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 10, 2015

“STELLA”?

This blog has offered a narrative.  It is the story of how our political culture has evolved.  The story depicts a series of changes, but overall the projection has been from what I have termed a traditional federalist construct to a natural rights construct.  The changes have affected all of our major institutions including our politics, our economy, even our family relationships.  Life today is quite different from what it was back in 1949.  The changes toward a natural rights view can be traced back to the time of our independence and the writing of our current constitution.  But the rate of change has gone into overdrive since the beginning of the 50s.  Such a construct shift affects many of our beliefs, many of our assumptions.  The changes seep deeply into our conscious and even our subconscious.  The old dies hard, if at all.  We can consciously believe one thing and subconsciously hold on to something else.  In no realm of life is this more true than in our sexual beliefs and emotions – sex is a strong force; it is what I call the “joker in the deck.”

Under traditional federalism, the belief was that matters of personal life are subject to external regulation, but that since this is personal, the source of regulation should be locally controlled.  We have a “right” to be comfortable with the prevailing costumes and mores.  Blue laws were well established in our country, as well as marriage laws (governing divorce, for example) and other more intimate concerns.  But entering the twentieth century, technological change was to dramatically alter this assumed domain.  The movies, for example, undermined the local province in matters of sex, family, and other moral areas.  The powers to be, seeing that a national medium undercut parochial proclivities, set up boards and commissions to regulate the content of movies.  The Catholic Church, for example, established the League of Decency and rated movies.  Their decisions determined what “good” Catholics would see.  Even more powerful was the Breen Commission that governed what was allowed to be produced.  All and all, the attempt was to save morally bent people, those influenced by Puritanical standards of decency, from being exposed to unwanted material.  It also attempted to assure that young people not be shown material that would undermine these good people’s efforts to properly socialize their children to their moral view.  Since these standards varied widely across the country, decisions were made in favor of the most restrictive.  This, in turn, restricted the options of film producers.

Of course, all of this was not accepted so willingly.  Motivated by artistic aims and by making more money, the film industry fought this system to varying degrees of stridency.  The owners of studios such as Warner Brothers and MGM were more willing to go along as long as all of the studios were equally affected.  It was more the producers, directors, and actors who objected most since this interfered with what they wanted to accomplish on screen.  No more emblematic to this drama was the story associated with producing A Streetcar Named Desire.  In his book, David Halberstam[1] gives a short, insightful overview of that story.  One bit of context; the story line of the film had already been the subject of a Broadway play.  As today, Broadway was mostly patronized by more urbane audiences, not the more rural clientele with which the regulatory boards were so concerned.  Here is the urbane people’s reaction:
A Streetcar Named Desire was not just a play – it was an event.  Its frank treatment of sophisticated sexual themes marked it as part of a powerful new current in American society and cultural life.  Even the plot seemed emblematic – the brutal assault on Blanche’s prim, Victorian pretensions by Stanley’s primal sexuality.  Every night on Broadway the audience would leave the theater visibly shaken – not only in response to Blanche’s breakdown, but also in some small way, perhaps, because they had gotten a glimpse of the violent changes just beginning to transform their own culture and lives.[2]
And now the story was going national on the big screen.  Of course, the plot did not make it to the screen untouched.  Halberstam gives an interesting account of that transition.  But enough of the story survived to make it a classic and helped propel its leading man to stardom.  He, Marlon Brando, would be one of those cultural figures who would personify what that transformation would be.

My take on this upheaval is that it was needed.  Traditional federalism had become over-restrictive for a world we had created with films, radio, and now the Internet.  One can view this from an absolute sense:  people should have the right to express themselves, period.  Or one can view this in more relative terms:  rights are based on the social values that prevail in a given time.  What, to me, seems timeless is our need to conduct our affairs in social contexts and that in order to be functional, we must take into account what can be handled at a given time.  Yes, there are certain rights that transcend any social setting.  Slavery is immoral in any setting, for example, regardless of what one might find in any holy text or what had been accepted practice in the past.  Societies that engaged in it paid a price.  But liberty is a social construct, and its very definition has changed through the centuries.  The Puritan’s view of it is vastly different from what prevails today.  The question we, including secondary students, should ask is:  does our view of liberty enhance the ability of our society to survive and does it enhance our ability to achieve our established goals and aims?  Asking these questions does not determine an exact definition of liberty, but they do provide a functional approach to determining what liberty should mean.



[1] Halberstam, D.  (1993).  The fifties.  New York, NY:  Fawcett Columbine.

[2] Ibid. p. 256.

Friday, February 6, 2015

WHAT TO DO?

What’s a rich person to do?  When it comes to politics or life in general, rich people tend to prefer solo efforts.  That is, they tend to want to “do it themselves.”  They want and can afford to garner control and that means they prefer to shy away from entanglements with others.  Of course, reality is such that that is often not possible, so instead of totally dismissing the assets others can bring to the table, they form compromised accommodations.  This is opposed to lesser endowed actors who know quite well that they do not have such luxuries and are highly dependent on the help of others.  They in turn form alliances.  If one projects this to national politics, we can say the political party that suffers more from division is the party that more closely represents the rich, the Republican Party.  That party has been more of a constellation of interests as opposed to an alliance of interests.  Of course, as with most things, this is more a tendency than a hard and fast rule, but one useful to keep in mind when studying political campaigns.[1]

And no political campaign demonstrates this more than the presidential campaign of 1800.  Spoiler alert:  Thomas Jefferson won that election.  He won it with a man from the opposing party as his vice president, Aaron Burr (yes, that Burr who did in Alexander Hamilton).  The details of why that happened is beyond my purposes here, but makes for an interesting story you might want to look up.  No, actually, it does have something to do with my purposes here, because one reason that Jefferson won was due to the actions of Hamilton.  More below.

You see, the 1800 election marks the first time in our history when the party in power lost and the opposing party won and took over the reins of power.  For a nation not well established within its institutions, this could easily have been an iffy thing, but it was pulled off without much disruption.  The reason is central to what I am conveying.  I have written how the predominant political construct of the time was traditional federalism: a view of politics that at its core believes a polity is made up of members of a community coming together to form it.  This is done under the auspices of a binding compact.  The question I have not addressed too clearly has been who makes up that community.  Are all included?  One of the defining developmental themes of American politics has been how the definition of a political community has been determined.  Initially, the real political community was defined as all families who own property, represented by the patriarch of that family.  Hence, the vote was limited to males who owned some minimal amount of property.  This was the case in 1800.  With that as context, we have the first meaningful challenge by the agrarian portion of that population to the more moneyed portion.

Under the auspices of President George Washington, Alexander Hamilton, the first Secretary of the Treasury, instituted our first financial system.  The policy called for paying off the national debt and providing subsidies for those who were willing to invest in the American economy, specifically benefiting those who invested in manufacturing, finances, and public securities.  And all this was being paid for by taxes which fell most heavily on planters and farmers – the agrarians.  To the rescue came Thomas Jefferson and his followers known as the Republicans.  They fought the Federalists, Hamilton’s party, in the 1800 election and they won.

Did that mean the dismantling of the Hamiltonian system?  Nope, it did not.  As Richard Hofstadter[2] quite clearly informs us, Jefferson understood that a system that had already become institutionalized – the system had been in effect for twelve years – would be too disruptive to change, much less eliminate.  An attempt to do so could cause such upheaval that a depression could result and hurt the very planters and farmers Jefferson championed.  So, with some few exceptions – the excise tax was eliminated and the national bank expired – the provisions of Hamilton’s system were maintained.

My point here is to encourage history teachers to not be so engrossed with the individual actors, such as Jefferson and Hamilton, but to give more attention to the groups and organizational climate of a given time in order to see what the real politics of that time were.  While Jefferson can truly be considered the spokesperson for the interests of the agrarian faction, he by no means let ideology dictate his policies.  Instead, he took, as president, a posture that respected the landscape of the political realities with which he dealt.  A way to begin asking the telling questions about a particular time is to see the American polity as a federal arrangement.  The first question becomes:  who makes up the federated polity during the time being studied?

As for the role Hamilton played in the 1800 election, when the decision was thrown into the House of Representatives, controlled by Federalists, Hamilton lobbied for Jefferson.  This was a decidedly antagonistic act against his fellow New Yorker, Aaron Burr.  In a letter to one House member, Hamilton predicted that Jefferson, as president, would not be a radical, but an accommodator.  This accurate prediction might not have secured Jefferson’s victory, but it surely did not hurt.




[1] For an interesting description of this trend see Schattschneider, E. E.  (1960).  The semi-sovereign people:  A realist’s view of democracy in America.  New York:  Holt, Rinehart and Winston.  This general tendency should not be interpreted as saying that the Republican Party is more in disarray or undisciplined.  Perhaps due to the herd character of their constituency, the Party, as compared to the Democrats, is much more disciplined generally.  It is said that in the Republican Party, presidential nominees are chosen more as a process of determining whose turn it is.  Lately, though, with the rise of the Tea Party faction and that of the evangelicals, the Party is not as disciplined as it once was.

[2] The factual information concerning the 1800 election and its aftermath are based on Hofstadter, R.  (1948).  The American political tradition.  New York, NY:  Vintage Books.

Tuesday, February 3, 2015

AGREEMENT?

If I were in the classroom today, teaching government to seniors as I did for many years, I would probably hit on a certain theme often between now and the next presidential election.  I would use the level of income inequality as a way to approach many policy questions, because there seems to be at last a point of agreement between Democrats and Republicans.  Both parties have placed, at least as far as their current language indicates, the problem of income inequality on center stage.  The benefit of utilizing this theme is that not only is it a truly important issue and going to be a recurring topic of political discourse in the media, but it also blends nicely with the other course seniors take: economics.  As do most social studies programs across the country, south Florida offered American government for one semester of the senior year and economics the other.  So here is a theme that allows a teacher to carry it over the thirty-six weeks and a vehicle by which to reinforce lessons over that time.

Both parties are concerned with income inequality; they approach policy, though, from different perspectives.  By using this opportunity to look at inequality, students can research each perspective and determine which party comes closer to effectively addressing this serious problem.  It seems that this attention, on the surface anyway, is a significant shift for the Republican Party.  The last presidential election was noted with the party’s nominee being quoted as saying how Democrats could rely on 47% of the vote because it catered to the “takers,” those voters who receive government assistance of one form or another.  Republicans, by implication, are that party that represents the “doers,” people who work for their livelihood and depend on their own efforts to meet their needs and wants.   Until recently, the charge by Republicans is that Democrats engage in envy politics; that is, appeal to those who are envious of the success of those “doers.”

But now that we are in a new cycle – the last one being so unsuccessful – a new strategy seems to be emanating from many of the potential Republican candidates.  The message I am hearing is that the reason there is so much inequality is the economic policies of the current president.  This reveals a lot about how Republicans “see” the problem.  I write see in quotes because I feel the party senses that inequality is so rampant that denying it or blaming it on such large numbers of the electorate is counterproductive.  What they have been spouting feels as if their rhetoric is just a way to accommodate the practical political realities associated with the problem.  They have hit on this argument so as to talk about it and to promote policies they favor due to their constituency – the business class – and at the same time hopefully entice those who will buy into this message.  The message, in simple terms, is that President Obama’s policies have created disincentives to the business class – in terms of high taxes and over-regulation – so that they, businesspeople, are discouraged from creating those jobs that could provide the type of income that would address the levels of inequality.

Each party has worked around two visions of equality that have had a degree of popularity in our political tradition.  As I described them earlier in this blog, they are:
         Equal Opportunity, Limited Rewards – General belief orientation which views persons who enjoy superior human assets (e. g., intelligence, physical dexterity, humor, etc.) due to their personal efforts are entitled to above normal considerations in society in the form of status, wealth, material possessions, etc.  These advantages, though, are limited only to areas associated with their earned accomplishments or contributions to society.  Any entitlements acquired as a result of employing these assets are time limited as a recipient must continue to demonstrate his or her worthiness.  Said rewards, other than status, must be purchased and are not distributed to beneficiaries due to membership in any class or family.  Monetary reward payoffs for an individual’s contribution or for his or her status must be within limits.  That is, they should not unreasonably exceed the person's contribution to the welfare of the society or provide such a level of financial standing so as to secure for him or her an ongoing, established source of benefits.
         Equal Condition – General belief orientation which views persons who enjoy superior human assets (e. g., intelligence, physical dexterity, humor, etc.) due to their personal efforts are entitled to above normal considerations in society in the form of status, wealth, material possessions, etc.  There are no limits to that compensation other than as a result of the vagaries of the economic or political system.  In capitalist societies, that would be the market.  Other than status, all entitlements are to be purchased and monetary advantages do not entitle a person to unequal advantages under the law.  The orientation extends to prohibit any restrictions on monetary or other types of rewards as long as the rewards reflect labor compensations, dividends, rents, or profits.  Advantages are purchased and are not the product of membership in a family or class.  The labor value of any person is based on its market value.[1]
Democrats tend to adopt the first of these views – Equal Opportunity, Limited Rewards – and Republicans the second – Equal Condition.

Lessons that utilize the theme of inequality, I believe, should place the study in some historical context and this ongoing distinction of views – the ones described immediately above, is helpful in that endeavor.

In addition, lessons should describe and explain main factual information.  One fact is that the move toward such high levels of inequality was not developed overnight.  We can detect increasing levels from the 1980s and the Reagan administration.  Another fact is that the consensus among economists as to the causes of inequality are technological changes that have facilitated the exportation of higher paying jobs and the elimination of manual labor jobs, neutralization of labor union power, the rise of financial services, and trade policies that have lowered trade restrictions.  Little to no attribution has been extended to Obama policies.  Another point is that Obama, as president, enjoyed only two years with a cooperative Congress.  Since the 2010 midterm elections, Republicans have controlled the House of Representatives and have enough votes in the Senate to block any of Obama’s efforts to address inequality.  By the same token, Republicans have been blocked by the fact that a Democrat has been in the White House.

As for the economic conditions that characterize this inequality, there are many.  For example, the ratio between Chief Operating Officers and the typical worker is 200 to 1.  This is at historic highs; it used be 30 to 1; as Nobel Prize winner Joseph E. Stiglitz comments, it is hard to believe that the productivity of these CEOs has increased so dramatically of late to justify such increases in this ratio.  By way of comparison, the ratio in Japan is 16 to one.[2]  And there is evidence that this is a particular US problem; not all modern economies are experiencing these levels of inequality and those nations which enjoy higher equality have not suffered as a result.  Between 2000 and 2010, high-taxing Sweden that has policies guaranteeing much higher levels of equality – such as universal healthcare – grew economically at a faster rate than the US.[3]

Lessons can teach such theoretical tools as the Gini coefficient.  This gives a numerical representation of how unequal income is distributed in a particular economy.  The coefficient gives an economy the score of zero if income is distributed equally among all of the population (perfectly equal) and a score of one if all the income goes to one person (or household, depending how the numbers are designated); this is perfect inequality.  All economies fall somewhere between these two end points of zero and one.  In this coefficient, “equal” societies have a .3 score, while unequal societies have a .5 or above; such high scores are seen in very underdeveloped economies such as in Africa.  Today the US is .47, up from .4 in 1980.[4]

Armed with such facts, students can study the policy proposals that are bound to be espoused in the upcoming election campaigns.  May the fun begin.



[1] These orientations should be viewed as ideal beliefs and, in real life, are subject to compromising behavior.  In a recent book, Capital in the Twenty-First Century, French economist, Thomas Piketty, argues that due to the accumulation of capital there has developed an entrenched class who is benefiting from income based on that capital.  This mirrors the conditions of the Gilded Era and other times of skewed wealth and income to the top of the economic pyramid.

[2] Stiglitz, J. E.  (2012).  The price of inequality:  How today's divided society endangers our future.  New York, NY:  W. W. Norton and Company.

[3] Ibid.

[4] Ibid.

Friday, January 30, 2015

MAGRUDER ON SOCIAL SECURITY

With this posting, I finish my review of Magruder’s American Government textbook.[1]  The effort has been to pass judgment on whether Magruder’s is more reflective of natural rights values and principles in its portrayal of governance and politics or whether it conveys more of a federalist bias.  This blog contends that the prevailing mental construct guiding the choice of content in our government and civics classrooms is the natural rights construct.  The blog promotes the federalist theory construct for that purpose.  I pick on Magruder’s because it is the overwhelming choice of American high schools as the text that teachers use in teaching American government.  As I have repeated often in this blog, one cannot overestimate how reliant teachers are on the textbook they use when determining the content of their courses.

In this final posting on this concern, I have chosen to focus on how Magruder’s treats Social Security.  Why?  I do so because I feel Social Security is the most federalist of programs at the national level.  Federalism, as I have described it, does put an emphasis on local governance and politics.  It is at that level that individual citizens can get involved and make a difference with policy choices.  But at the national level, the stakes are higher and draw the interest of more well-funded factions which renders the average individual at a prohibitive disadvantage.  Social Security is no exception to this general relationship.  But the way Social Security is structured makes it especially “federal.”  Let me explain.

Especially in its retirement program, we have one segment of the population providing for another.  Those young enough to work pay their FICA[2] tax and that, in turn, is used to pay for the benefits of the older generation that is now retired.  When the young grow older and retire, they will get the benefit from those who are younger and are working.  In other words, the program is an intergenerational compact and that structural provision binds the interests of all federated citizens closer together – a higher sense of partnership among us all.  My problem with how we view it is that few of us seem to understand this basic relationship.  Instead, we hear retired folks claim they are entitled to the benefit because they paid into it all their working years, as if those payments correspond to a forced savings program.  Few understand that those who live a normal life span will probably receive more in benefits than not only they paid in but also more than what would be normal interest returns on those amounts.  A healthy view of Social Security is to view it as a by-product of ourselves being federated with each other and providing a program that enhances the common welfare.  Social Security, for example, allows younger workers to go about their lives without being so concerned for the financial status of their parents.  And Social Security has but eliminated what used to be a chronic problem:  poverty among the elderly.  I know the program has certain financial challenges on the horizon and my purpose here is not to discuss that.  My only purpose is to highlight the program as an essentially federalist approach to a vexing problem:  how do you take care of those of us who can no longer work due to age?

So how does Magruder’s handle this program?  Here’s what it has to report:  on page 289, it informs students that Congressional members are covered by Social Security; on page 44, it explains that Social Security is designated as an independent agency and is not situated structurally under one of the “Cabinet” departments; on page 460, it defines the program as a social insurance program and  that it is funded by a social insurance tax; on page 461, it points out that the FICA tax is a regressive tax in that it is a “flat” tax – everyone pays at the same percentage of income rate; and on page 469, the text explains that expenditures of the program are “uncontrollable” in that they are entitlements and the monies are automatically issued.  This, of course, is not exactly true – a point the book makes – in that ultimately, expenditures can be controlled because Congress can change the law and, in turn, determine how much the program would pay in benefits.  Of course, this course of action would be highly unpopular and suicidal – career wise – for any politician who attempted or promoted such a change. 

In sum, in all that describing and explaining of Social Security, one does not have the federalist foundation of the program described, much less explained and, due to such instruction, little is done to inform and encourage a more federalist understanding of Social Security.  This, of course, enables in part the misunderstanding of the program alluded to above.

So, overall, Magruder’s does little to promote a federalist perspective.  I would argue that, instead, it promotes a natural rights view.  You are encouraged to look at the textbook yourselves and see if you agree.  If you get your hands on one, easily obtained at any public high school, have a list of governmental departments or agencies in mind; thumb back to the index and look up how that part of the government is explained.  You can do the same thing for a particular program such as Social Security or Medicare.  Am I advocating to get rid of Magruder’s?  Definitely not.  I believe the book to be a good reference book and that’s how it should function in the classroom.  Whether one uses a federalist theory approach or not, this text can be used as a “go-to” source for structural information about our government.  But it should not be used to determine what the content of a government course should be.



[1] McClenaghan, W. A.  (2013).  Magruder’s American Government (Florida Teacher’s Edition).  Boston, MA:  Prentice Hall/Pearson.

[2] FICA stands for Federal Insurance Contributions Act.

Tuesday, January 27, 2015

MAGRUDER ON PRACTICAL CONCERNS OF CITIZENSHIP

I am in the midst of reviewing a selection of inserts found in the American government textbook, Magruder’s American Government.[1]  Because this text is the overwhelming choice of government educators around the country and due to the reliance teachers place on textbooks, a look at Magruder’s is a good way to find out what content is being taught in those government classes.  To date, I have reviewed three of those inserts:  “letters to the editor,” “political campaigns,” and “volunteering.”  The series of inserts is meant to give practical advice to students who might be interested in involving themselves.  In general, the tone of these inserts cannot be interpreted as any hard sell on engaging in these activities – there is mention in one of them of obligation to be engaged, but that is as close to “selling” citizen participation as these inserts get.  In the main, they take on the tone of addressing a student who might already be inclined to an activity such as writing a letter to an editor.  I have indicated that judged by federalist standards, the inserts fall far short of being adequate; instead, they work quite nicely if one adheres to natural rights values.[2]

The remaining inserts I have looked at are:  “political roots and attitudes,” “voting,” and “writing to public officials.”  The most interesting of these is “political roots and attitudes,” the most useful and practical is “writing to public officials,” and the most disturbing is “voting.”  None of them, with the exception of one, give what I deem incorrect information, and they all are straightforward efforts to convey information.  None are an attempt to encourage the activity highlighted.

I found the “political roots” insert interesting in that it has students construct an opinion poll questionnaire on one of three issues: national debt, environment, and the economy.  While not making any effort to review what opinions are currently talked about concerning these issues, the insert seems to assume the student has some previously held beliefs and biases.  The concern is more about how to determine what classmates might feel about the chosen issue.  The information does not include any list of dos and don’ts concerning how to write an opinion questionnaire, other than to be neutral, but perhaps a teacher using the inserts can “springboard” into having students research the techniques that professionals use in such efforts.

The one disturbing bit of “information” found in any of the three inserts is in the “voting” insert.  There, voting is described as a privilege, not a right.  While voting is not a natural right, it is a civil right – a right created by law.  When one considers the sacrifices African-Americans and women and, in some countries, non-propertied workmen made to get those laws allowing them to vote,  referring to voting as a privilege is a bit disheartening.  Hopefully, there is no sinister motive in using this language.

The insert dedicated to writing to a public official is the most useful.  It gives good advice about how to structure any letter or email that a constituent might write so as to be more effective.  In so doing, the tone immediately becomes more encouraging.  It even mentions how politicians are more influenced by a voter, considering the effort such an activity might entail.  Given that a voter is willing to go to that length, he or she is probably someone who is willing to encourage others to hold similar opinions to those expressed in the letter or email.  Each of them, in turn, might be persuaded to vote in a certain way and as a result, that might affect the politician’s future success in keeping his/her job.

Overall, though, the effects of these inserts mirror those previously reviewed.  In terms of encouraging communal participation or social capital – the societal quality characterized by having an active, public-spirited citizenry, egalitarian political relations, and a social environment of trust and cooperation – the inserts are woefully lacking.

In my next posting, I will look at Magruder’s treatment of the Social Security program.  Earlier, I identified the program as one that is fundamentally based on federalist principles, at least as those principles are defined in this blog.  As such, a text’s treatment of the program, I feel, would give good insight as to how the material reflects either federalist or natural rights values and principles.



[1] McClenaghan, W. A.  (2013).  Magruder’s American Government (Florida Teacher’s Edition).  Boston, MA:  Prentice Hall/Pearson.

[2] For those of you who are new to this blog, the blog has dedicated a lot of space to explaining the difference between federalist values and natural rights values.

Friday, January 23, 2015

MAGRUDER ON WORKING ON AN ELECTION CAMPAIGN

Note:  In case you missed my last two postings, let me inform you that I am posting on Tuesdays, as opposed to my previous posting day, Mondays, and Fridays.

The last few postings have been about taking a look at the most widely used American government textbook and seeing how it treats certain concerns.  Specifically, I have been seeing if the textbook has a natural rights perspective with a heavy self-centered approach or, instead, a more communal approach – one reflecting a federalist bias.  This blog has been dedicated in part to promoting a federalist view and it has claimed that this is not what the prevailing approach has been in civics instruction.  In order to back up this claim, I decided that a closer look at the most widely used textbook would give us good evidence as to whether I am correct in this assessment.  Overall, for most teachers, the textbook determines the content of what he/she teaches.  Magruder’s American Government[1] is by far the most frequently chosen text for American government classes across the US. 

Due to limited space, I have in this review of Magruder’s tried to narrow in on key questions.  I have asked:  (1) What is the assumed motivation of a student that would encourage him/her to read the material? (2)  Does the material bolster/promote participation in pursuing collective goals or does the text encourage a more individualistic/self-interest posture? (3) Does the material advance social capital,[2] especially among high school students?  Most of the text – the overwhelming amount – is taken up with “slice and dice” descriptions of the different elements of the political system.  Earlier, I stated it takes on a scientific bias of assuming that by reducing elements of reality, looking at smaller and smaller elements, one can reach clear explanations of why things are the way they are – in this case, in terms of government and politics.  All one has to do is add up the different explanations of the varied elements and have a picture of the whole.  But as I previously pointed out, while this approach might lead to some level of explanation, it usually does not lead to understanding.  Most social reality, it turns out, is greater than the sum of its parts. 

Interspersed throughout the book are eleven inserts, collectively entitled “Citizenship 101.”  These inserts seem to come closest to addressing the federalist concerns I mentioned above.  To date, I reviewed the inserts “Writing Letters to the Editor” and “Volunteering.”  My judgment of these two is that both fail to inspire much that would be supportive of social capital or communal interests.  They make attempts to address what a citizen might do to get more involved with government and politics, but, at best, the attempts are judged to be lukewarm both in terms of information and tone.  With this posting, I want to review the book’s treatment of “Working on a Political Campaign.”[3]

In this insert, it is hard to determine what motivation is assumed on the part of the student.  The tone is light-hearted, but there is no describing what campaign workers experience.  I sense the author of the insert assumes a student who would read it is already wanting to work on a campaign – any campaign.  I write any campaign because in the steps the insert lists, the first step is “Get to know the candidate.”  This is before any consideration is given as to why one would work on a campaign.  Then, curiously enough, the second step is “Choose a Candidate.”  I fail to see the logic of this progression.  The last two steps are straightforward:  “Find out about volunteer opportunities” and “Choose a task.”  The steps, though, are perfunctory with little information or enthusiasm over what type of activity the steps entail.  Let me share the text for “Find out about volunteer opportunities”:
Political campaigns offer a wide range of volunteer opportunities.  A candidate may be looking for people to go door-to-door to seek support.  The campaign may need people to host or even just attend events.  Most campaigns need people to make phone calls or send out mailings of campaign literature.  Campaigns also appreciate financial contributions.[4]
Don’t you feel yourself wanting to run out and get involved?  Don’t you get a good sense of what it means to work on a campaign?  Don’t you just feel tingly over the possibility of doing something so exciting as working to get someone elected, someone you believe will help lead us to make a better community, city, state, nation?  Sorry; it’s just that campaign work is a chance to learn some important lessons about politics and an opportunity to work with like-minded people who might turn out to be life-long friends.  As with the book’s treatment of volunteering, couldn’t there be some case studies of young people working on a campaign or quotes from campaign professionals about what all is analyzed during a campaign?  To be honest, the text does have in its regular text information about voters and voter behavior.  There is a section dedicated to explaining why people don’t vote.  All of this can be useful in campaign work, but the tie-in is not built into the explanations.  There is a question in a section review (page 178) that asks:  “How do factors such as income and level of education impact rates of voter participation? … Why do you think this is the case?”  Magruder’s claims these are critical thinking questions.  How about using the text information and ask:  From what you know about why people don’t vote, how can a political campaign encourage reluctant people to vote?  Which political party would be more inclined to encourage high voter turnout?   This last question would have students look up and analyze: who votes, which party is likely to win low turnout elections; which party is likely to win high turnout elections?  Let me add another question:  Is it good for us to have high turnout elections?  Why/why not?  This is critical thinking. 

As with the other inserts already reviewed, I believe Magruder’s could do a lot more with the topics it has highlighted in these inserts.  In terms of motivation, the text basically takes the posture that students either have the motivation to work on a campaign or they don’t.  By using only minimal language of encouragement to get involved or to promote social capital, one is left with not much motivation or excitement emanating from Magruder’s.



[1] McClenaghan, W. A.  (2013).  Magruder’s American Government (Florida Teacher’s Edition).  Boston, MA:  Prentice Hall/Pearson.

[2] Social capital is a societal quality characterized by having an active, public-spirited citizenry, egalitarian political relations, and a social environment of trust and cooperation.

[3] Op cit,, McClenaghan, p. 141.

[4] Ibid.

Tuesday, January 20, 2015

MAGRUDER ON VOLUNTEERING

Note:  With this posting, I begin a schedule that has me posting on Tuesdays (as opposed to Mondays) and Fridays.  Oh yes; the Perry referred to in my last posting is, of course, Perry Como.

Let me continue my current focus in this blog; that is, taking a closer look at the content of the most popular government textbook, Magruder’s American Government,[1] and see if that material either leans toward advancing a disposition to self-interests or communal interests.  Does it present government as a social institution established to protect and advance individuals, much like the individual student, or does it present government as that organized effort to protect and advance the common good, the common welfare?  Of course, this is not an either/or question.  The textbook can advance both the individual and the community, but can we detect a bias since oftentimes the interests of the community are at odds with the interests of the individual and vice-versa?  In the last posting, I looked at one of eleven sporadically placed inserts.  Its title was “Writing a Letter to the Editor.”  With this posting, I will look at what might be considered a more directly related topic to community welfare or, as I called it in the last posting, advancing social capital.[2]  That is “Volunteering.”[3]

Again, the context of these inserts is that they take up a page each, though the actual amount of written information is less than the amount of information the text provides in its regular pages.  This one, dedicated to volunteering, begins with a call to volunteer by President George W. Bush.  A few organizations are mentioned as well as federal government’s efforts to facilitate volunteering such as USA Freedom Corps – the organization acts as an information distribution service and as a connector between non-governmental organizations and citizens interested in volunteering.  The insert informs the reader that while 20% of young people engage in some sort of volunteering, the overall number of people volunteering has dropped off.  The description does mention several sorts of activities that volunteers perform such as tutoring and maintaining hiking trails.  All of this information is presented in a matter of fact tone without any real effort to sell this “obligation” to the reader.  The information includes – following its usual format in these inserts – a list of steps that an interested party should follow in order to hook up with some volunteering effort.  They are:  make a list of interested activities, seek out opportunities of potential organizations that might put to work those interests, and make contact by emailing or calling.  As for seeking out opportunities, apparently teachers are a source of information to help a student find an appropriate organization or a student can research using the Internet to find that opportunity.  In making contact, the student is warned that he/she might need a resume or have references.

Of course, any reaction I might have as to the efficacy of this insert is purely an opinion.  But the insert could have done a lot more in selling this “opportunity.”  It could have presented case studies of actual volunteers.  It definitely is a topic that should have been given a lot more space.  Part of the information mentions how the system depends on volunteers to provide services that are important, but are not mandated by law or covered by a government program.  Perhaps a discussion on whether government should or should not provide some of these services might have been suggested or called for.  In any event, the whole topic, in my opinion, was treated as something quite inconsequential.  While the text benefits from having something about volunteering, it does not warrant the judgment, “well done.”  As a promotor of federalist values, I believe Magruder’s effort on this topic does not reach even the level of adequate.



[1] McClenaghan, W. A.  (2013).  Magruder’s American Government (Florida Teacher’s Edition).  Boston, MA:  Prentice Hall/Pearson.

[2] Social capital is a societal quality characterized by having an active, public-spirited citizenry, egalitarian political relations, and a social environment of trust and cooperation.

[3] Op cit., McClenaghan.  The insert, “Volunteering,” can be found on page 19.