Human Capacity to Govern

One core question of political theory centers around how much trust we should put in humanity. Theorists tend to interpret that question through their own judgements of which types of people ought to trusted, but the fundamental question remains the essentially the same.

Earlier this week, for example, I compared the work of Walter Lippmann – who had a great distrust of “the people” as a mass entity – with the analysis of James C. Scott, who highlights the awful acts elites can execute if given too much power.

Both differ in their specific fears, but they share a similar conviction that humanity is imperfect and fundementally lacks the capacity to engineer a better society.

Scott is particularly concerned with the danger of believing the opposite: it is not just elites who wreak havoc, but elites who are audacious enough to believe that they do have the capacity to engineer a better world.

Lippmann, too, shares this concern in his own way. It is not only that the people are not up to the task of governing, but that our current political failings can be traced directly to the belief that humanity does have this capacity. Until we recognize the public as the “trampling and the roar of the bewildered herd,” until we put the public “in its place,” our system is doomed to failure.

Lippmann’s argument is often contrasted with that of his contemporary, John Dewey. While Lippmann bemoaned the rule of the people, Dewey encouraged it. To Dewey, the problem wasn’t that the people had too much power, but rather that they had too little. The nominal role of citizenship encouraged people to not fully engage in democracy as a way of living, it undermined the who democratic endeavor.

Dewey was certainly aware of humanity’s imperfections, and he agreed with Lippmann on the general prognosis of civil society, but his remedy was entirely different. Rather than penalize the public for poor political acumen, he argued that the flaw lay in the systems and institutions. Give the people a real voice and real agency in their political lives and they will rise to the challenge. If civil institutions educated citizens to live fully; to see themselves as intricately connected to the whole and to engage with others in collaborative imagination and problem-solving, a Great Community would be realized.

He didn’t aim for some perfect, static utopia – impossible to achieve because needs and contexts are always changing – but Dewey imagined a future in which diverse people could work together as equals to continually grow and improve themselves and the world around them.

As Erin McKenna describes of Dewey’s philosophy, faced with current problems and our imperfect system, “we must try to do something. Old ideas often hang on because we have nothing with which to replace them. Here, imagination must fill in and try on new possibilities and critical intelligence must evaluate how well they work.”

The limiting factor, then, isn’t humanity’s fundamental capacity to achieve a vision, but rather a lack of imagination to conceive those visions.

Roberto Unger takes this vision to extremes. In False Necessity, Unger argues: “People treat a plan as realistic when it approximates what already exists and utopian when it departs from current arrangements. Only proposals that are hardly worth fighting for – reformist tinkering – seem practicable.”

He proposes wild and dramatic changes to current political structures, and argues for creating a branch of government solely tasked with uprooting and reforming and institutions which have become complacent.

Unger fully embraces the capacity of humanity. Our current systems are so broken that we must boldly reimagine them, and we shouldn’t let ourselves be held back by concerns about what seems practical or achievable. We must stage a revolution in which every institution as we know it is wholly reformed.

Implicit in this argument is the assumption that we – or whomever stages the revolution – are capable of designing better systems. It is exactly this sort of brazen social engineering which Scott fears.

Lippmann, Dewey, Unger, and Scott cover a range of political views, but their all of their work circles around this question of humanity’s capacity.

If you assume that people are and always will be flawed, that there are serious limits to any person’s capacity to design good social systems, then you might lean towards the work of Lippmann or Scott – building institutions with a humble sense of your own failings and the failings of those who will govern after you. These systems seek to diffuse power, to protect a people from themselves. But in doing so, they may create the very citizenry the designer’s fear – people who are incapable of governing.

If you have a fundamental faith that some people do have the capacity to govern – whether you put this trust in all human beings or only in certain strata of society – then you may find yourself pulled towards the radical revolutions of Unger or the egalitarian optimism of Dewey. These approaches favor systems which are open to change and reformation; governments which truly empower people to shape the world around them. In doing this, though, you build a system that is vulnerable to corruption or poor judgement, in which serious damage can be done at any point in time by empowering the wrong person or persons.

facebooktwittergoogle_plusredditlinkedintumblrmail

Democracy of Manners

Listening to an interview with historian Nancy Isenberg, author of the new book White Trash: The 400-Year Untold History of Class in America, I was struck by Isenberg’s reference to the United States as a “democracy of manners” – an idea, she says, which came from an Australian writer.

“We accept huge disparities in wealth while expecting our leaders to cultivate the appearance of not being different,” Isenberg argues. Our democracy is all about manners; success is all in the performance. I highly doubt this is a unique American phenomenon, but in building off Isenberg I will keep this post in the American context.

From Andrew Jackson to the current presumptive Republican nominee, populist candidates have been successful by showing themselves able to play the part of a poor, white American – to eat the right foods, to say the right things with the right mannerisms. These are the candidates you want to have a beer with.

Importantly, the actual background of these candidates is not particularly relevant. Jackson did grow up in rural Appalachia, but more recent populists have come from among the upper tiers of society. But that doesn’t matter; what matters is the act.

Embracing a democracy of manners is a failure of genuine democracy. It encourages citizens divest their civic responsibilities to actors who can merely play the part of representing them.

I haven’t yet had a chance to read Isenberg’s book, but I get the impression this democracy of manners is a core challenge which creates a self-perpetuating cycle along several dimensions. In dismissing the fundamental human value of the white poor, white elites create a class they can scapegoat for all of society’s ills. Obvert racism among white poor allows upper classes to pretend as though racism only exists among the uneducated poor. It creates a class who will protect themselves by tearing down any other groups poised to breach elite power.

And, through the democracy of manners, it creates a class that will continually vote against their own self-interest, supporting candidates who look like them and talk like them, but who ultimately serve elite interests.

 

facebooktwittergoogle_plusredditlinkedintumblrmail

Hope and Utopia

There is a common sentiment that hope is required for social action. We must hold on to hope. We must not give in to despair.

Perhaps it is simply the contrarian in me, but I cannot help but sigh when hearing these exhortations. We must hold on to hope? Why?

On the surface, I suppose it seem like a perfectly reasonably thing to say. So reasonable, in fact, that people often don’t take the time to justify the claim. We must hold on to hope as surely as we must see that the sky is blue – it is just the way things are.

This only makes me question harder.

In The Task of Utopia, Erin McKenna defends the value of utopian visions, repeating several times throughout the book, “utopian visions are visions of hope.” By which she means that they “challenge us to explore a range of possible human conditions.”

Hope is required, then, because only hope can inspire us to imagine that things might be different and only hope can motivate us to work towards those visions.

Importantly, McKenna advocates against static, end-state models of utopia, in which “hope” essentially becomes shorthand for “hope that a (near) perfect future is possible and achievable.”

Instead, McKenna articulates her hopeful vision as a process:

If one can get beyond trying to achieve final perfect end-states and accept that there are instead multiple possible futures-in-process, one has taken the first step in understanding the responsibility each of us has to the future in deciding how to live our lives now.

In this way, “hope” is a sort of future-awareness. It is not a feeling or an emotion per se, but minimally hope is a sense that there will be a future self which our present self has some power over shaping.

I generally take the term “hope” to be somewhat more optimistically inclined, but even under this broad definition, I still find myself skeptical of hope as a necessity.

Consider the character of Jean Tarrou from Albert Camus’ The Plague. After the city of Oran is quarantined following a deadly outbreak of plague, Tarrou organizes volunteers to help the sick and try to fight off the plague.

One could argue that he had hope in the manner described above – perhaps he imagined a future in which the city was no longer wracked by disease; perhaps he imagined his actions could play a role in creating that future. Such a future-vision combined with a sense of agency could be described as hope.

But it is exactly this story which motivates me to be skeptical of hope as a required element of social change.

The situation in Oran is desperate. There is every reason to think that all the city’s inhabitants will eventually succumb to the plague. Perhaps Tarrou’s efforts may stave off some deaths for a time, but in the middle of the novel it is reasonable to believe that Tarrou’s efforts will make no real difference. Either way, the outcome will be the same.

Many of Oran’s inhabitants seem to feel this way. In the face of almost certain death, people celebrate wildly at night, finally free of the taboos and inhibitions which had previously kept them more orderly. They had lost a vision of the future in which their actions played a part. They had lost hope.

Yet there is no reason to think that Tarrou felt any differently. Faced with almost certain death, accepting of the knowledge that his actions would make no difference, Tarrou still works to fight the plague.

He has no hope, it is simply what you do.

In The Myth of Sisyphus, another piece by Camus, he snarkily comments of Sisyphus’ labor that “the gods had thought that there is no more dreadful punishment than futile and hopeless labor.”

But life is futile and hopeless labor. This is, in fact, the essence of being alive. “The struggle itself toward the heights is enough to fill a man’s heart,” Camus writes.

Hope is not required.

I am heavily persuaded by McKenna’s process-model of utopia, but find hope to be a somewhat superfluous element. Her vision requires the imagination to conceive of possible futures, and it takes the agency to act in seeking those possible futures, but it does not require hope that those futures are achievable nor hope that one’s efforts will have impact.

In fact, I imagine the process-model as thriving better without hope. This vision finds that the future is and always will be imperfect. Perfection is neither desirable nor achievable. Abandoning hope means accepting the future as flawed, accepting ourselves as flawed. Most of us will probably have no impact, and most of us will never witness the futures we dream of. But that lack of hope is not a reason not to act – indeed, in abandoning such hope, our actions and our choices are all that we have left.

 

 

facebooktwittergoogle_plusredditlinkedintumblrmail

Elites and The People

Following the Brexit vote, the rise of Donald Trump, and numerous other political trends around the world, I’ve heard two equally plausible narratives for the increase of populist sentiment.

In one version, “the people” populist movements purportedly support are easily misled. While some versions of this narrative are generally dismissive of so-called average people as lazy, stupid, or uninformed, it’s important to note that disparaging “the people” is not required for this narrative to work.

In the UK, for example, Brexit leaders actively misled voters and rescinded key promises shortly after the election. Whether you attribute people’s belief in those promises to mere stupidity or to reasonably placing their faith in political leaders who only later turned out to be corrupt, the net result is roughly the same: there was a failure of popular opinion.

Walter Lippmann, who famously decried populist rule, eloquently summed up the many issues which may lead public opinion astray:

Thus the environment with which our public opinions deal is refracted in many ways, by censorship and privacy at the source, by physical and social barriers at the other end, by scanty attention, by the poverty of language, by distraction, by unconscious constellations of feeling, by wear and tear, violence, monotony. These limitations upon our access to that environment combine with the obscurity and complexity of the facts themselves to thwart clearness and justice of perception, to substitute misleading fictions for workable ideas, and to deprive us of adequate checks upon those who consciously strive to mislead.

Even if you had ideal citizens, Lippmann argues, public opinion should not be trusted: it is simply not possible for even an intelligent, well-informed person to truly understand the nuances of every issue. Add to that the facts that even well-intentioned citizens are too busy to devote significant time to becoming fully educated and that there will always be corrupt leaders seeking to mislead, and it quickly becomes clear that popular opinion ultimately means nothing.

Any derision of the intelligence or ability of average people simply cements this view.

In my charitable reading of Lippmann, he is not a strict technocrat, rather encouraging a system where people engage on this issues that they are informed on and stay silent on issues they know nothing about.

Either way, though, it seems fair to say that Lippmann’s core argument is that “the people” – as a mass entity – should not rule. Today’s proponents of this view point to the rise of populist movements as proof of this claim. There would be far less chaos and instability if educated elites instead orchestrated political matters.

A different narrative comes from the other side: today’s political uncertainty is not the fault of the people; rather the blame lies primarily with elites.

Populist movements may or may not be ultimately good for the people who support them, but just as the first narrative doesn’t require a distain for the people, this narrative doesn’t rely on the validity of certain political outcomes.

Our global economy is in turmoil. People have lost their jobs with little hope of finding a new one or of successfully retraining for the new economy. Feeling trapped and hopeless in the grips of poverty, people are justifiably angry and looking to reclaim a sense of autonomy. Perhaps their electoral choices will relieve their trauma; perhaps they are desperate enough not to care. Perhaps upsetting the system – which has failed them so miserably – is enough. At least that way they know they can still affect something in their lives.

I’ll leave aside here issues of racism or xenophobic nationalism as motivators for these movements. While its no coincidence that hate groups are on the rise in the US and that far-right parties in Europe are flourishing on racist rhetoric, this is a topic which could well cover a whole post on its own.

Furthermore, the issue of racism can similarly be told through these two narratives. On the one side, “the people,” acting out of hate or a sense of dwindling power, are not to be trusted to lead. In the other narrative, the explicit hate professed by some in populist movements can be better interpreted as an expression of the broader, systemic racism we are all complicit in. That is, in the U.S. context, blatantly racist rhetoric may be distasteful, but let’s not pretend that Northern, liberal racism is not a thing. We’ve all got a lot of work to do.

This second narrative is not intrinsically populists, but rather urges an understanding and appreciation for the current actions of large portions of the population. Elites may have led us astray, but it remains uncertain whether “the people” will be able to guide us back.

If the core element of the first narrative is that the people cannot be trusted, the core element of the second is that elites cannot be trusted.

“The people” may have a great deal of flaws, but the greatest destructors of society are elites who assume they know what is best.

The danger of this line of thinking is well described in James C. Scott’s Seeing Like a State. The worst disasters of the twenty century, he argues, were brought about by elites who were “uncritical, unskeptical, and thus unscientifically optimistic about the possibilities for the comprehensive planning of human settlement and production.”

Bolstered by power and a weak civil society, leaders around the world engaged in “utopian social-engineering,” audaciously believing that humans generally, and themselves in particular, had the capacity to plan and build a better world.

“The Great Leap Forward in China, collectivization in Russia, and compulsory villagization in Tanzania, Mozambique, and Ethiopia are among the great human tragedies of the twentieth century, in terms of both lives lost and lives irretrievably disrupted,” Scott argues.

What I find interesting about this perspective is that it is less concerned with arguing that elites led us into this mess to begin with, but is deeply concerned with how we get ourselves out of it.

In this narrative, diminishing the power of the broader population may seem like an appealing response to current affairs, but that impulse is incredibly dangerous – even more dangerous than the unfettered rule of the people.

I’m afraid I have no satisfying conclusion to this post, but perhaps that is for the best. If there is one thing Lippmann and Scott have in common it is a distrust of human rationality. Perhaps, in the end, none of us can be trusted.

 

facebooktwittergoogle_plusredditlinkedintumblrmail

Learning to Be Human

In The Public and its Problems, John Dewey writes:

To learn to be human is to develop through the give-and-take of communication an effective sense of being an individually distinctive member of a community; one who understands and appreciates its beliefs, desires and methods, and who contributes to a further conversion of organic powers into human resources and values. 

I love this phrase. To learn to be human.

It emphasizes that education isn’t just a process of obtaining facts and knowledge. It is a process of learning who we are, of becoming, fundamentally, human. Furthermore, the phrase implies the converse – being human is something we must learn.

Everything which is distinctively human is learned, Dewey argues.

This is a profound stance.

If we see ourselves as individuals, that is a learned trait. If we see ourselves as disconnected from others in our society, that is a learned trait. If we see ourselves as different, if we find ourselves filled with hate; those too are learned traits.

But being human isn’t simply a process through which we adopt the norms of whatever society happens to be around us. Human is an ideal. Being human means being an individually distinctive member of a community, it means contributing to human resources and values. 

To Dewey, learning to be human means learning to appreciate ourselves as intrinsically interconnected beings; learning that we are deeply interdependent on every thing around us; that we are shaped by our world and that we have a role in shaping our world.

Learning to be human means learning to love and appreciate the contributions every person makes; it means recognizing the other as inseparable from the self.

Importantly, Dewey notes, this translation is never finished.

We must constantly learn to be human, and, through the give-and-take of communication we must continually learn from each other and educate each other. In learning to be human we learn how to be our best selves while supporting the improvement of everyone around us and while working together to shape our common future.

Collaborating mutually in the endeavor of being human allows us achieve great things.

It is in learning to be human that we can ultimately transform our great society of remarkable technology and innovation into a Great Community, capable of so much more.

facebooktwittergoogle_plusredditlinkedintumblrmail

Citrus Ridge: A New PUBLIC SCHOOL Civics Academy in Florida

Over the past few months, the Florida Joint Center for Citizenship has worked with teachers, administrators, and district leaders in Polk County to help with the creation of a brand new public school, one dedicated to K-8 civic education: Citrus Ridge.

citrus ridge logo

Breaking Ground

 

Citrus Ridge, created with the support of local Congressman Dennis Ross, is a K-8 institution that will embed civic learning and civic life throughout school governance, relationships, and curriculum.

civics ridge

Citrus Ridge’s very mission statement is centered around civics and the importance of civic life:

  • Community
  • Inclusion
  • Variety
  • Innovation
  • Collaboration
  • Success

Discussing CIVICS

Our own Valerie McVey and Peggy Renihan, as well as our Teacher Practioners in Residence, have been heavily involved in the planning and work with Citrus Ridge. Last week, I had the pleasure of attending the first leadership team meeting for the school, and it was a great joy to see these teachers and administrators hard at work in learning about and understanding how the emphasis on civic life makes Citrus Ridge a unique public school.

First Steps

A heavy emphasis was placed on ensuring that school culture reflects that civic engagement and civic learning.

school culture

T.U.D.E aligns well with both the C3 Framework and with the Six Proven Practices of Civic Education, both of which will play a role in the curriculum and instruction of the school.

So what exactly is T.U.D.E? These principles draw on a number of sources for inspiration: the state of Florida’s civics benchmarks, the C3 Framework, the Six Proven Practices, and others. Take a look at them below. How do you see them reflecting the importance of civic knowledge, civic skills, and civic dispositions?

TUDE

Most excitingly, we are in the process of finding ways to integrate the concept of action civics into the school and curriculum. It will involve students in addressing problems within their school and community, developing the skills of citizenship such as collaboration, critical thinking, deliberation, and discussion, and encourage students to ‘live’ their citizenship. Some examples are: providing towels for an animal shelter, discussing more recess time versus special area versus free choice, deliberating the school dress code, and thinking critically about the causes and effects of current event that effects our community, state, or nation. Indeed, our new action civics coordinator (reviewing applications now!) will spend a great deal of time at Citrus Ridge as we start to launch this school into the civic stratosphere.

There is so much more to say and do concerning Citrus Ridge: A Civics Academy. We will keep you updated as we get closer to the start of the year and into the new school year. FJCC is excited and grateful for the opportunity to work with some excellent people on this, and let me just thank all of the team that has worked so hard to get this off of the ground. It is a great step forward for civic education in Florida and, we hope, it will be a model for this state and the nation!


Process-Model Utopia

In The Task of Utopia, Erin McKenna argues in favor of a “process-model” of utopia. This vision is built largely upon the work of John Dewey, who dreams of democracy “as a method of living by which individuals are fully engaged in the experience that is their lives.”

We must move away from considering “end-state” models of utopia as a perfect, static, society and instead embrace our role as critical builders and shapers of our future world and selves.

For one thing, a static utopia is simply unattainable: “Social living is an ongoing process, not a perfected life. No harmony is lasting. Each satisfying moment passes over into a new need for which we must alter our world and/our ourselves to meet.”

But more deeply, a static vision strips people of their agency, takes away what really makes us alive. If an end-state utopia were achieved, there would be nothing for people to do, they’d have no role to play in perfecting themselves or perfecting their future. Any change could only represent a move away from perfection.

While that may be a small price to pay for establishment of utopia, McKenna argues that “the unfolding of the future is not determined separate from us, but is intricately connected with us.”  Nearly by definition, an end-state utopia is not sustainable: across generations, people must continually work to sustain utopian institutions, but without a process-model there is no way to prepare future generations for this important task.

This idea fits well with Dewey’s model of democracy which, as McKenna writes, “requires that we recognize how our participation affects what the future can be. It requires that we recognize that there is no-end state at which we must work to arrive, but a multiple of possible future states which we seek and try out. John Dewey’s vision of democracy prepares us to interact with our world and guide it to a better future by immersing us in what he calls the method of critical intelligence”

Notably, Dewey sees democracy as a process rather than an end state: “democracy is not participation by an inchoate public, nor is it a perfected end-state to be attainted. It is the development of critical intelligence and a method of living with regard to the past, present, and future.”

 

 

Dewey urges us to consider ourselves as connected, interdependent beings. Connected and dependent not only on those who care for us as children, but broadly connected and dependent our past and present societies. Our individual selves are shaped by collective history and defined by innumerable interactions, and we each have a role to play in affecting the current lives of others and shaping the future contours of society.

As McKenna explains:

Our social situation is not something that simply happens to us, however. We appropriate and integrate our environment into experience. Whatever our situation, we participate in its future development. It does not develop separately from us. Our activity partially defines our social situation, and our social situation goes a long way to guiding our activity. There is an interplay of the determinant and indeterminate by which we realize the potential of the future. We are a perspective, influenced by our experience, through which we organize our participation and structure the community so that future experience is meaningful to us.

We create ourselves from our environment, and we create our environment through our selves.

This places a great responsibility on each of us to work for utopia. We must constantly and critically examine ourselves and our world, imagining better possible futures, and actively working towards and adjusting these visions.

We must each, as Dewey writes, learn to be human.

There is something compellingly beautiful about this vision; about the idea of a society which seamlessly integrates the individual and the whole, the past and the future. A society in which we all see ourselves as intrinsically interconnected and interdependent, working together to perfect ourselves, each other, and our shared experience.

Yet, perhaps this is far too much to hope for. The biggest complain about Dewey, most notably from Walter Lippmann, is that this vision is too unrealistic, too naive about the biases of people and the abuses of power.

As McKenna herself writes:

Even if the process model can prepare people to be the critical citizens it needs (a huge task in itself), how can it ensure that they actually will participate and take on their responsibilities? The process model asks a great deal of people in terms of time and effort. Apathetic or lazy citizens will not take up the critical stance easily. Where the end-state vision does not ask enough of people, or give enough responsibility to them, the process model may ask and give too much.

But, McKenna for one, finds reason to hope:

While the process model may require more of people than we are prepared to give now, visions on this model can provide us with insight into the means available to change our attitudes and action and show us the possibilities of the future if we are willing to try to change and become Dewey’s integrated individual…Utopia visions are visions of hope that can challenge us to explore a range of possible human conditions…the first step in understanding the responsibility each of us has to the future in deciding how to live our lives now.

For those less inclined towards hope, perhaps one can at least find some grim humor in this concluding note from McKenna’s final chapter:

One can hope that here, in the United States, the elections of 2000 have awakened people to the importance of their responsible participation in the political process.

The process model asks a lot, indeed.

 

facebooktwittergoogle_plusredditlinkedintumblrmail

Language and Democracy

One of the most intriguing sessions as last week’s Frontiers of Democracy Conference was on “democratic reading and writing,” a topic inspired by Danielle Allen’s Our Declaration.

I’ve only just begun reading Allen’s book, but I am struck by the core of her argument.

“The achievement of political equality requires, among other things,” she writes, “the empowerment of human beings as language-using creatures.”

This seems like something of a bold statement. Not that language is explicitly not required, but  there are so many great barriers to political equality, it is easy, perhaps, to dismiss language as the least of our problems.

But words do have power.

In How To Do Things With Words, J.L. Austin argues that words can, in the fullest sense, be actions. The performative act of an utterance goes beyond the physical action of speaking; something is actually accomplished by the words themselves.

“Saying something will often, or even normally, produce certain consequential effects upon the feelings, thoughts, or actions of the audience, or of the speaker, or of other persons,” Austin argues, “and it may be done with the design, intention, or purpose of producing them…”

Not all utterances are performative acts, but some words do have this power. Words may bind one into an agreement, or may have a real impact on the listener.

The American Declaration of Independence, which Allen close reads in her book, is one example of the power and action of words. It “brings to light the incandescent magic of human politics: the fact that it is possible for people, with ideas, conversations, and decision-making committees – both formal and informal – to weave together an agreement that can define our common life.”

The process of reading and writing democratically is messy, frustrating, and hard. But from it, Allen argues, emerges a greater whole, something better and stronger than would have existed otherwise. “The source of sturdiness is solidarity,” she writes.

The Declaration, Allen finds, “is as much about how to solve the central conundrum of democracy – how to make sure public actions can count as the will of the people – as about anything else. It is about how to ensure that public words belong to us all….I believe the Declaration succeeded, and succeeds still, because it took on the task of explaining why this quantity of talk, this heap of procedures, these lists of committees, and this much hard-won agreement – such a maddening quantity of group writing – are necessary for justice. The argument of the Declaration justifies the process by which the Declaration came to be. It itself explains why they art of democratic writing is necessary.”

In short, as Allen argues: this country was built on talk.

facebooktwittergoogle_plusredditlinkedintumblrmail

Discontent of the Commons

In a session on “The Politics of Discontent” at this year’s Frontiers of Democracy conference, democracy scholar Alison Staudinger proposed considering “discontent” as a common pool resource. I am deeply intrigued by this idea, and interested to understand just what that might mean.

In 1968, ecologist Garrett Hardin popularized the concept of the “Tragedy of the Commons,” describing the game-theoretic prisoner’s dilemma which communities of people face when utilizing some common resource:

Picture a pasture open to all. It is to be expected that each herdsman will try to keep as many cattle as possible on the commons. Such an arrangement may work reasonably satisfactorily for centuries because tribal wars, poaching, and disease keep the numbers of both man and beast well below the carrying capacity of the land. Finally, however, comes the day of reckoning, that is, the day when the long-desired goal of social stability becomes a reality. At this point, the inherent logic of the commons remorselessly generates tragedy.

As a rational being, each herdsman seeks to maximize his gain….the rational herdsman concludes that the only sensible course for him to pursue is to add another animal to his herd. And another; and another… But this is the conclusion reached by each and every rational herdsman sharing a commons. Therein is the tragedy. Each man is locked into a system that compels him to increase his herd without limit–in a world that is limited. Ruin is the destination toward which all men rush, each pursuing his own best interest in a society that believes in the freedom of the commons. Freedom in a commons brings ruin to all.

This idea has been applied to a wide variety of resources which can be broadly categorized along two spectrums: excludable and subtractable. As the names suggest, excludable indicates whether or not people can be easily excluded from a resource while subtractable indicates whether use of a resource by one person restricts use of the resource by another.

The clothes I am wearing are both excludable and subtractable – I can prevent your use of them, and you cannot use them while I am using them. Wikipedia is non-excludable and non-subtactable – I cannot prevent your use and my use does not diminish yours. If Wikipedia added a paywall or if a State blocked its use, it would become excludable.

Seen as a common pool resource, discontentment would seem to fit in this non-excludable, non-subtactable category. I cannot stop you from feeling discontent, and I can be discontent without infringing on your ability to also be discontent.

Yet, this is perhaps not the most helpful framework. The political challenges we face today are not so much that people feel discontent – rather the challenge is the causes and repercussions of that discontent.

It is a fundamental aspect of a pluralist society that not everyone will agree all of the time. We each have different needs and wants, and our desired outcomes will at times be in conflict. We can’t all get what we want.

Under a simple definition, then, a person is discontent if they do not get their way. Since not everyone in a pluralistic society can simultaneously have their way, it is intrinsic that some portion of people will be discontent with any given issue.

This presents at least two possible social challenges connected to discontent. If discontent is inequitably and systemically distributed, those who have more discontent with have reason to see the system as unjust. If people experience the system as treating them unjustly, they will have reason to try to change the system – minimizing their own discontentment while making someone else more discontent.

Here, discontent seems to no longer be a resource – rather can be better interpreted as the absence of a resource.

The word that comes to mind here is power.

People with power can get the outcomes they desire, minimizing their discontent; people without power are subject to the whims of those with power – increasing the likelihood that they will not get the outcomes they desire and increasing their discontent.

Power, I would argue, is an excludable and subtractable resource. Those with power have certainly been known to exclude others from acquiring power, and if I have power, it does, I think, diminish your ability to have power.

This model unites people from all sides of the political spectrum who feel discontent under current systems and institutions. Some may feel they are losing power, some may never of had much power in the first place.

And the highest elites may feel most secure in the continuance of their power if everyone else is busy fighting over who gets whatever scraps are left.

Elinor Ostrom, the brilliant economist who argued that the drama of the commons need not be a tragedy, traveled around the world empirically studying communal and institutional management of common pool resources.

In Covenants, Collective Action, and Common-Pool Resources, Ostrom argues that conflict and destruction arise when “those involved act independently owing to a lack of communication or an incapacity to make credible commitments.” On the other hand, if members of a community “can communicate, agree on norms, monitor each other, and sanction noncompliance to their own covenants, then overuse, conflict, and the destruction of [common pool resources] can be reduced substantially.”

Managing common pool resources, then, is difficult but not impossible.

“If those who know the most about local time-and-place information and incentives are given sufficient autonomy to reach and enforce local covenants,” she argues. “They frequently are able to devise rules well tailored to the problems they face.”

In addition to this autonomy of the people, communication is essential:

“When symmetric subjects are given opportunities to communicate and devise their own agreements and sanctioning arrangements, then the outcomes approximate optimality,” Ostrom writes. “These findings are surprising for many theorists, because the capacity to communicate without an external enforcer for monitoring and sanctioning behavior inconsistent with covenantal agreements is considered to be mere ‘cheap talk’ having no impact on the strategic structure of the game.”

In seeing the rise of populism, in watching discontented people making bad political decisions, in seeing the mismanagement of a common pool resource, the liberal impulse is often to solve the problem through stronger regulation – to create institutions nominally managed by the people which can step in with rules and authority in order to overcome the destructive self-interest and poorly-informed actions of individual actors.

But perhaps Ostrom’s work on common pool resources ought to give us pause – “the people” may not collectively be wise, but they have the ability to surprise us; to work out their differences and to successfully self-manage in ways that external enforcing institutions could never accomplish.

facebooktwittergoogle_plusredditlinkedintumblrmail

Whose Voice Matters?

There’s a certain, reasonable narrative of the Brexit vote which sees it as a democratic victory – even if you disagree with the outcome, it does represent the will of the British people.

As I wrote yesterday, there are also plenty of good reasons to find this popular vote a democratic failure, but today I want to focus on a different piece of the issue: whose voice matters?

72.2% of UK’s registered voters cast a ballot in last week’s referendum, with 17,410,742 (51.9%) going to Leave and 16,141,241 (48.1%) favoring Remain. While this is a rather narrow victory, the result ostensibly embodies the collective will of the British people.

This story is complicated, however, when you look at the breakdown of the results. Voters 18-24 voted overwhelmingly (73%) for Remain while voters over 65 largely voted (60%) Leave. All age groups under 44 favored Remain, while those over 45 voted Leave.

Citizens under the age of 18 weren’t allow to cast a ballot at all.

So while the vote may represent the will of (some) people, younger voters, who will likely bear the brunt of the fallout from the decision, had their will overturned and may not have even been allowed to vote.

Furthermore, there is the broader question of exactly which people ought to have input into this kind of decision.

I would consider democratic systems to be those in which the people most affected by an issue play a role in shaping the response to that issue.

That role may be mediated by elected officials or other mechanisms of indirect democracy, but ultimately, the democratic spirit is one which gives weight to the voices of those whose interests and rights are most at stake.

A 2015 report from the UK Office for National Statistics found that nearly 3 million (2,938,000) people living in the UK are non-British EU nationals – about 5% of the UK population and 7% of the workforce. These residents have suddenly found their  legal status in jeopardy – as their EU citizenship may no longer be sufficient.

Another 2,406,000 UK residents hold neither British nor EU citizenship.

Of these nearly 6 million residents without British citizenship, those who are migrants from Commonwealth countries – essentially former British territories – were allowed to vote. This includes the UK’s large population of Indian (793,000), Pakistanis (523,000), and Irish (383,000) nationals; but notably excludes the UK’s 790,000 Polish residents and 301,000 German residents not to mention many others from non-Commonwealth countries.

So those people who are now facing threats to “go home” and slurs of “no more Polish vermin” were not allowed to vote. They had no say.

Of the 1.2 million UK-born people living in other EU countries – who may also face residency issues if they lose their EU citizenship – only those who have lived abroad for less than 15 years were eligible to vote.

And none of this is to mention the broader population of 443 million other EU citizens whose economic and political infrastructure is deeply at risk following the vote, nor the millions of other people around the world who are feeling the expansive repercussions from this vote.

Around 33 million people cast a vote; 17 million expressed the “will of the people;” and yet so many, many more who had no vote and voice will suffer the lasting impacts of this historic election.

The “voice of the people,” indeed – but only if “the people” are British nationalists.

facebooktwittergoogle_plusredditlinkedintumblrmail