Civics in Real Life: Government Power

The new Civics in Real Life is now available!  Who has the power to make decisions that impact us? How are our lives affected by the decisions of government at all levels? Let’s reflect on what government power actually is!

GP

Check out the new series here. 

As a reminder, our topics so far have addressed

Nongovernmental OrganizationsNGO

Propaganda and Symbolism

prop

The National Guard

NG

The CARES Act

CARES

Primary Sources

primary sources

Federalism in Action

federalism

The Preamble in Action

Preamble
Executive Orders
CRL EO

the Common Good,
CG1

and Public Health and the Social Contract.
PH1

Upcoming resources will include  Government Power, Non-Governmental Organizations, and Civil Disobedience, among others. We hope that you will find these useful. If you have any questions or comments, please feel free to contact us at anytime! And don’t forget, you can find the ‘Civics in Real Life’ resource on the Florida Joint Center for Citizenship website here. Be sure also to check out Civics360 for videos and readings that explore additional civics concepts and ideas within a more traditional framework!

A Civic Green New Deal

In a new paper from Tisch College entitled “The Civics of a Green New Deal,” Carmen Sirianni proposes civic strategies to address the climate crisis. A “civic” approach means engaging citizens and a wide range of organizations in planning, negotiation, and coordinated action.

Below is a preface that I wrote. The whole document is on the Tisch College site.

Command-and-control regulation and taxing-and-spending will not suffice [to address the climate crisis]. To see why, consider the example of public transportation. If more people made more use of trains, we would burn less carbon and could mitigate local effects of climate change by shifting commuting and development patterns to better locations. Public spending is necessary for this purpose, but it is insufficient. To help the climate, large numbers of people must actually use new public transportation options. If many residents oppose construction, they will block or delay public works projects in their own backyards. On the other hand, if people have a say in where and how the money is spent, their input will help to ensure that new transportation is genuinely popular and heavily used. People who are involved in the public effort are also more likely to adjust their purchases, business decisions, and volunteering to benefit the environment.

Addressing the climate crisis is all the reason we need to make a Green New Deal civic. Sirianni offers much advice, based on decades of experience and research, about how to incorporate public involvement in such large-scale efforts. For readers who are primarily concerned about the environment, his paper speaks for itself.

I will, however, add another reason to support a civic version of the Green New Deal. Like the environment, democracy faces deep challenges globally, arguably amounting to a second crisis. Freedom House has “recorded global declines in political rights and civil liberties for an alarming 13 consecutive years, from 2005 to 2018. The global average score has declined each year, and countries with net score declines have consistently outnumbered those with net improvements.”[1] Many powerful and influential countries are authoritarian (e.g., China) or have moved from democracy toward authoritarianism (e.g., Brazil and India). Public opinion data from many countries, including the United States, reveals disaffection with liberal and democratic values and growing support for authoritarianism.[2]

Two responses are widely considered and promoted. One is to reform the processes or systems of democracy in a given country: how elections are financed, how electoral districts are drawn, how rights are defined and enforced, how corruption is investigated and punished, and related topics. The other response is to support political movements, parties, and candidates who honor democratic principles while they also effectively address concrete problems that matter to large constituencies, such as recessions, inequality, violence—or, indeed, climate change.

Both responses are appropriate and worthy, although the details vary in each country (and each US state). But there is also another way to strengthen democracies. Citizens need opportunities to address crucial problems together. They need the skills, encouragement, and support to be part of improving their own communities. They must work together across demographic and partisan divides and with various kinds of institutions and professions. Such opportunities generate support for democratic political systems. In their absence, we can expect alienation and polarization that weaken democracy.

The original New Deal was designed to address an economic crisis. The unemployment rate reached 24.9% in 1933. That was the main—and perhaps a sufficient—rationale to launch massive public works programs, just as the climate crisis is the main reason for environmental programs today. But the original New Deal also helped to save democracy at a time when most of the world was governed by dictators or foreign empires. Americans gained a sense of agency, optimism, confidence, loyalty to democratic institutions, appreciation for differences, and public purpose by serving in or cooperating with New Deal programs like the Works Progress Administration (WPA). Many WPA projects explicitly extolled democracy in innovative and compelling ways that still resonate today.[3] The Civilian Conservation Corps (CCC) not only gave productive employment to the same demographic group that was a bulwark of fascism in Europe—unemployed young men without college educations—but also offered a nonpartisan curriculum in support of democracy.[4]

The New Deal did not adequately confront racial injustice. It largely preserved gender hierarchies. For these reasons and others, it left the project of building democracy badly incomplete. But it arguably did more to preserve and improve democratic institutions than any of the political reforms that occurred in the same era. The change was cultural and proved lasting. The New Deal shifted behaviors, values, and expectations—including expectations for racial justice, which bore fruit in the next generation.[5]

If the United States and other advanced economies attempt to address the climate crisis through substantial public spending (which is the heart of the Green New Deal), they must again take the opportunity to preserve and strengthen democracy. That means applying the detailed advice in Carmen Sirianni’s paper.


[1] Freedom House, Freedom in the World, https://freedomhouse.org/report/freedom-world/freedom-world-2019.

[2] Roberto Stefan Foa and Yascha Mounk, “The Signs of Deconsolidation,” Journal of Democracy, no. 1 (2017): 5-16.

[3] Jane De Hart Mathews, “Arts and the People: The New Deal Quest for a Cultural Democracy,” The Journal of American History (1975): 316-339.

[4] Melissa Bass, The Politics and Civics of National Service: Lessons from the Civilian Conservation Corps, VISTA, and AmeriCorps (Washington: Brookings Institution Press, 2013).

[5] Patricia Sullivan, Days of Hope: Race and Democracy in the New Deal Era (Chapel Hill: University of North Carolina Press, 2014).

Practical Academics shares: Online Meeting Best Practices

NCDD Member Michael Freedman of Practical Academics shared the following blog post with us. In the post, Michael shares best practices for your online meetings – a timely topic for this moment! We encourage you to check out the article below, or over at the Practical Academics site here.


Online Meeting Best Practices

The advantages of online meetings are to save travel time, convenience, and flexibility while retaining or augmenting the benefits of group interactivity. For interactivity, we need engagement; for engagement, we need encouragement and trust.  A one-way webinar is not a lot better than a video or a one-to-many lecture. Here are some points to consider in developing and running an interactive online meeting.

Development

Leverage time together for interactivity and sophisticated communications. Ask your participants to prepare in advance. Be clear on what this means: what they should come equipped with, and what should they be prepared to do.

Minimize large group time, maximize small group time. Large group time is for opening comments and announcements, setting the tone and agenda, for sharing results of small group efforts, wrap-up, and follow-up. Replace lectures and one-to-many instruction and guidance with pre-work sent in advance.

Group management. Small group models suggest optimum group sizes are 5-9.  If this is a short ad hoc session, try less, perhaps 3-5. Use break-out sessions or hold multiple meetings if that’s what it takes.

Present structured activities and conversations with targeted outcomes; and be flexible if those outcomes evolve as this is the point of having people work things over: to develop the thinking.

Provide timeframes for working sessions with the Goldilocks model: not too short and not too long. Provide enough time for all to participate, along with a deadline to drive action. Most of the small group working sessions will have specific tasks that can be addressed in five – twenty minutes.  If the working session agenda is long, use multiple working sessions.

Have an end game.  What are you seeking to accomplish, and what will you do with the results?

If you have unstructured conversations, then make that distinction and ask folks to come with some thoughts on the topic to be discussed.

Have two leaders: One focuses on content delivery (short and succinct) and the other on the chat and looking at participants to get an idea of their engagement. This person then “presents” next. One can play the role of synthesizing with help from the group.

Consider a group participation agreement, formal or informal, depending on the group.

Include an opening round-robin so that everyone has a chance to say something – this will “break the ice,’ and set the tone for full participation.  Make sure opening is on topic and relevant, not a timewaster.

Plan carefully to avoid time-zone and cultural snafus.

Use easy-to-use technology and make sure you know how to use it. Offer to train participants in advance.

Operations

Be consistent with your start time protocol and start on time. Consider an “unofficial” start time where folks can get set up and say hello.  But start on time.

As the leader, show up early and kick off the conversations. Get people comfortable and participating. Try the “one-word” exercise: share a word that reflects how you are and what’s going on.

Keep a roster of participants and take notes on crucial contributions, factoids, and follow-ups.

Put on a show – prepare a solid opening, make it positive and constructive, if not joyful. Make time for people to add their ideas and modify the agenda.

Don’t overuse technology. Tools should serve their purpose without getting in the way.  A show of hands might be better than an online poll.

Seek buy-in where possible. Buy-in engenders commitment and commitment fosters participation.

Allow some personal clearing and ideation; these are trust-building and tone-setting activities.

The downside of virtual conferencing is the limited ability to read non-verbal cues. Encourage all to use video so that expressions are readable, and to counteract the narrow “bandwidth,” slightly exaggerate your expressions and tone.

Wrap up

Follow-up. Distribute the results of the meeting with any action items and clear responsibilities as soon as possible following the end of the session.

Keep the momentum going.

Thanks to the members of the Right Company for their contributions.

Another Set of Video Civics Lessons from Palm Beach!

Well, friends in civics, it is a new week, and this new week brings us more good online video resources from Palm Beach Schools. This week’s lessons cover Articles I, II, and III and Federalism! Let’s take a look. As always you will find a link back to the original Civics360 resource as well. Thanks again to Lori Dool!

Articles I, II, and III

Civics360

Federalism

Civics360

Be sure to check out earlier videos in this resource collection! I’ve compiled them below.

Week 1 (Forms of Government, Systems of Government, International Organizations, International Conflicts)
Week 2 (Enlightenment Ideas, Impact of Historical Documents, Pursuit of Independence, Articles of Confederation)
Week 3 (The Preamble, Constitutional Limits, Federalists and Anti-Federalists, Rule of Law, Sources and Types of Law)
Week 4 (Citizenship, Citizen Responsibilities and Obligations, Bill of Rights and Other Amendments, Constitutional Safeguards and Limitations, Constitutional Rights)
Week 5 (Impact of the 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Significant Supreme Court Cases, Political Parties, and Evaluating Candidates)
Week 6 (Influencing the Government; Bias, Symbolism, and Propaganda; Public Policy Problem-solving; and Multiple Perspectives.

 

ideologies and complex systems

A recent paper entitled “A Complex Systems Approach to the Study of Ideology”* presents a theory much like the one I have begun to develop in a series of posts on this blog and other work.

The authors write,

If we construe ideologies as complex systems, we have (at least) two levels of systems embedded in each other. At the individual level, the elements are ideas, beliefs, and values, whose interactions give rise to a person’s understanding of society, which in turn guides individual political behavior. At the group level, the elements are individual minds whose interactions give rise to discourses and power dynamics, which in turn guide collective action and societal change. We thus conceive of an ideological system as a network of minds, where minds are networks of concepts.

Fig 1 illustrates their model. Compare a diagram of the ideas held by my undergraduate class some years ago (with each student’s ideas in a different color):

The authors of “A Complex Systems Approach” also diagram the ideology of the Tea Party Movement, using the qualitative analysis in a well-known article by Vanessa Williamson, Theda Skocpol, and John Coggin as their material.

Their diagram of the Tea Party is not heavily documented, but it demonstrates a payoff of their method. A paradox about the Tea Party is that they were powerful opponents of Obamacare yet passionate defenders of Medicare. The authors of “A Complex Systems Approach” explain this pattern by arguing that “representations of social programs are connected on one hand with representations of the self as a hard worker contributing to society and, hence, deserving of the government check …, but on other hand with the highly negative representations of government, spending, and taxation common to conservative ideologies.”

Each idea and link in the Tea Party ideology is consistent enough in its own way, and the overall system generates a combination of policy positions that only seem inconsistent if you try to place the whole ideology on one linear spectrum from pro- to anti-welfare. As a network of ideas, the ideology is as well structured as many others are. This is not an endorsement, since some of the specific nodes in the Tea Party’s network are objectionable by my lights. But a complex systems model offers a more refined analysis.

The word “complex” is used loosely and in various ways, but the authors of “A Complex Systems Approach” mean systems that exhibit “emergence, nonlinearity (disproportionality of cause and effect), path dependency, and multiple equilibria.” In the Tea Party ideology, for example, resentment of groups perceived as undeserving (which, in turn, is a racialized perception) has a powerful effect because of its location in the whole network. The Tea Party can land in several places (libertarian or #MAGA) that reflect multiple equilibria.

I find it intuitive that our ideas are structured and that the structures matter apart from the lists of individual ideas we hold. I acknowledge that we are not necessarily conscious of the whole structures of our own thought. Self-consciousness requires critical introspection and/or interaction with other people, and it is always partial.

However, I do believe we are conscious of portions of the network at any given time–not just the individual ideas, but the connections among them. Much of our discourse is about mini-structures of ideas, e.g., “I think this because of that.” Methods that reveal structures of ideas and links are alternatives to the family of methodologies that use latent variables to “explain” lists of specific beliefs, as in Moral Foundations Theory. I believe that such methods assume rather than demonstrate that human beings are driven by a few unconscious psychological traits. Although such explanations offer some insight, they should be combined with methods that allow us to see how people and groups build more complex structures. This is why I am excited to see this new paper and the work that underlies it.

* Homer-Dixon, Thomas, Jonathan Leader Maynard, Matto Mildenberger, Manjana Milkoreit, Steven J. Mock, Stephen Quilley, Tobias Schröder, & Paul Thagard. “A Complex Systems Approach to the Study of Ideology: Cognitive-Affective Structures and the Dynamics of Belief Systems.” Journal of Social and Political Psychology [Online], 1.1 (2013): 337-363. Web. 4 May. 2020. I had been previously influenced by Thagard’s work although I have not made the detailed study of it that it deserves.

See also: judgment in a world of power and institutions: outline of a view; from I to we: an outline of a theory; an alternative to Moral Foundations Theory; etc. `

Recording Available for Cultivating Community Capacity!

On April 24th, NCDD hosted a special event from NCDD sponsoring member Susan Stuart Clark of Common Knowledge, titled Cultivating Community Capacity with Four “Deep Wisdom” Practices. The event, attended by more than 60 participants, was the start of a series of activities and collection of resources at sense-us.org, a new pro bono project for Common Knowledge and allies in the arts, healing and community transformation.

Susan shared with us the four practices identified by cross-cultural pioneer Angeles Arrien, which we can use to help deepen our individual and collective capacity for discovering the deeper wisdom in and between us.  Susan outlines the interpretation of these four practices and their importance to us and our work designing and facilitate community engagement during and after this pandemic in this wonderful piece

Drawn from ancient and indigenous wisdom, these practices invite us to bring our whole selves – heart, body and mind –  to our work as cultivators of community, dialogue stewards and/or peace builders. During this time of physical isolation, let’s embrace the ways we can bring closeness to one another through sharing our truest selves with each other. Let’s see how we can expand our capacity to understand the patterns and structures that brought us to this current moment and choose more inclusive and collaborative ways to co-create our future.

The event was purposefully held on Arbor Day to acknowledge how trees can teach us a lot about nurturing individual and collective resilience.  After an overview of the four practices, break out groups compared their experiences and what is inspiring their work. Participants had the opportunity to connect more deeply with one another, sharing how the practices resonate for them, as well as how they relate to their work in and with communities.The full group reflection served as a wonderful stepping off point for future discussions.

Julie Gieseke created a wonderful visual map during the event which can be viewed below. The full session can be watched at this link, and the chat transcript can be found here. If you’d like to contribute resources and participate in future discussions, visit www.sense-us.org.

 

[VIDEO]: You Should Study the ‘Philosophy of Education’ (EPE525/640) in Fall 2020

Snag a seat!

Graduate students and advanced undergraduates at the University of Kentucky, watch this VIDEO (4m29s) about why you should take my EPE 525 / 640 course in the fall of 2020 on the Philosophy of Education. The EPE 525 course is the undergraduate version of the EPE 640 class, which is for graduate students, and both meet at the same time and in the same room.

If you can’t see this video in your RSS reader or email, then click here.

Why study the Philosophy of Education?

Photo with students at the University of Mississippi.a) Educators and leaders are expected to have a meaningful grasp of their own philosophies of education;

b) All research is rooted in frameworks of ideas that support and contextualize our work and thought, and that can clarify and help us to focus or be conflicted and confuse us if not carefully considered;

c) Everyone working in educational administration contributes to a system that functions with respect to or in conflict with underlying philosophical ideas. That calls for appreciating and always keeping in mind what we ought to be doing in education.

What you’ll get out of it / create:

Eric Thomas Weber, author of "Uniting Mississippi: Democracy and Leadership in the South" speaks at Sturgis Hall October 19, 2015. Photo Credit: Jacob Slaton

Photo Credit: Jacob Slaton

1) A short “teaching statement,” “Statement on Educational Philosophy,” or related document commonly requested in academic job applications, as well as for administrative positions that often involve teaching courses or otherwise supporting them;

2) A book review for possible publication (optional route for students’ presentation);

3) A conference-length paper ready for submission to professional calls for papers;

4) A full-length research paper suitable for submission to journals and that could support your other projects;

John Dewey, standing.

John Dewey, concerned that you’re not yet signed up for the course.

5) An op-ed-length version of the research paper for possible submission to newspapers or educational periodicals (optional);

6) Credits that can contribute to the Graduate Certificate in College Teaching and Learning.

When & Where?

It’ll be on Mondays from 4-6:30pm in Dickey Hall rm 127. It is possible that we may start the semester with online meetings via Zoom, but details on such arrangements are yet to be determined. Decisions will follow the University of Kentucky’s guidelines for the sake of safety in the midst or wake of the COVID-19 pandemic.

 

Former Students’ Success

Maria Richie, Andrew Nelson, and Dr. Eric Thomas Weber at the 2019 Midwest Educational Research Association conference in Cincinnatti, Ohio.In Fall 2019, 3 of 6 grad students in my EPE 640 class submitted their papers to conferences and had them accepted for presentation. They included: Joseph Barry and Josh Smith presented their papers at the 2020 Southeastern Philosophy of Education Society conference at the University of Georgia in February 2020. Also, Samer Jan had his paper accepted for presentation at the 2020 conference of the Society for Philosophy in the Contemporary World. Josh Smith also will be publishing his book review of Teaching In the Now by Jeff Frank in Columbia University’s Teachers College Record. The photo on right features Weber with two students from his Spring 2019 Ethics and Educational Decision Making course, Andrew Nelson and Maria Richie, whose papers from that class were accepted for presentation at the 2019 Midwest Educational Research Association conference

 

Questions? Email me at eric.t.weber@uky.edu. You can also connect with me on Facebook, Twitter, LinkedIn, & Academia.edu.

The post [VIDEO]: You Should Study the ‘Philosophy of Education’ (EPE525/640) in Fall 2020 first appeared on Eric Thomas Weber.

Join Webinar on Optimizing Online Engagement for Planning

NCDD member organization MetroQuest is hosting another of their great webinars on optimizing online engagement for planning. This webinar is free and happening next Wednesday, May 6th at 11 am Pacific, 2 pm Eastern. You can read more in the post below and find the original on MetroQuest’s site here.


MetroQuest webinar – “Optimizing Online Engagement for Planning with MetroQuest”

Wednesday, May 6th
11 am Pacific | 12 pm Mountain | 1 pm Central | 2 pm Eastern (1 hour)
Educational Credit Available (APA AICP CM)
Complimentary (FREE)

After reviewing hundreds of case studies, it turns out that there’s a formula for success with online public engagement to support planning.

Online tools are a critical part of the planner’s public engagement toolbox, especially as we look for safe, effective methods to engage during the COVID-19 pandemic. Digital town halls? Online surveys? Social media? Online forums? Find out which options result in positive, actionable community input for your urban and transportation plans.

It’s time to learn from the best performing case studies. In this webinar, you’ll learn how hundreds of agencies have engaged 1000s of participants, collecting 30,000 to 200,000 data points by combining well-designed surveys with targeted social media.

Discover the critical success factors to help you replicate the exceptional results that agencies and firms have been able to achieve – unprecedented levels of participation, broader demographic reach, informed public input, and actionable results to support data-driven plans.

This deep-dive session is the fastest way to get up-to-date on MetroQuest and a wide range of other tools and best practices for optimizing public engagement for planning.

Online public engagement can help teams move forward safely and effectively. In this webinar, we’ll explore how to:

  • Identify the right tools to achieve the best engagement results for planning
  • Deliver outstanding public engagement experiences using online tools
  • Embed microlearning to ensure that public input is informed
  • Achieve your top public engagement goals
  • Collect thousands of data points to support local plan

REGISTER: https://metroquest.com/webinars/optimizing-online-engagement-planning-metroquest

this year, last year

One year ago, I posted this:

Most trees have leafed out for two or three days.
Each leaf unfolding in place to fill its space, green;
But the trees that flowered are wilting now,
Bold blooms shrinking to leave more space between,
Dwindling to stipples along each bough.
Superimposed: a lacy screen, damascened,
Patches on a slate background--the dripping sky--
Grey except at some hidden place where a break
Must let the sun flood up to certain high
Shingles, a wire, a spire that's a streak
Of brilliant white. All silent, a still sheen,
Sheer, stretched thin to fade or end in a blaze.

It was a different time. Also a different place: I wrote it in our usual home in Cambridge, MA, but we have been sheltering for weeks in West Tisbury on Martha’s Vineyard.

I will say one thing for the poem: it is precisely described. “Wire” and “spire” are convenient rhymes, and they probably look forced, but I actually watched the slender white spire of Memorial Church and a telephone wire, both lit from below by a band of setting sun breaking through low clouds.

(Other poems on this site.)

Civics in Real Life: Non-Governmental Organizations

The new Civics in Real Life is now available!  COVID-19 has been an international crisis, and in this crisis, non-governmental organizations have had to step up and support efforts across a variety of areas and nations. How do NGOs support the common good?
NGO

Check out the new series here. 

As a reminder, our topics so far have addressed

Propaganda and Symbolism

prop

 

The National Guard

NG

The CARES Act

CARES

Primary Sources

primary sources

Federalism in Action

federalism

The Preamble in Action

Preamble
Executive Orders
CRL EO

the Common Good,
CG1

and Public Health and the Social Contract.
PH1

Upcoming resources will include  Government Power, Non-Governmental Organizations, and Civil Disobedience, among others. We hope that you will find these useful. If you have any questions or comments, please feel free to contact us at anytime! And don’t forget, you can find the ‘Civics in Real Life’ resource on the Florida Joint Center for Citizenship website here. Be sure also to check out Civics360 for videos and readings that explore additional civics concepts and ideas within a more traditional framework!