrooms.]

 

The last posting gave the reader a thumbnail summary of the Progressive and New Deal eras and attempted to make the point that between the two, Americans expressed an adoption of a consumerist view toward governance.  And as one takes this shift into account, one can readily see a move away from federal relationships between and among Americans and their government to a natural rights view in defining those relationships. 

They – many of them – ceased seeing themselves as mutual partners of the polity to that of consumers of governmental services.  This shift has proven to be fundamental and highly consequential.  To understand its significance or implication, one needs to have some understanding as to why it was motivated to happen.  And for that, while not offering a complete account, one needs to revisit the 1800s.

Of all things, a biological discovery seems to have had an inordinate influence on changing America’s view of all social relationships including political ones.  With Charles Darwin’s publication of On the Origin of Species, the basic religious, theological assumptions of Americans came to be seriously questioned. 

While among typical Americans, the book became a subject of humor (common images of monkey relatives); among intellectuals, it became immersed in serious questioning of various topics and issues.  Is there a god?  Is there free will?  Is life just a material reality deprived of any spiritual importance or existence?  If current life is the product of a long, evolving process, what does that mean in terms of how old the earth is?  All of these questions brought biblical accounts into question.

Allen C. Guelzo[1] brings his readers a short, but insightful summary of how intellectuals reacted to this 1859 book.  He identifies those who initially took on these concerns.  The interested reader can look up those intellectuals – mostly theologians – who led in this questioning.  They include Crawford Howell Toy, Horace Bushnell, Henry Ward Beecher, Charles Augustus Briggs, and Walter Rauschenbusch.  Here is a snippet of Guelzo’s description:

 

[With the backdrop of the rise of corporate power], [f]or the 22 million people who inhabited American cities, crowding into festering tenements, there was precious little in the way of public community or organic society.

          But to Social Darwinists [i.e., the social application of Darwin’s ideas], … that was not a problem because there were no mystic, spiritual ties to bind families and communities together; and to the great captains of Gilded Age industry, this was just what nature had ordained.  When William H. Vanderbilt was asked by an incredulous reporter about what the public would say about his most recent corporate shenanigans, he replied, “The public be damned.”[2]

 

          But Guelzo places the bulk of his account on the work and life of William James.  Beyond providing a review of James’ family background – an interesting and telling story – Guelzo highlights this intellectual’s contribution to this ongoing reaction to Darwin.  And in this, one needs to mention the influence of Charles Sanders Peirce.  Here is a rundown of his, James’, main points. 

          To begin, there might be free will or not, but if one believes there is, that is enough to give one a positive sense of oneself.  With that, one can function with confidence as one meets his/her challenges or opportunities.  As a result, one enjoys a sense of freedom and a – at least – perceived moral life.  And these ideas encouraged James to pick up the study of the mind – what would become known as psychology – which at the time had not even been named.

          This interest seemed to grow from his studies in theology and philosophy.  And, in turn, both of those fields were based on introspection or the study, in fancy language, of one’s consciousness, an outgrowth of self-absorption.  And at the same time, from abroad, an interest in psychology was taking root in Germany but not from a spiritual angle.  There, the study zeroed in on how stimulation affected mental and physical capacities.

          Another source from abroad was what this blog has referred to before, the “common-sense” philosophy from Scotland.  There, such writers as Alexander Bain and John Stuart Mill reconceptualized thinking as merely ideas about things as opposed to perceived moral qualities of moral objects.  This was more in line with Darwin’s description of survival as a battle within a physical environment sans any outer-world forces or qualities.

          All of this suggested that psychology could and should be a legitimate physical science and subjected to scientific methods of measuring variables or factors and attempting to make predictable conclusions about a world in which survival of the fittest is studied.

          Finally, in 1890, James had his hefty work, Principles of Psychology, published.  And in that work, one finds the influence of another thinker – one featured earlier in this blog – Jonathan Edwards.  Guelzo describes this as follows,

 

… the Principles were actually at some moment reminiscent of a great many of Edwards’s approaches and ideas.  James argued that minds were not assemblies of independent faculties that met like a committee for thinking, but more like a stream of consciousness.  “Consciousness, then, does not appear to itself chopped up in bits,” James wrote.  “No state of consciousness is permanent or independent like a ‘faculty’.  Instead, consciousness is always generating novelties and appropriating and fusing all kinds of experience.”  The ultimate purpose served by this stream of consciousness was evolutionary.  The mind, James argued, was an organ, evolved for a use, which was to ensure survival.[3]

 

And that consciousness can be analogized as a stage upon which a variety of options is reviewed and evaluated as one considers what to do.  Under such a view, one can entertain the idea of a complex – not an all-or-nothing – sphere of choice.

The possibility of entertaining novelties undermined the notion of a simple, calculating mind that merely figured out rewards or benefits and punishments or costs.  And, in that, life is a succession of encountering things, not as stagnant realities, but in things becoming or “in the making.”

With that, this blog will give the reader a bit of time to consider the worth of James’ contribution.  There is still more to report from his work, but one, at this point, might project where this is going and how federalist values and beliefs might be challenged in some ways and enhanced in others.  Either way, what remains, to this blogger, is a bit surprising.  The next posting will conclude this William James presentation. 



[1] Allen C. Guelzo, The American Mind, Part II – a transcript book – (Chantilly, VA:  The Teaching Company/The Great Courses, 2005).  For a more detailed account of James and other pragmatists, see Louis Menand, The Metaphysical Club (New York, NY:  Farrar, Straus, and Giroux, 2001). 

[2] Guelzo, The American Mind, Part II, 118-119.

[3] Ibid., 129.

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