explaining Ostrom

Elinor Ostrom (1933-2012) was a political scientist at Indiana University and a leader of the intellectual movement informally known as the Bloomington School. She won the Nobel Prize in Economics in 2009 and was a MacArthur “genius” Fellow and president of the American Political Science Association. For me, she was a major inspiration, and I find that I have mentioned or discussed her in 142 blog posts over the years. I also summarize her work in chapter 3 of What Should We Do? A Theory of Civic Life (2022).

I have now recorded two videos to introduce all of her major ideas, as I see them. I discuss her basic principles in Part I (17 minutes) and how to apply her ideas in Part II (11 minutes). These are free for anyone to use and are embedded in this public website about what we should learn to be effective citizens.

the history of the phrase “the West”

Nowadays, the word “West” has political and racialized meanings. It can, for example, refer to the wealthy (and predominantly white) countries that are confronting Russia over Ukraine. It is used to condemn or to praise–sometimes with the same target. For instance, Paolo Freire is variously described as a critic of Western pedagogy, as an anti-colonial thinker who had been appropriated and mischaracterized by Western scholars, and as someone who would impose Western pedagogical ideas (such as child-centered learning) on the Global South. I think the term itself is meaningless, although imperialism names an evil.

The distinction between Christianity and other religions is old but was not associated with a compass direction until the Renaissance. After all, Jesus lived in the eastern Mediterranean; a great medieval Muslim nation had an Atlantic coastline. By the time that white racism developed (but not before then), most of the world’s Christians were white and most whites were Christian. Europe was by then the Christian heartland. There were people of color and non-Christians to the south, west, and east, but Europeans came to dominate and heavily settle the New World. This is presumably the seed of the idea that “The West” is a distinctive part of the globe, lying roughly between Vienna and San Francisco.

In medieval English, the word “west” referred to a direction. The medieval and Renaissance examples in the Oxford English Dictionary that imply a portion of the globe are concerned with the distinctions between the Eastern and Western Roman Empires (as political units) or with Catholic versus Orthodox Christianity. The first fairly clear reference to “The West” as white-dominant is in Tennyson: “He never yet had set his daughter forth / Here in the woman-markets of the west, / Where our Caucasians let themselves be sold” (Aylmer’s Field, 1864). Even in this case, it’s not obvious to me that “the west” means a part of the earth as opposed to a region of England (that “land of hops and poppy-mingled corn”). According to the OED, it’s not until Kipling (1892) that East and West are clearly distinguished on cultural or racial grounds.

Likewise, the phrase “Western world” is first attested in the 16th century, but it generally refers to the Americas in contrast to Europe, e.g., in 1787: “Sir Walter Raleigh, so remarkable for his penetration in foreseeing the consequences of the Western World to Europe.” The OED’s first use of the phrase to refer to Europe and regions heavily settled by Europeans comes in 1894 (from The Princeton College Bulletin): “There has grown up by a process of evolution a type of culture in the Western world which we call classical education.”

“Westerner” meant someone from the West of England–or from the western region of another country, such as the United States–until ca. 1857, when W. C. Milne wrote, “There is no fear … of any Westerner starving at Shanghai.”

As I’ve explored before, the word “culture” becomes a count noun around the same time. Previously, culture had been a virtue or quality of any individual who was cultured. By 1900, one could describe “a culture” as having characteristics that distinguished it from others. Then it became possible to use the phrase “European culture” and to associate it with “the West.”

This happened just as European imperialism reached its apogee, and the power of white Christians seemed unchallengeable. But then Europe descended into the madness of World War I and experienced revolutions. It became common to bemoan–or to celebrate–the “decline of the West.”

As a few examples of that discussion: Spengler claimed that democracy and money were corrupting what he called “the West.” Ludwig von Mises thought that markets were definitive of the West but endangered by socialism. (“The idea of liberty is and has always been peculiar to the West. What separates East and West is first of all the fact that the peoples of the East never conceived the idea of liberty.”) Gandhi may not have said, when he was asked what he thought of Western civilization, that “it would be a very good idea” (or if he did say it, he may have been joking). But he wrote in Hind Swaraj that “one effort is required, and that is to drive out Western civilization.”

Nearly a century later, it would be helpful if we stopped using the phrase “the West” at all.

See also don’t name things Western but call out imperialism;  to whom do the ancient Greeks belong?Jesus was a person of coloravoiding the labels of East and Westwhen East and West were oneon modernity and the distinction between East and Westtwo cheers for the West; a mistaken view of culture; individuals in cultures: the concept of an idiodictuon etc..

Looking for high school government teachers in Florida for a really cool opportunity!

Hey friends! We want to share with you this excellent opportunity for a couple of high school government teachers here in Florida. It culiminates with an engagement with a member of Congress for your students!

This collaboration with the fine folks at UC Riverside includes a $1000.00 stipend, free PD, and a certificate for that PD that you can use towards renewal.

This is a really cool opportunity for teachers and their students. The timeline is tight but doable.

You can download the flier below. Questions or want more info? Shoot us an email!

September Holidays and Observances for Social Studies

Good morning, friends! Today we bring you a resource for September that you might find useful. This PDF, with embedded links, shares important holidays and observances that take place throughout the month of September. It includes links to lots of resources that you might find useful! You can download it below.

Konda Mason on Land, Race, Money, and Spirit

For African-American farmers -- afflicted by the legacy of slavery, racism, and land theft -- the struggle for emancipation has not been easy. I was therefore excited to learn about Jubilee Justice, a fledgling project that is trying to reclaim farmland for BIPOC farmers and secure their economic livelihoods. Besides embracing cooperatives and community land trusts, Jubilee Justice is dedicated to an open-source, climate-friendly type of rice farming and to courageous "transformational learning journeys" for racial healing.

You can learn more about these experiments in commoning in my interview with Konda Mason on the latest episode of my podcast Frontiers of Commoning (Episode #30).  

Konda Mason, cofounder & president of Jubilee Justice

Mason, cofounder and president of the Louisiana-based Jubilee Justice, is a long-time activist, social entrepreneur, and mindfulness teacher. Raised on social justice values by a farm family east of Los Angeles, she later cofounded the annual COCAP (Community Capital) conference in Oakland, which brings together progressive finance people to showcase new models of restorative economics and finance.

With Jubilee Justice, Mason decided that it is essential to confront issues of race and class as they manifest in land ownership, economics, culture, and our spiritual lives.

One way that the project does this is by helping reclaim land stolen from African Americans over the decades. There is a long and ugly history in American life of whites using various subterfuges – the legal power of eminent domain, discriminatory US Department of Agriculture lending, legal trickery, and more – to cheat African Americans out of their land.

As a 2019 New Yorker account of this history put it, "Between 1910 and 1997, African Americans lost about 90% of their farmland," resulting in a loss of hundreds of billions of dollars. (See also these pieces on the theft of Black land in The Atlantic and The Nation.) Land theft has had predictable consequences on the ability of Black households to accrue wealth over generations, aggravating White/Black economic inequality that persists today.

Jubilee Justice is a modest attempt to redress this history by helping farmers acquire land and develop economically stable agricultural practices. One key tool in this regard is to decommodify and secure land by putting it in community land trusts, which protects it against market speculation and future sale. 

"When you create a land trust and take the land out of private ownership and into a commons," said Mason, "the land becomes open to groups of people who can work the land and build on it. The land is not subject to the ups and downs of finance, nor can it be liquidated in the future. This approach defies our whole economic system, which allows certain people to get super-rich and others to have nothing."  (For more on the potential of community land trusts for African-Americans, see a proposal for a "Black Commons," by Susan Witt, Executive Director of the Schumacher Center for a New Economics.)

Through Jubilee Justice, African-American farmers are also using agricultural coops to build vertical supply chains as a way to protect themselves from market exploitation by big corporate players. Instead, farmer coops can have greater control over selling produce to markets and mutualize their collective gains.

Jubilee Justice has even larger ambitions, however. It has entered into a working alliance with a transnational network of farmers to develop a more climate-friendly form of rice farming. Known as the System of Rice Intensification, SRI is an open-source, community-driven style of rice farming whose techniques have been developed by farmers themselves, in India, Madagascar, Indonesia, and many other countries. SRI farming – coordinated and supported by Cornell University's agricultural college – does not depend on the Green Revolution practices using lots of water and fertilizer – and thus pollution and climate-destroying methane gases. It is a more of a localist strategy, with transnational collaboration, that improves rice yields and bolsters community food security while reducing methane emissions.

Even more impressive, Jubilee Justice is pioneering an experiment in racial reconciliation and healing. Its chief vehicles are "Jubilee Journey" encounter sessions that bring together wealthy white Americans and BIPOC wisdom-keepers. The point is to have honest, emotional reckonings with the realities of American racial history and capitalism that mainstream narratives downplay or ignore.  

"We brought together all sorts incredible minds here in Louisiana, on a former plantation, with all of its trappings, where we meet in the Big House and have conversations about land, race, money, and our spiritual dimension," said Mason. The sessions often have had life-changing impacts for  participants, helping them to understand the past and racial realities in new ways.

After five years, Jubilee Justice is still in its infancy, but it has already developed many productive, hopeful paths for moving forward. You can listen to my interview with Konda Mason here.

I'm happy to announce that this latest podcast episode includes a transcription of my interview with Konda Mason. Forthcoming episodes -- and some previously released ones -- will also include transcriptions. My deep thanks to Gane Ryan Duenas, a regular listener and commons enthusiast, for making this possible.

Konda Mason on Land, Race, Money, and Spirit

For African-American farmers -- afflicted by the legacy of slavery, racism, and land theft -- the struggle for emancipation has not been easy. I was therefore excited to learn about Jubilee Justice, a fledgling project that is trying to reclaim farmland for BIPOC farmers and secure their economic livelihoods. Besides embracing cooperatives and community land trusts, Jubilee Justice is dedicated to an open-source, climate-friendly type of rice farming and to courageous "transformational learning journeys" for racial healing.

You can learn more about these experiments in commoning in my interview with Konda Mason on the latest episode of my podcast Frontiers of Commoning (Episode #30).  

Konda Mason, cofounder & president of Jubilee Justice

Mason, cofounder and president of the Louisiana-based Jubilee Justice, is a long-time activist, social entrepreneur, and mindfulness teacher. Raised on social justice values by a farm family east of Los Angeles, she later cofounded the annual COCAP (Community Capital) conference in Oakland, which brings together progressive finance people to showcase new models of restorative economics and finance.

With Jubilee Justice, Mason decided that it is essential to confront issues of race and class as they manifest in land ownership, economics, culture, and our spiritual lives.

One way that the project does this is by helping reclaim land stolen from African Americans over the decades. There is a long and ugly history in American life of whites using various subterfuges – the legal power of eminent domain, discriminatory US Department of Agriculture lending, legal trickery, and more – to cheat African Americans out of their land.

As a 2019 New Yorker account of this history put it, "Between 1910 and 1997, African Americans lost about 90% of their farmland," resulting in a loss of hundreds of billions of dollars. (See also these pieces on the theft of Black land in The Atlantic and The Nation.) Land theft has had predictable consequences on the ability of Black households to accrue wealth over generations, aggravating White/Black economic inequality that persists today.

Jubilee Justice is a modest attempt to redress this history by helping farmers acquire land and develop economically stable agricultural practices. One key tool in this regard is to decommodify and secure land by putting it in community land trusts, which protects it against market speculation and future sale. 

"When you create a land trust and take the land out of private ownership and into a commons," said Mason, "the land becomes open to groups of people who can work the land and build on it. The land is not subject to the ups and downs of finance, nor can it be liquidated in the future. This approach defies our whole economic system, which allows certain people to get super-rich and others to have nothing."  (For more on the potential of community land trusts for African-Americans, see a proposal for a "Black Commons," by Susan Witt, Executive Director of the Schumacher Center for a New Economics.)

Through Jubilee Justice, African-American farmers are also using agricultural coops to build vertical supply chains as a way to protect themselves from market exploitation by big corporate players. Instead, farmer coops can have greater control over selling produce to markets and mutualize their collective gains.

Jubilee Justice has even larger ambitions, however. It has entered into a working alliance with a transnational network of farmers to develop a more climate-friendly form of rice farming. Known as the System of Rice Intensification, SRI is an open-source, community-driven style of rice farming whose techniques have been developed by farmers themselves, in India, Madagascar, Indonesia, and many other countries. SRI farming – coordinated and supported by Cornell University's agricultural college – does not depend on the Green Revolution practices using lots of water and fertilizer – and thus pollution and climate-destroying methane gases. It is a more of a localist strategy, with transnational collaboration, that improves rice yields and bolsters community food security while reducing methane emissions.

Even more impressive, Jubilee Justice is pioneering an experiment in racial reconciliation and healing. Its chief vehicles are "Jubilee Journey" encounter sessions that bring together wealthy white Americans and BIPOC wisdom-keepers. The point is to have honest, emotional reckonings with the realities of American racial history and capitalism that mainstream narratives downplay or ignore.  

"We brought together all sorts incredible minds here in Louisiana, on a former plantation, with all of its trappings, where we meet in the Big House and have conversations about land, race, money, and our spiritual dimension," said Mason. The sessions often have had life-changing impacts for  participants, helping them to understand the past and racial realities in new ways.

After five years, Jubilee Justice is still in its infancy, but it has already developed many productive, hopeful paths for moving forward. You can listen to my interview with Konda Mason here.

I'm happy to announce that this latest podcast episode includes a transcription of my interview with Konda Mason. Forthcoming episodes -- and some previously released ones -- will also include transcriptions. My deep thanks to Gane Ryan Duenas, a regular listener and commons enthusiast, for making this possible.

civic education in Russia

The Russian Education Ministry recently unveiled new curricular units for grades 1-11 under the label of “Talking About What is Important: Our Country is Russia.” I learned about the curriculum from this article in Meduza, but the magic of Google Translate allowed me to read the whole thing in English. It’s fascinating as a window into Russian pedagogy and state values, as well as a dim reflection of practices that some Americans would advocate–or even use already–for our children.

Perhaps the creepiest part comes in the Materials for Grades 5-7. Students compete in teams to answer quiz questions, such as “What is the tallest building in Europe?” (answer: Lakhta Center, St. Petersburg) and “What order do the colors appear in the Russian flag?”

At this point, the lesson plan says:

Teacher: While the results of the game are being summed up, I want to note that regardless of points scored, you are all great, because you know a lot about geography, history and culture of our country. …

We see manifestations of genuine patriotism even today, above all during the special military operation. Its launch on February 24 of this year was announced by the President of Russia V.V. Putin. In his speech, the President noted: “Circumstances require us to take decisive and immediate actions. The People’s Republic of Donbas turned to Russia with a request for help.” Among the goals of a special military operation are to protect the population of Donbas, subjected to bullying and harassment by the Kyiv regime, to disarm Ukraine, and to prevent the deployment of NATO military bases. The Russian armed forces, together with the forces of the DPR and LPR, are actively working to achieve these goals. Huge military and other assistance of the collective West to the Ukrainian authorities is prolonging the fighting and increases the number of victims of the operation.

Over the past months, we have learned the names of our heroes, Russian patriots. Here are some more facts. Captain Alexander Romanov during the battle discovered a group of Ukrainian nationalists and decided to push them into the minefield. As a result of the operation, the nationalists surrendered, Captain Romanov personally neutralized 26 men. Thanks to the successful operation, Russian troops occupied the salient without losses.

(The list of heroic feats continues.)

Another snippet, this one from grades 3-5, provides a portrait of a Russian classroom as the Ministry imagines it:

Teacher: Today let’s think together again about what it means to love your Motherland, and how to learn it. For this it is important to answer the question “What do we call the Motherland?”. It is both simple and very complex issue. Of course, the Motherland for us is our country Russia. And what else? I would like to hear your answers.

Sample answers of children: “The motherland is also the people who live in our country, and our family, and the place where we were born, and the culture”.

Teacher: Let’s listen to the lyrics of the song “Where the Motherland Begins” by Veniamin Basner to the words of Mikhail Matusovsky. …

I had the opportunity to work with Ukrainian teachers in Kyiv in 2017, so I knew their national curriculum at the time. It had patriotic elements, but also democratic, classically liberal, and cosmopolitan aspects, and it seemed to align with guidance from the Council of Europe. I did not see anything about democracy or individual rights in the new Russian materials, even as lip-service.

We must teach students about politics, government, history, and social issues–to equip them to participate on an equal footing. However, civic education is always dangerous, because the government is able to compel children to learn about itself. I realize that conservative critics believe that American public schools teach youth to support expansive state policies and bureaucracies that they oppose. For me, a greater risk is a curriculum that idolizes the nation and its existing system and policies–much like the Kremlin’s. These disagreements are inevitable and even healthy. The best we can do is to have an ongoing, critical, diverse, deliberative, and influential public debate about what students should learn, so that this crucial question is not settled by politicians alone.

Four perspectives on student debt forgiveness

  1. Radical: Debt is the linchpin of a predatory global political-economic system (Graeber 2011). Canceling a portion of one form of debt strikes a blow at this whole structure. It demonstrates that victories can be won—particularly because the president was reluctant to take this step and did so under pressure. The victory will encourage people to think of themselves as debtors with political power, which is a potent identity. If canceling debt weakens the existing economic system (for instance, by encouraging individuals to borrow in the hope of having their loans canceled), that is a feature, not a bug. Another blow will be struck when other groups demand the cancellation of their debts as a matter of fairness. (“Biden helped the college kids—what about those of us with medical bills?”) This policy will look successful in retrospect if it turns out to be merely the first of many cancellations.
  2. Social democratic: The measure of a policy is how much it helps the least advantaged. However, it is wise to design programs to benefit relatively large and empowered populations as well as the neediest, so that such policies are enacted and survive. For instance, European welfare states rely heavily on value-added taxes, which are regressive, and they provide cheap or free college for all (including those who could have afforded college by themselves). Such policies have proven durable. Similarly, in the USA, Medicare and Social Security have been sustained, while means-tested welfare programs have been cut because they have poor constituencies. Forgiving student debt has the same kind of structure. According to a Penn Wharton analysis, people between age 25 and 35 who are in the bottom income quintile will get 13.5% of the benefits of the forgiveness, while people in the top 40% of income will get about 24% of it. The Penn Wharton analysis does not consider race, but NCES reports that Black people with any college debt owe a median $1,810, which is almost three times as high as White people’s median debt ($630). Thus the Biden policy should have progressive effects with respect to race (while also benefiting many White people and omitting Black people who didn’t attend college). This doesn’t sound impressively equitable; boosting financial aid would be a better policy. However, the constituency for financial aid consists of current or prospective college students who demonstrate need, and that group is too politically weak. Besides, the White House decided that Biden could forgive debt by executive order, while Congress would have to pass other reforms; but Congress hardly ever passes a controversial bill.
  3. Interest-group pluralist (Lowi 1979): Biden was elected with a coalition that included a disproportionate number of younger people with college degrees, and he performed best in the $50,000-$100,000 income range. Biden voters have diverse interests, but college graduates (and their parents) are more concentrated, better led, and more culturally and economically potent than other Democratic interest groups. As part of the governing coalition, they successfully demanded a benefit. Biden complied. Interest-group pluralism predicts that they will next seek other benefits for themselves, without supporting a radical economic restructuring or any serious attention to other groups, such as older people with medical debt or farmworkers. If colleges and universities capture some of the benefits of the debt-cancellation (by raising tuition in the expectation of another cancellation later), so be it: their faculty and staff are core to the Democratic coalition. This is what interest-group pluralism predicts. As Lowi notes, it does not judge, because it considers judgment unscientific. Politics is nothing but the clash of interests. Last week, people with college debt won a round.
  4. Market-utilitarian: Markets produce wealth; governments may use taxes and regulations to encourage, discourage, or subsidize behaviors when necessary for the aggregate good. Forgiving debt after it has been incurred cannot incentivize education, but it can create moral hazard, which distorts markets. Colleges will grab most of the benefits. We know, for example, that when the stock market boosts college endowments, those institutions spend the money to increase their own selectivity and do not offer more financial aid (Bulman 2022). Debt-cancellation may be inflationary, yet the biggest problem facing the economy right now is inflation. For these reasons, the policy is foolish.

I must admit I don’t foresee radical results following from Biden’s debt cancellation (per #1). David Graeber endorsed forgiving student loans (p. 544), but he expected a global movement against debt to take centuries. On that time scale, I am confident that our current system will change. But between now and 2024 or 2050–I don’t think the conditions are in place.

I am not equipped to assess mainstream economists’ arguments against the new policy (#4), and I doubt that we will know—even in hindsight—whether debt forgiveness increased inflation or tuition prices or created moral hazard (for good or ill). For one thing, the policy is relatively modest compared to other recent interventions.

I think the difference between #2 or #3 is important. A lot depends on how people—a wide array of people—describe and interpret the new policy.

If many Americans decide that the Democrats now represent college kids (#3), that interpretation will reinforce a class inversion that is one of the most serious threats to democracy. When the center-left party that is willing to employ government as an instrument for social welfare looks elitist, the right wing will offer chauvinistic nationalism to pick up workers’ votes. Meanwhile, a center-left party that depends on the votes of more educated people will drift toward elitist policies.

I know that many people with college debt are not “elite” by any measure. Nevertheless, favoring college education looks elitist when about 55% of adults do not hold a BA, and 38% never enrolled in college, yet almost all of the nation’s leaders all hold college degrees.

On the other hand, if Americans conclude from this experiment that their government can help people, and therefore it should do something for those without any college experience (#2), that would be a positive step. Americans will be more likely to reach this conclusion if, indeed, the government next does something tangible for working-class people without college debt.

The Fall of Robespierre changed history because of how French people reinterpreted it about a year after he met the guillotine. So too, Biden’s debt cancellation will matter because of the story that American tell themselves about it in 2024 and later.

Sources: David Graeber, Debt: The first five thousand years (New York: Melville House, 2011); Theodore J. Lowi, The End of Liberalism: The Second Republic of the United States (Norton 1979); Bulman, George, The Effect of College and University Endowments on Financial Aid, Admissions, and Student Composition, NBER working paper 30404. See also: the social class inversion as a threat to democracy; a conversation with Farah Stockman about American Made: What Happens to People When Work Disappears; the weirdness of the higher ed marketplacethe new elite is like the old elite; etc..

Did you miss our recent Civics and Government Resource Webinar?

If you missed the webinar we did on August 24 concerning the resources we here at the Florida Joint Center for Citizenship at the Lou Frey Institute have available to start the year strong, it’s now posted online so click here!

This video and the resources mentioned in the webinar can found here.

If you have questions or would like to discuss professional development, reach out any time!

when states are blind

Although an account by former Russian paratrooper Pavel Filatyev and a Washington Post article today by Greg Miller and Catherine Belton should be read with caution, these sources paint a consistent picture.

Before the February invasion, the Kremlin believed that the government of Ukraine was compromised and the Ukrainian public would support a Russian occupation. Russian agents had strong reasons to disbelieve both assumptions; they had even conducted reliable polls in Ukraine that showed a high willingness to fight. But they had no incentives to tell their superiors the truth.

Putin also believed he was ordering something like 200,000 soldiers to invade and occupy a compliant Ukraine, but the real number may have been closer to 100,000. Commanders all down the line had incentives to lie about how many men had actually been recruited, had reported for duty, had remained on base, and had received basic training and essential equipment.

Meanwhile, the Ukrainian security services received US and British intelligence that Russia was preparing to invade and duly reported those assessments to President Zelensky. But they also knew about poor Russian preparation and thought that the invasion was probably a bluff. At the same time, many Ukrainian officials feared that Russia had fatally compromised own security services–mirroring the Kremlin’s assumptions. US intelligence also underestimated Ukraine’s potential in the case of war, which may have delayed US military aid.

Clearly, the errors were worse on the Russian side, and they may be continuing. A study by Jeffrey Sonnenfeld and colleagues claims that “business retreats and sanctions are catastrophically crippling the Russian economy,” contrary to what Russian government statistics currently suggest and what Russian leaders may sincerely believe. Likewise, Russian apologists for their own system who cite conservative values, like traditional gender roles and faith, seem blind to facts. Russia, Kazakhstan, and Belarus have three of the four highest divorce rates in the world. Eight percent of Russians attend church regularly, as compared to 48% of supposedly decadent Americans and 19% of Ukrainians.

Time will tell who is right about the Russian economy and other issues. The general point is that no government can automatically or easily know what is going on. A government may not even know how many soldiers are enlisted in its own national army, let alone how the economy is really performing or how the public would respond to new events.

A government can allocate resources to collect information. When William the Conqueror suddenly obtained absolute power over England, one of his first acts was to order a census of its land and people, the Domesday Book. However, state capacity is always limited (there was no new English census for two hundred years after William’s), and money does not straightforwardly buy truth. It can even create incentives to mislead. Miller and Belton report that the Kremlin now regards Viktor Medvedchuk as a traitor because he delivered nothing in return for huge payments from Russian intelligence.

The more authoritarian a government is, the more it can give itself the right to collect information. It can employ surveillance, coercion, and even torture. On the other hand, authoritarian governments tend to monopolize information, depriving themselves of independent checks on what they believe. They invite people to lie to obtain preferment or avoid punishment. And they often focus on collecting information that most directly affects their own survival (such as the names of potential opponents) rather than information that would help them govern effectively.

I suppose that an authoritarian government that is broadly popular, such as the Soviet Union at the height of WWII, may perform decently well because individuals are motivated to try to do what they say they are doing. For instance, military officers don’t merely claim that they have followed orders; they do their best to follow them. But when authoritarian governments have lukewarm support, they are highly vulnerable to misinformation.

To various degrees, democratic governments restrict their own ability to collect information. At the limit, a highly democratic government could not employ spies, because it would be fully transparent to its own citizens. (That would deprive it of some ability to collect information–for better or worse.) There are many other reasons for democratic systems to misunderstand reality, including groupthink and confirmation bias, an urge for popularity, short time-horizons, failures to invest in research, and sheer human error.

We should never assume the reliability of information provided by any institution. For instance, today’s Washington Post article is not Gospel truth; it is a piece of reporting that depends on sources who have interests and journalists who have frameworks. But it is equally foolish to reject all official information as biased. Often the best we can do is to examine the processes and incentives that have generated data. For instance, if the people inside a system are reasonably protected against political interference and reasonably likely to be rewarded for accuracy, the system is more credible. And if information that comes from several autonomous organizations converges, the odds improve that the results are valid–although cultural and ideological biases could still operate at that level.

Overall, authoritarian governments tend to be unreliable sources. Often they pay the price for their own errors.

See also conflict v mistake as a framework for politics; is society an artifact or an ecosystem? (and what that means for citizens); China teaches the value of political pluralism; etc.