The Democratic Lottery*

With a newly elected President and the most fragmented Parliament in its history, Brazilian politics are likely headed for gridlock. Lottery could well be the solution.

Tiago Peixoto and Guilherme Lessa

expressobrazil

For many Brazilians who recently cast their ballots to elect a new President, the choice was between the unacceptable and the scandalous. Mr. Bolsonaro, the winning candidate, received 39.3% of votes, while abstentions, null and blank votes accounted for 28.5%. A record 7.4% of votes were null, the largest percentage since Brazil’s transition to democracy in the late 1980’s. Considering that voting is compulsory in Brazil, these figures signal a deep and persistent disbelief in democracy as a means to improve the life of the average citizen. When asked about her preferred candidate at the polling station, it would not be unthinkable for a voter to respond “I’d rather randomly pick any Brazilian to run the country.”

The idea may seem absurd, or a symptom of the ideological schizophrenia that now ravages Brazil, where the two contenders for the highest office were diametrically opposed and their supporters’ main argument was “the other is worse.” Research conducted in the United States indicates that the electorate’s mistrust of their representatives is far from being a Brazilian idiosyncrasy: 43% of American voters state they would trust a group of people randomly selected through a lottery more than they trust elected members of the Executive or Legislative.

Many political scientists view this as a symptom of a global crisis of representation, a growing distance between representatives and the represented, both part of a machine mediated by parties that are disconnected from everyday life and often involved in corruption scandals. While political parties are suffering decreasing membership, political campaigns are increasingly dependent on large donations and mass media campaigns – all of which can be done without the engagement of everyday citizens. The disconnect between citizens and their representatives has driven the international success of candidates who claim to be political outsiders (even if they are not) and private sector meritocrats.

Representative democracy has always suffered from an inherent contradiction: electoral processes do not generate representative results. Think of the teacher who asks her students who wants to be the class representative. Only one or two students raise their hand. To be a representative does not require broad knowledge of the reality of the represented but, rather, an extroverted and sociable personality which, ultimately, lends itself to the role to be played. In the case of elections, the availability of time and money for campaigning, as well as support from the party machinery, are also predicting factors in who gets to run and, most importantly, who gets to win.

The bias generated by electoral processes can take several forms, but is particularly visible in terms of gender, race and income. For instance, despite high turnover in the Brazilian Legislative, the numbers remain disheartening. While half of the population is female, their participation in the House of Representatives stands at a meager 15%. Similarly, 75% of House members identify as white, compared to 44% of the Brazilian population. The mismatch is not unique to Brazil. As reported by Nicholas Carnes in his recent book The Cash Ceiling, in the United States, while millionaires represent only three percent of the American population, they are a majority in Congress. While working-class people make up half of US citizens, they only account for two percent of members of Congress.

The denial of politics as a symptom of this disconnect demonstrates the extent to which inclusiveness in politics matters, bringing about some worrisome consequences. Heroic exceptions aside, the election of new representatives generally fails to alter the propensity of the electoral machine to reproduce its own logic. The Brazilian electoral system, like that of other modern democracies, continues to produce legislative bodies that fail to represent the diversity of their electorate. Changing politicians does not necessarily imply changing politics.

Fixing this imbalance between the electorate and the elected is a complex matter with which many scholars of democracy have grappled. An increasingly popular proposal among political scientists is the use of lottery as a complementary means to select Legislative representatives. Proponents of this approach describe several advantages, of which three are worth highlighting. First, a body of representatives selected by lottery would be more representative of the population as a whole, resulting in agendas and policies that are more closely aligned with societal concerns. Second, the influence of money in campaigning – a constant source of scandal and corruption – would be eliminated. Finally, and in line with well-established research in the field of decision-making, a more diverse legislative body would be collectively smarter, generating decisions that could maximize the public good.

But how would this work in practice?

“Let’s hold a lottery!”, says the spokesperson for today’s miracle solution. Lottery, after all, does have its precedents in democracy’s formative history. For over a century in classical Athens, randomly selected citizens were responsible for important advances in legislation and public policy. Similarly, at its height, the Republic of Florence used lottery to allocate some of the most important positions in the Executive, Legislative and Judiciary. Today, several countries use juries composed of randomly selected citizens as a means to ensure impartiality and efficacy within the Judiciary.    

Globally, we see hundreds of inspiring experiences in which randomly selected citizens deliberate on issues of public interest: in Ireland and Mongolia to guide constitutional reforms; in Canada to inform changes in electoral legislation; in Australia to develop public budgets; and in the United States to support citizens’ legislative initiatives.

Naturally, such a complex and somewhat unexpected proposal brings about a challenging question: how can it be implemented in a way that results in a more representative Legislative? Changing the rules of the game, as we all know, is not a trivial task. Political reform, even if thoroughly thought through, still depends on the approval of those who benefit the most from the status quo.   

The proponents of lottery selection rarely advocate for the direct substitution of members of parliament by randomly selected citizens. Pragmatically, they usually call for the implementation of intermediary strategies, such as the use of citizens’ panels as complementary decision-making processes.

So why not try it?

It is an established fact that Mr. Bolsonaro will be faced with one of the most fragmented congresses in Brazilian history. While his initial popularity may allow the president-elect to pass reforms in the first few months of his mandate, decision paralysis and political gridlock seem inevitable in years to come.What risk, then, would a panel of randomly selected citizens with a voice and a vote in congressional committees dealing with specific policies such as environment and education pose? Like a jury, such a panel would dedicate its time to understanding the facts relating to the subject at hand, listen to different positions, formulate amendments and potentially cast votes on the most divisive issues. It would represent a microcosm of Brazilian public opinion in an environment that is informed, egalitarian and civilized. Although unlikely, such a reform could be the first step towards strengthening the (increasingly weak) link between representatives and the represented.

*Article translated and adapted from original, published in Revista E, ed. 2400, October 2018.

Online Roundup feat Nat’l Issues Forums Institute & more!

In an effort to continue to bring you even more D&D events, we will be expanding the weekly webinar round-ups to include any online events! New additions this week include Common Ground for Action deliberative online forums from NCDD member National Issues Forums Institute, and webinars from NCDD partner, National Civic League, and member org, Living Room Conversations.

Do you have a webinar or other event coming up that you’d like to share with the NCDD network? Please let us know in the comments section below or by emailing me at keiva[at]ncdd[dot]org, because we’d love to add it to the list!


Online Roundup: NIFI, National Civic League and Living Room Conversations

National Issues Forums Institute – January CGA Forum Series: What Should We Do about the Opioid Epidemic?

Wednesday, January 9th
5 pm Pacific, 8 pm Eastern

If you’ve never participated in a CGA forum, please watch the “How To Participate” video before joining. You can find the video link here:https://vimeo.com/99290801

If you haven’t had a chance to review the issue guide, you can find a downloadable PDF copy at the NIF website.: https://www.nifi.org/es/issue-guide/opioid-epidemic

Please also watch the starter video before joining the forum: https://vimeo.com/ondemand/opioidepidemic

REGISTER: www.nifi.org/en/events/january-cga-forum-series-what-should-we-do-about-opioid-epidemic

National Civic League AAC Promising Practices Webinar – “Addressing Addiction on a Community-Wide Level”

Thursday, January 10th
9 am Pacific, 12 pm Eastern

Join the National Civic League to learn more about how two communities address addiction

Two communities will discuss their local intervention programs to address drug and/or alcohol abuse. Beaverton, OR will discuss their B-SOBR program and Hamilton County, OH will overview their Hamilton County Heroin Coalition.

B-SOBR Program- Beaverton, OR:
Faced with a burgeoning number of DUII citations, the Beaverton Municipal Court launched the B-SOBR program in 2011. B-SOBR, the first evidence-based practice (EBP) DUII court in Oregon, is designed to treat individuals whose drinking and drug use is beyond their control but who continue to drive motor vehicles. B-SOBR participants agree to strict conditions in exchange for remaining out of jail, including alcohol and drug treatment, regular reports to court, regular communication with a Case Manager, sobriety and urine tests, wearing an alcohol monitoring bracelet, committing to Alcoholics Anonymous or a similar program, a search for employment, and random check-ins from Beaverton police officers. With a potential probation period that could last up to 60 months, the B-SOBR program hopes to have participants build a solid foundation in recovery during their time in the program.

Hamilton County Heroin Coalition- Hamilton County, OH:
The Hamilton County Heroin Coalition provides countywide leadership and solutions to address the heroin and opiate epidemic both immediately and in the long-term. The coalition is committed to assisting residents and neighbors with the emergency support that they need, as well as working to prevent the spread of drug use in youth before it begins. Through collaboration between public health officials, law enforcement, prevention experts and treatment providers, the coalition can make an impact on this pressing public health and public safety issue.

REGISTER: www.eventbrite.com/e/aac-promising-practices-webinar-addressing-addiction-on-a-community-wide-level-tickets-53746857297

Living Room Conversations webinar – Relationships First

Thursday, January 10th
2-3:30 pm Pacific, 5-6:30pm Eastern

Join us for a free online (using Zoom) Living Room Conversation on the topic of Relationships First. Please see the conversation guide for this topic. Some of the questions explored include:

  • Have you ever seen or been in a conversation where people were not listening to each other? How did that turn out?
  • Have you ever taken a position or voiced an idea that was very different from a group you are part of? How did that feel? Or have you ever decided against speaking out because it just wasn’t worth the repercussions?
  • When have you used respect and listening to resolve a problem? Did it work?

You will need a device with a webcam to participate (preferably a computer or tablet rather than a cell phone).

Please only sign up for a place in this conversation if you are 100% certain that you can join – and thank you – we have many folks waiting to have Living Room Conversations and hope to have 100% attendance. If you need to cancel please return to Eventbrite to cancel your ticket.

A link to join the conversation and additional details will be sent to you by no later than the day before the conversation.

REGISTER: www.livingroomconversations.org/event/online-living-room-conversation-relationships-first-3/

Register Now to Attend the 2019 SOURCES Conference at UCF! It’s Free!

sources 2019

Friends, as a reminder, the 2019 SOURCES conference here at UCF is coming soon. This conference, hosted by UCF’s own Dr. Scott Waring and featuring support and resources from the Library of Congress, provides participants with pedagogy and resources around the use of primary sources and literature in the classroom. Folks from FJCC have both attended and presented before, and this year’s keynote is provided by the always excellent and engaging friend of FJCC and the Lou Frey Institute, iCivics’ own Dr. Emma Humphries. You can register for the conference here!

Don’t forget to register for SOURCES 2019!

SOURCES Annual Conference

University of Central Florida
Orlando, Florida

Saturday, January 19, 2019

SourcesConference.com

Here is a quick overview of the sessions:

Dr. Emma Humphries, of iCivics, will provide the Keynote Presentation, DBQuest: New Topic Modules, New PD, Same Effective Digital Tool.  In this session, she will showcase access and functionality of the iCivics’ digital primary source analysis tool DBQuest, featuring the two NEW topic modules recently released on the Constitution and the Louisiana Purchase.  She will provide information about new (and free) professional development opportunities and on-demand resources.

Additional session titles include the following:

  • Engaging Students in History Through Historical Fiction Paired With Primary Sources
  • Teaching the Arab-Israeli Conflict with Primary Sources
  • Teaching African American History and the Ongoing Struggle for Civil Rights
  • Who is to Blame for the Financial Crisis of 2007-2008?
  • Seeking the Seminole Indians
  • Portraits: Observe, Inquire and Infer -An Arts Integration Strategy
  • Infuse C-SPAN’s Video-Based Materials in Your Curriculum
  • Strategies for Successful Socratic Seminars
  • Yellow Roses, Sashes and Signs:  Voices of the Women’s Suffrage Movement
  • Deep Dive Docs to Develop Disciplinary Literacy
  • Engaging Students in the Past in Order to Prepare Citizens of the Future
  • Hollywood or History?  An Inquiry-Based Strategy for Using Film and Primary Sources to Teach United States History
  • Using Primary Sources as Bellringers
  •    Primary Sources and Poetry
  • Durable Learning Routines to Analyze Primary Sources
  • Engaging Young Children in an Exploration of Inquiry-Based Primary Source Instruction with KidCitizen
  • The Fort Sumter Crisis: Options and Decisions
  • The Recollections of Belle Butler and A Birthday Cake for George Washington
  • Chronicling America With Voyant Text Mining Software
  • The 14th Colony: The American Revolution’s Best Kept Secret
  •         Bimetallism Isn’t a Metallica Album: U.S. History Standards and Economics
  • History of the Microscope and Microscopic Images: Engaging High School Biology Students Using Primary Sources
  • Revealing Perspectives, Reforming through Activism
  • Driving Into Jim Crow

Registration is always free! http://www.sourcesconference.com/registration.

All sessions will be located in the Teaching Academy at UCF.  You can get directions to the campus at the following address: https://map.ucf.edu/directions.  Printable campus maps are available at the following address: https://map.ucf.edu/printable.  You may park in Parking Garage A (PGA) or I (PGI).  There is no need to pay, as tickets are not assessed on weekends, so parking is free, too!  Registration will begin at 8:30 am on Saturday, January 19, 2019 in the lobby of the Teaching Academy.  Come early, as refreshments will be served in the morning, as well as for a mid-afternoon break.

If you have any questions, concerns, etc., please do not hesitate to contact us at TPS@UCF.edu

 

this blog turns 16

I posted a first blog on January 8, 2003. For more than a decade, I was an obsessive blogger, posting once every single work day. Sometimes, while traveling, I would go to serious lengths to get online in order to post just before midnight to avoid breaking my streak.

Lately, I have slacked off. I posted 163 times this year, or a little more than three times per week.

I blame Donald J. Trump. In 2018, I spent too much time following the latest outrages, about which I had nothing unusual or useful to add. Nowadays, I’m not reading as much serious stuff as I used to, unless it’s directly relevant to research or teaching. For several decades, I read almost every article in every issue of The New York Review of Books, but now I watch a growing stack of unopened issues. Instead, I’m pouring my time into checking whether the Post says something different from CNN about Trump’s latest tweet or what happened to the S&P and the presidential approval polling average as a result of the day’s news.

Then again, maybe this is not Trump’s fault. We’re each responsible for how we deploy our attention, and there is still plenty of excellent new work to read and reflect on. A New Year’s resolution, then, is not necessarily to blog more but to squander less time on ephemeral outrages in order to understand their deeper causes, or else to appreciate more of the things that are wonderful about our world.

Register ASAP for January Confab feat Senator Unger!

NCDD is excited to announce our January Confab Call featuring West Virginia Senator John Unger! This FREE call will take place Wednesday, January 16th from 1-2pm Eastern/10-11am Pacific. Make sure you register today to secure your spot!

On the call, Senator Unger will discuss the integral role of public engagement in his work as a state senator. He will talk with us about how he has been using dialogue and deliberation to engage with constituents in his district, and how he attributes that to his recent reelection bid against a well-funded opponent.

John Unger has committed his life to being a public servant-leader and bringing together his many experiences in theology and public life. Unger is currently serving as a West Virginia state senator representing Berkeley and Jefferson counties in West Virginia. Unger was first elected to the West Virginia Senate in 1998 at the age of 28 – making him one of the youngest elected state senators in West Virginia history. He is currently serving his fifth four-year term and is the Senate Minority Whip. Also, Unger is currently the pastor of the three historic Harpers Ferry Civil War churches: St. John Lutheran Church, Bolivar United Methodist Church, and the priest of St. John’s Episcopal Church. Unger has also done extensive work relating to international humanitarian issues in Asia, India, and the Middle East.

During his Senate tenure, Unger lead to make West Virginia one of the first states in the nation to have universal early childhood education through the West Virginia Early Childhood Education Act. He combated child poverty and hunger with the Feed to Achieve Act. Senator Unger also sponsored the creation of the State Division of Energy, Farmland Protection Act, Water Resource Protection Act, anti-animal cruelty legislation, anti-litter legislation and numerous education bills.

This will be an engaging conversation on a timely topic in our politics. Don’t miss out – register for our call today!

About NCDD’s Confab Calls

Confab bubble imageNCDD’s Confab Calls are opportunities for members (and potential members) of NCDD to talk with and hear from innovators in our field about the work they’re doing and to connect with fellow members around shared interests. Membership in NCDD is encouraged but not required for participation. Confabs are free and open to all. Register today if you’d like to join us!

architecture of the 2010s

These are brand-new or planned buildings within walking distance of our home in Cambridge, MA.

I see this kind of design all over Boston and have also noticed it as far away as Kyiv. The typical urban architecture of our decade seems as distinctive as that of the 1890s or the 1930s.

The facades are divided into rectilinear panels of various sizes, avoiding regular patterns and symmetry. To differentiate the panels, a range of materials is used–notably, exposed wood, painted wood, brushed steel, some concrete, and tinted or clear glass. Often the panels are set in different planes. The architectural elements use a modernist vocabulary (e.g., windows without moldings, flat roofs, no cornices), but the overall impression is anti-modernist because the patterns have decorative–not functional–purposes.

I don’t know what search terms to use to test this uninformed observation. If you search “architecture 2010s,” the results are all about marquee buildings by world-famous architects, and the trend is radical experimentation with materials and forms–usually organic rather than rectilinear. I’m not sure whether there is a name or a recognized handbook for the kinds of relatively routine (no offense) buildings shown above, but I think they all would have looked odd in 2000 and have become ubiquitous since 2010.

See also love what you see: Kogonada’s Columbus (2017); Boston, recovering city; a complaint about ceilings in modern architecture; and anxieties of influence (a poem about Cambridge MA).

Facilitating Critical Conversations Workshop with Teaching Tolerance

tt

Good afternoon, friends. In this era of increased rancor in our schools, our communities, and in our halls of government, it remains vital that we as social studies educators continue to work to create an environment that allows students to engage with their learning. But this engagement should also allow space for students to feel comfortable with critical conversations around topics of relevance and importance. We are social studies teachers, and while we might seek to ensure that our students do not have a sense of our own politics and attitudes, we do have a responsibility to ensure that our classrooms allow them to engage intelligently and honestly and fairly with current and controversial issues connected to what they are learning and what they are shaped by.

For those teachers who might be in Florida, Teaching Tolerance is hosting a Saturday workshop on February 9th on how to facilitate the kinds of conversations that truly relate to student life and learning.

Description

This interactive workshop will help teachers explore strategies for facilitating critical conversations with students and colleagues. Participants will engage in personal reflection and examine some common beliefs and biases that can affect their ability to engage in productive conversations. They will learn strategies for creating supportive learning environments that encourage risk-taking during critical conversations. Finally, they’ll investigate methods of teaching about implicit bias, race and other critical topics.

Participants will learn to:
• Identify strategies and resources to create a positive and respectful learning environment where critical conversations can take place.
• Reflect on personal assumptions and learned biases and recognize their impact on classroom practice.
• Develop skills and confidence for engaging in and facilitating conversations about race and other critical topics.

This workshop is open only to educators. Participants may include:
• Current K–12 teachers, administrators and counselors.
• Pre-service teachers.
• Educators who teach or coach K–12 teachers, administrators and counselors.

Additional Information:
• Morning coffee, lunch, and all materials are provided.
• Check-in begins at 8:15 a.m.
• The program starts promptly at 9:00 a.m. and runs until 3:30 p.m.
• If possible, bring an electronic device (smart phone, tablet, laptop) that can access Wi-Fi.
• Space is limited. You must purchase a ticket on this website to reserve your seat!
• The registration fee covers materials and meals and must be paid by credit card. Unfortunately, we cannot process checks, purchase orders or cash payments.
• Teaching Tolerance will issue certificates of completion for participants who attend the full workshop.

Teaching Tolerance is one of the best organizations for both professional development and necessary curriculum, and we highly encourage you to check out what they offer.

 

You can register for the February 9th workshop here! 

Lou Frey Institute/National Center for Simulation Annual Charity Golf Tournament: Golfing for Civics!

 

golf 1golf 2

 

Are you a fan of both golf AND civic education? Personally, I know I enjoy some time on the golf course AND reading and teaching about the Constitution. Sometimes at the same time!

Seriously though, the Lou Frey Institute, in collaboration with wonderful friends from the National Center for Simulation, is excited to announce the Sixth Annual Charity Golf Tournament. This a fundraiser for both the National Center Center for Simulation and for the Lou Frey Institute, helping both organizations continue in the work that they do.

If you are interested in signing up and participating as an individual golfer, you can! Check out the schedule of events below.

sched events

Sponsorship opportunities also exist!

sponsor

For questions about sponsorship or participation, please contact George Cheros of the National Center for Simulation or Steve Masyada of the Lou Frey Institute.

You can download the whole flier here! 

Webinar Roundup Feat Living Room Conversations and IAP2

First webinar round up of the New Year! Check out the list of webinars happening this coming week from NCDD member Living Room Conversations and IAP2. FYI there are more webinars happening later next week that we will share closer to the day, so stay tuned to the blog for more!

Do you have a webinar coming up that you’d like to share with the NCDD network? Please let us know by emailing me at keiva[at]ncdd[dot]org, because we’d love to add it to the list!


Webinar Roundup: Living Room Conversations and IAP2

Living Room Conversations webinar – “Free Speech, Fighting Words, and Violence”

Monday, January 7th
4-5:30 pm Pacific, 6-8:30 pm Eastern

Join us for a free online (using Zoom) Living Room Conversation on the topic of Free Speech, Fighting Words, & Violence. Please see the conversation guide for this topic. Some of the questions explored include:

  • How do we protect free speech and ensure public safety despite ongoing threats of violence?
  • Have you had a personal experience where free speech was inhibited? Or have you ever felt harmed by the speech of others?
  • How do we decide what our collective, social morality is? What is the federal government’s role?

You will need a device with a webcam to participate (preferably a computer or tablet rather than a cell phone).

Please only sign up for a place in this conversation if you are 100% certain that you can join – and thank you – we have many folks waiting to have Living Room Conversations and hope to have 100% attendance. If you need to cancel please return to Eventbrite to cancel your ticket so someone on the waitlist may attend.

A link to join the conversation and additional details will be sent to you by no later than the day before the conversation. The conversation host is Shay M.

REGISTER: www.livingroomconversations.org/event/online-living-room-conversation-free-speech-fighting-words-and-violence/

Living Room Conversations webinar – “Fake News”

Tuesday, January 8th
1:30-3 pm Pacific, 3:30-5pm Eastern

Join us for a free online (using Zoom) Living Room Conversation on the topic of Fake News. Please see the conversation guide for this topic. Some of the questions explored include:

  • What is fake news? What makes it fake?
  • Is fake news a problem? Why?
  • How do you decide what news sources to trust?

You will need a device with a webcam to participate (preferably a computer or tablet rather than a cell phone).

Please only sign up for a place in this conversation if you are 100% certain that you can join – and thank you – we have many folks waiting to have Living Room Conversations and hope to have 100% attendance. If you need to cancel please return to Eventbrite to cancel your ticket.

A link to join the conversation and additional details will be sent to you by no later than the day before the conversation. The conversation host is Leah S.

IAP2 Monthly Webinar – Diversity and Inclusion in P2

Tuesday, January 8th
11 am Pacific, 2 pm Eastern

Reaching as many people as effectively as possible is vital in any public participation process, and that’s especially true when an area is demographically diverse. TriMet, the public transportation agency serving the Portland, Oregon, region, had to “reach people where they were” as it expanded a transit service through neighborhoods of historically under-represented residents. The city of Surrey, BC, had to reach out to a wide range of ethnicities and interests in updating its Parks, Recreation and Culture Strategy. Join us and find out how these processes accomplished it: they won the IAP2 USA and IAP2 Canada (respectively) Core Values Awards for Respect for Diversity, Inclusion and Culture.

Remember the two-stage process when registering. Your confirmation email will contain a link to our webinar service provider. Follow that link and fill in the form to receive your login information.

REGISTER: https://iap2usa.org/event-3076943

a template for analyzing an institution

If you want to analyze an institution–whether it’s the local police department, marriage, or Facebook–an excellent guide is the Institutional Analysis and Development (IAD) Framework developed by Elinor Ostrom and colleagues, which is an encapsulation of the lifetime of work for which Ostrom won the Nobel Prize. It is shown below in a graphical form, and a very helpful, concise guide is McGinnis 2011.

The Institutional Analysis and Development (IAD) Framework (Schoon, 2015 after Ostrom et al., 1994, p. 37)

I would divide the analysis into the following 23 questions. These questions basically cover the same issues as in the diagram above, working from left to right, but they don’t match up precisely because I draw on my own idiosyncratic influences.

  1. What is the institution? What is its name? How would you define it uniquely, and which people, resources, locations, etc. does it involve?
  2. What problem or set of problems interests you about it? This problem may be a failure (the institution doesn’t yield the intended results) or an injustice (it has bad results), or it could be the intellectual problem posed by its success: why does this institution work and can we replicate it?
  3. What other institutions are closely related to it, and how?
  4. Which institutional form(s) does it reflect, e.g., a government, a firm, a market, a network, an association, a community?
  5. What are important relevant biophysical conditions? What natural resources does it use, and which natural processes come into play? What characteristics of these resources and processes are relevant to the institution: e.g., scarcity, fragility, adaptability, ability to reproduce and grow, interdependence, tendency to move?
  6. What are important technological conditions, where “technology” means the relevant affordances and limitations that have been created–or will predictably be created–by human beings?
  7. What cultural meanings (in the sense of Geertz 1973) are involved? Are these meanings shared or disputed?
  8. To what extent can we detect wholes, rhythms, hierarchies, and networks in the institution (C. Levine 2015)? How do these forms interrelate?
  9. What official, formal, usually written rules govern the institution? What are its rules-in-use? (These may diverge from the official rules.)
  10. Are the rules grounded in phenomena beyond the institution? For instance, an institution might use a currency whose value is determined by other institutions. Tufts runs on an academic calendar related to the solar calendar, which is grounded in the motion of the earth. (Grounding is different from causation.)
  11. What goods are relevant? Who has which kinds of ownership over which goods? Are the goods subtractable? Are they excludable?
  12. Who are the relevant actors?
  13. What choices confront each actor? What does each actor know about the available choices?
  14. What does each actor value, and why?
  15. Under what conditions do the actors choose (e.g., with or without discussion, once or repeatedly, simultaneously or in turn, with or without knowledge of what the others are choosing)?
  16. What are the consequences of the most important or most likely combinations of choices made by all the actors?
  17. Are these consequences desired by the actors?
  18. Are these outcomes desired by people who are not among the actors?
  19. Are the outcomes fair or just by various normative criteria?
  20. Are they sustainable–meaning a) literally repeatable many times, and/or b) good for nature?
  21. How do the outcomes affect the issues raised in questions 1-15? In other words, do the outcomes of the institution change the institution itself, in a feedback loop?
  22. What deliberate changes in institutional forms (4), technologies (6), meanings (7), rules (9-10), or values (13) would produce preferable outcomes according to the criteria raised in questions 17-19? (I focus on 4, 6, 9-10, and 13 on the ground that these are the factors we can most readily change. Factors like the biophysical conditions and the relevance of other institutions are harder to influence.)
  23. How can we go about altering the institution in the light of 21?

Geertz, Clifford (1973) Thick description: Toward an interpretive theory of culture. The interpretation of cultures: Selected essays (pp. 3-30). New York, NY: Basic

Levine, C. (2015). Forms: Whole, rhythm, hierarchy, network. Princeton University Press.

Mcginnis, Michael. (2011). An Introduction to IAD and the Language of the Ostrom Workshop: A Simple Guide to a Complex Framework. Policy Studies Journal. 39. 169 – 183. 10.1111/j.1541-0072.2010.00401.x.

See also: insights on police reform from Elinor Ostrom and social choice theory; Elinor Ostrom, 1933-2012; why I still believe in institutions; should all institutions be democratic?; what defines an organization?; and against methodological individualism.