branding a nation

An excellent paper by Temple University’s Diane Garbow made me think about efforts to “brand” countries. Her topic was the “Colombia es pasión” campaign. Its logo looks very corporate, and it even comes with slogans like “Colombia: the only risk is wanting to stay.”

The fact that Colombia now has a logo as well as a tricolor flag doesn’t mean that it has turned into a corporation. I think we could assess the use of a brand in two different ways.

First, the reputation of any nation is a common pool resource shared by all the people who are associated with that country, whether as legal citizens or not. Consistent with the definition of a common pool resource, a nation’s brand is rivalrous but non-excludable. That is, individuals can easily reduce the value of the brand to serve their own interests (the narcotraficantes are busy hurting Colombia’s reputation), yet individuals cannot easily be excluded from the benefits of the brand. For instance, if “Colombia es pasión” makes us feel better about the nation, then every Colombian and Colombian emigrant will profit slightly. In this sense, a national brand differs from a corporate brand, which benefits individuals in direct proportion to their financial ownership of the firm. “Colombia es pasión”  is more like the Parthenon or the Union Jack than (say) Coca-Cola’s brand, “Live Positively.” A nation’s image is the shared property of its people. That is one reason that people have contributed to enhancing their nations’ reputations since ancient times.

Nor is that goal especially capitalist or “neoliberal.” Here is Che Gevara’s iconic image serving as a kind of logo on the facade of Cuba’s Ministry of the Interior, which houses the police and security forces.

Of course, the Cuban people don’t get to decide what logo is erected on the Plaza de la Revolución, nor did the Colombian authorities put their new logo to a vote. An advertising campaign is an implicit assertion of facts: Colombia is safe, exotic, aesthetic–a source of coffee and flowers for the US market and a good place to visit. Its official brand implicitly rejects certain other claims about Colombia: for instance, that a low-intensity civil war has been going on there continuously since 1964, funded in part with $3 billion of US military aid. (Wanting to stay in Colombia is not the only risk of visiting.)

I think that enhancing common pool resources is a perfectly appropriate objective. But it’s also important to debate how things are actually going in a community or a nation. The “Colombia es pasión campaign could contribute to the debate, and valid points can be made in defense of the country’s policies. (For example, its Human Development Index has been rising steadily.) But insofar as an advertising campaign ignores contrary evidence and employs slick designs and sloganeering to persuade, it undermines deliberation.

The deeper point is that both making common goods and debating matters of fact and value are legitimate political acts, but they often come into conflict. The same conflict arises, for example, in “asset based community development” efforts, which contribute to the common good but also transmit a somewhat one-sided view of the community’s well-being. People should be able to assess and debate any claims made on their behalf. Yet developing one basically positive image of a community is a valuable objective. The two do not sit easily together.

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Using Dialogue Then Deliberation to Transform a Warring Leadership Team

This case study is on the use of dialogue then deliberation to transform organizational cultures. The authors are John Inman (the consultant) and Tracy A. Thompson, Ph.D. a professor at University of Washington. This case study was published in OD Practitioner in the Spring of 2013. You can reach John Inman at john@johninmandialogue.com and Tracy Thompson at tracyat@uw.edu.

The new organization normal is complexity, uncertainty, and ambiguity. Old paradigms or mindsets of leadership based on positivist and linear approaches to problem solving worked well in predictable and stable contexts but they are less well-suited to address the complexity and challenges of the current world. If leaders are to create an organization that thrives in the world as it emerges, they need a different mindset, one that enables them to design and host transformative conversations (Groysberg & Slind, 2012).

Because they are rooted in constructivist and interpretive approaches targeted towards changing deep mindsets, Dialogic OD interventions (Bushe, 2009; Bushe & Marshak, 2009, Marshak & Bushe, 2009) offer an appealing means for developing leaders. We begin by discussing the importance of mindsets to OD practice, and we identify the key elements of a dialogic mindset, the kind of mindset necessary to tap into the power of conversation.

Building from methods that focus on dialogue (Bojer, Roehl, Knuth, & Magner, 2008), we identify a set of practices, what we term the dialogue then deliberation approach, which focuses on creating transformative conversations that alter mindsets and change behaviors. We illustrate how an internal OD professional used this approach to shift the mindsets of warring leaders in a business unit of a large telecommunication company, enabling them to work together more effectively. We conclude with recommendations on how to move forward with this Dialogic OD approach to changing mindsets and behaviors in organizations.

Resource Link: http://www.johninmandialogue.com/wp-content/uploads//2012/09/ODP-V45No1-Inman-Thompson.pdf

This resource was submitted by consultant and NCDD member John Inman via the Add-A-Resource form at www.ncdd.org/rc/add. John included this generous note:

I would welcome a conversation on this work any time. Please email me at john@johninmandialogue.com, visit my web site at www.johninmandialogue.com, or give me a call at 425-954-7256. I am located in the Greater Seattle area and am open to working with others.

The Ecology of Democracy: Finding Ways to Have a Stronger Hand in Shaping Our Future

This 2014 book written by David Matthews, president of the Kettering Foundation, focuses on how to put more control in the hands of citizens when it comes to shaping the future of their communities and country. It was published by the Kettering Foundation Press.

From the Publisher:

Ecology-CoverThe Ecology of Democracy: Finding Ways to Have a Stronger Hand in Shaping Our Future is for people who care deeply about their communities and their country but worry about problems that endanger their future and that of their children. Jobs are disappearing, or the jobs people want aren’t available. Health care costs keep going up, and the system seems harder to navigate. Many worry that our schools aren’t as good as they should be. The political system is mired in hyperpolarization. Citizens feel pushed to the sidelines.

Rather than giving in to despair and cynicism, some Americans are determined to have a stronger hand in shaping their future. Suspicious of big reforms and big institutions, they are starting where they are with what they have.

This book is also for governmental and nongovernmental organizations, as well as educational institutions that are trying to engage these citizens. Their efforts aren’t stopping the steady erosion of public confidence, so they are looking for a different kind of public participation.

The work of democracy is work. Here are some ideas about how it can be done in ways that put more control in the hands of citizens and help restore the legitimacy of our institutions.

David Mathews is a husband, father, grandfather, gardener, and a member of the Clarke County Historical Society. Although a nonpartisan independent, he served as a Cabinet officer in the Ford administration (Secretary of Health, Education, and Welfare). He is a former president of the University of Alabama, where he taught history. Now president of a research organization, the Kettering Foundation, he writes books like Politics for People, which has been translated into eight languages. He doesn’t sail or ski and has no musical talents, but his dog loves him.

Table of Contents includes:

Dedication

Acknowledgements

Introducing the People Who Make Our Democracy Work

Part I. Democracy Reconsidered

1. Systemic Problems of Self-Rule

2. Struggling for a Citizen-Centered Democracy

3. The Political Ecosystem

Part II. Citizens and Communities

4. “Here, Sir, the People Govern.” Really?

5. Putting the Public Back in the Public’s Business

6. Citizens: Involved and Informed?

7. Public Deliberation and Public Judgment

8. Framing Issues to Encourage Deliberation

9. Opportunities in Communities

10. Democratic Practices

Part III. Institutions, Professionals, and the Public

11. Bridging the Great Divide

12. Experiments in Realignment and Possibilities for Experiments

Notes

Bibliography

Index

Ordering info: The book is currently available for purchase from the Kettering Foundation

Resource Link: http://kettering.org/publications/ecology-of-democracy/

Democracy in schools: Albert Dzur talks with principal Donnan Stoicovy

Albert Dzur is breaking ground in political theory by revealing how professionals who interact with laypeople can create valuable democratic practices. Democratic theory has generally been blind to the positive potential of work sites, and especially public sector sites such as schools, hospitals, and courtrooms. It has also generally overlooked the democratic contributions of professionals who choose to engage citizens. Often, populist democrats want to trim the wings of professionals, seeing them as arrogant. But engaging citizens in complex institutions requires skill, dedication, and a kind of expertise–all marks of professionalism. Democratic professionalism is thus an important aspect of civic renewal. (See also “Albert Dzur and democracy inside institutions” and “Public Work and Democratic Professionalism.“)

In the The Good Society (which is now the journal of civic studies), Albert has posted an interview with one such democratic professional, Donnan Stoicovy, who is the principal of Park Forest Elementary School in Pennsylvania. For my friends who are interested in civic education and school reform more than political theory, this interview offers a nice overview of a school-wide intervention. It is not unique or unprecedented, but it is thoughtful and impressive. In essence, the principal asked her whole student body to participate in the writing of a school constitution as a way of meeting the state’s mandate to produce a “school-wide positive behavior plan.”

In other schools, administrators hold assemblies and hand out rewards to well-behaved individuals. At Park Forest, the assemblies were deliberative events aimed at setting rules and norms. As I have observed in other cases as well, the kids came up with more demanding rules than their teachers would have proposed.

This case exemplifies professionalism in several respects. One that I would highlight is the need to navigate tricky tradeoffs. The kids’ rules included “No Put Downs” but also “Speak what we believe and not be judged for it.” Sometimes what we believe comes across as a put down of someone else, especially when the individuals in question are ten years old. Skillfully navigating those tensions is complex work.

The interview ends with some discussion of expanding the scale of such examples. Stoicovy cites limited time as one obstacle; “and I think the other [need] is opportunity to collaborate with other people across the country—similar people who are thinking about this.”

Dzur asks whether universities could help. Stoicovy replies:

I would want everybody to know about democratic schools. I would want universities to be teaching more about democratic schools, in general. I would like more of the work at universities to be helping open students’ minds to thinking about having a responsive classroom, eliciting student voice and engaging students in their school. Not just “here’s what discipline is.” And oftentimes they don’t even teach that until they end up in school and it is modeled for them by whoever their mentor is. Universities need to go back to essential questions like “What is the purpose of public education?”

Universities could also model a more democratic approach. Some of them are getting better at having more engagement work, but without modeling it is hard to open peoples’ minds.

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reflections on AmericaSpeaks on its last day

I was proud to serve on the board of AmericaSpeaks from June 2006 until today, when the organization had to close its doors–despite valiant efforts. In essence, the people and organizations that really care about nonpartisan, open-ended citizen deliberation don’t have a lot of money to pay for it, and that is a problem that affects more than AmericaSpeaks.

For those who don’t know the organization, AmericaSpeaks invented the 21st Century Town Meeting, a very large, representative gathering of citizens who discuss a public issue at separate tables within a large room while communicating and making collective choices electronically. AmericaSpeaks organized and ran more than 100 of these Town Meetings, in all 50 states. The formats varied. For instance, the 21st Century Town Meetings that strongly informed the rebuilding plan for New Orleans after Katrina were held concurrently in three cities and online, to accommodate people forced to leave the city.

The purpose of the organization was never simply intellectual–to learn about public deliberation. AmericaSpeaks aimed to change America by providing deliberative events frequently and widely. Considering that it was highly active for 19 years, it must be accounted a success, even on those terms. Yet the ultimate failure of the business model raises serious questions about elites’ support for civic engagement in America.

In addition to facing financial obstacles, AmericaSpeaks frequently encountered ideological skepticism. For instance, its national deliberations on “Our Budget/Our Economy” were attacked from the left for identifying the budget deficit as a central problem. But the deliberating citizens chose budget options far to the left of what Congress has seriously entertained. In any case, I was struck that ideological writers on the left missed any merit in the deliberative process itself. They didn’t recognize public discussion as a strategy for strengthening our democracy. Instead, their only question was whether the problem had been framed as they would frame it.

Nevertheless, despite opposition and indifference in some quarters, AmericaSpeaks ran a series of experiments from which much has been learned. Other deliberative processes–e.g., Study Circles and National Issues Forums–may sometimes do more to build local civil society, although AmericaSpeaks’ work in DC strengthened civic capacity there. And certain other processes can, like 21st Century Town Meetings, provide policymakers with excellent public input. (I am thinking of Deliberative Polls and Citizens’ Juries). But AmericaSpeaks was very unusual in its ability to turn public voices into political power. It was hard for policymakers in New Orleans after Katrina or in Manhattan after 9/11 to ignore the results of mass public deliberations. Thus these events were politically potent interventions, even though AmericaSpeaks was neutral about the outcomes.

Ghazala Mansuri and Vijayendra Rao of the World Bank write about “organic participation” (created by advocates) and “induced participation” (invited and supported by elites). In some ways, the 21st Century Town Meeting is a skillful blend of the two, with AmericaSpeaks playing an essential role in raising resources from various elites to put on events that allow citizens to influence the government.*

AmericaSpeaks leaves an inspiring legacy of examples and knowledge. But on its last day, I am worried that the demand for public deliberation is so weak.

See also:

*”Can Participation be Induced? Evidence from Developing Countries,” Critical Review of International Social and Political Philosophy 16, no. 2 (2013): 284–304

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Crime & Punishment: Imagining a Safer Future for All (IF Discussion Guide)

Crime & Punishment: Imagining a Safer Future for All  is the newest discussion guide published by the Interactivity Foundation (IF). This booklet describes five contrasting policy possibilities or frameworks for addressing concerns over the future of our criminal justice system. These concerns include both the racial inequity and the many costs of our policies of mass incarceration, the “War on Drugs”, and general get-tough-on-crime policies.

Crime & PunishmentThe five policy possibilities are:

  1. Get Smart[er] to Prevent and Better Deter More Crime
  2. Support Families, Strengthen Community, Reintegrate Society
  3. Less Prison and More and Better Treatment for Mental Illness and Substance Abuse
  4. Fix our Prison System
  5. Do the Right Thing

The Crime & Punishment discussion guide also includes introductory sections on:

  • Why we should talk about crime & punishment
  • “You be the judge”: a real life fact pattern to spur discussion
  • “Just the facts, Ma’am”: some recent data about our criminal justice system, and
  • Some Key discussion questions and considerations for evaluating all crime and punishment policies

Copies of the Crime & Punishment discussion guide for individual or small group use may be obtained, free of charge, from the Interactivity Foundation’s website by either (a) downloading a pdf (42 pages, 1.5 MB) or (b) submitting a request for printed copies (via a form also on IF’s website).

The Interactivity Foundation is a non-profit, non-partisan organization that works to enhance the process and expand the scope of our public discussions through facilitated small-group discussion of multiple and contrasting possibilities. The Foundation does not engage in political advocacy for itself, any other organization or group, or on behalf of any of the policy possibilities described in its discussion guidebooks. For more information, see the Foundation’s website at www.interactivityfoundation.org.

Resource Link: www.interactivityfoundation.org/new-discussion-guidebook-crime-punishment-now-available

Envisioning the Role of Facilitation in Public Deliberation

This 2013 article by Kara Dillard argues that academic research has neglected a critical factor in promoting successful citizen deliberation: the facilitator. In outlining a continuum of a facilitator’s level of involvement in deliberative dialogues, the author finds that facilitators are important to the forum process. More academic investigations into facilitator actions should reveal more of the logic that turns everyday political talk into rigorously deliberative forums emphasizing quality argument and good decision-making.

ABSTRACT
Academic research has neglected a critical factor in promoting successful citizen deliberation: the public forum facilitator. Facilitators create the discursive framework needed to make deliberation happen while setting the tone and tenor for how and what participants discuss. This essay brings facilitators more clearly into scholarly discussions about deliberative practice by offering an expanded and nuanced notion of facilitation in action. I modify David Ryfe’s continuum of involvement concept to outline three distinct types of facilitators: passive, moderate, and involved. Using this continuum, I investigate how various moves, types of talk, and discursive strategies used by each of these facilitators differ during six National Issues Forums style deliberations. Results demonstrate that most facilitators are not neutral, inactive participants in deliberative forums. Analysis indicates that the pedagogical choices made by facilitators about their involvement in forums affect deliberative talk and trajectories. Scholars evaluating deliberation should take into account facilitation and its different dimensions.

Citation:  Dillard, K.N. (2013). Envisioning the role of facilitation in public deliberation. Journal of Applied Communication Research, 41, 3, 217-235.

Resource Link: www.tandfonline.com/doi/abs/10.1080/00909882.2013.826813#.UrdW8mRDunE

a technique for measuring the quality of deliberation

(Ann Arbor, MI) I’ve proposed that we can map an individual’s thinking about moral and political issues as a set of beliefs and connections. For instance, if a person says that she favors abortion rights because she is committed to individual freedom, she is linking two nodes in a mental map. Because her overall epistemic framework is a network, it will have formal properties, such as density and centrality.

When two or more individuals interact on moral or political issues (talking and/or working together), their respective network maps will come into contact and change. The community formed by people who so interact can be viewed as a larger network of beliefs and connections that also has formal properties.

Certain network structures are better than others for deliberation and interaction. If you are a good deliberator, you enrich other people’s network maps and learn from theirs; you are not rigid. In the context of a liberal democracy, you must be able to “route around” your own faith commitments. You don’t have to drop them, but you must be able to make an argument that doesn’t depend on them. Likewise, your various ideas should be connected rather than isolated, so that you can give reasons for each of your beliefs.

We should be able to observe a moral network map evolve as one person interacts with others, and we should be able to rate individuals and conversations for moral excellence (by asking independent observers to assess them) and then see whether what we posit as the formal criteria of good moral networks are actually found in the best deliberators.

For example, Bloggingheads TV organized a discussion between columnists Bryce Covert (liberal) and Ramesh Ponnuru (conservative) on the topic of why women are paid less than men and what to do about it. I assert that this is a good discussion because I think it is, but also because in a study led by my colleague Felicia Sullivan, this video and several others were shown to representative samples of Americans. Most viewers liked this particular discussion, and they tended to move toward less ideologically consistent views after they watched it–evidence that it had complicated their opinions.

In the slide show below, I begin to diagram the discussion as two interlocked networks of ideas.

I didn’t finish mapping the discussion, but I got far enough to conclude that we should be looking for:

  • The number of nodes and connections. (A higher number implies a richer discussion.)
  • The density of connections. People should tie together more, rather than fewer, of their points.
  • The overlap in the two people’s networks (They need not agree but they should address each others’ views)
  • Change in their respective networks in response to the other’s.

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on snark and smarm

(on a plane heading to Ann Arbor, MI) Tom Scocca’s article “On Smarm” is getting a lot of attention, including responses by Malcom Gladwell in the New Yorker and Ryan Kearney in The New Republic.

Scocca argues that “snark” is not our problem. It is an appropriate reaction to “smarm,” which is the serious threat. His original piece is learned and insightful in the tradition of Harry Frankfurt on bullshit or Susan Sontag on camp. I recommend it and will not attempt to summarize it. I do miss two things, however. One is a set of true definitions (with necessary and sufficient conditions), as opposed to clusters of examples. What is snark? What is smarm? The other is evidence of trends over time. Everyone in this debate seems eager to posit that our moment is dominated by snark, smarm, or both. But one can easily think of examples from the distant past. (Juvenal was snarky; Augustus was smarmy.) On what basis do we think that either vice has increased of late?

I would propose that:

Snark (presumably a portmanteau of “snide” plus “remark”) means indirect critique. Instead of rebutting the facts or the logic of an argument, snark casts doubt on the sincerity or competence of the source. It is not a full-blown ad hominem argument but a suggestion that the target is untrustworthy. It is usually humorous, although humor doesn’t seem essential.

Smarm is the evocation of positive, sentimental emotions for the purpose of preempting criticism. For instance, bringing a person with Down’s syndrome onto the stage of the 2000 Republican National Convention was smarmy because it foreclosed criticism of the nominee. The particular form of smarm that concerns Scocca is the evocation of civility or niceness to preempt debate about the dominant person or established rules in a given situation.

Both snark and smarm violate a very high standard of deliberative reason, in which one should respond to any given policy, norm, or proposal by evaluating the evidence, norms, and logic behind it. A critical reaction should explicitly challenge elements of the argument, not the speaker. And the critic should be ready to propose and defend some alternative view.

Snark misses that standard because a snarky comment neither explicitly rebuts the target’s arguments nor offers an alternative position. Smarm misses the standard because it doesn’t offer an argument at all, just a sentiment.

But snark can provoke or advance a deliberative discussion. Typically, a snarky comment provokes a reaction, and that can take the form of an explicit defensive argument that then deserves a reasonable response. Thus snark can be an opening move or invitation to deliberation. Smarm, on the other hand, succeeds if it prevents a group from deliberating.

Further, snark is a tool of the marginal and dispossessed, the peanut gallery, whereas smarm (by my definition) is employed by the person in charge, whether that is the President of the United States or just a dad in the front seat of his SUV. I am therefore with Scocca that smarm is the more serious problem, and snark can be justified as a response to it. If smarm casts a feel-good spell that prevents critical thought, snark can break the spell.

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