civic education in the year of Trump: neutrality vs. civil courage

In the minds of many dedicated civic educators, two deep instincts are clashing as Donald Trump dominates the news media and the Republican presidential race.

One instinct is to try to be as neutral as possible about issues and candidates. It’s dangerous for an arm of the state, a public school, to take sides on political issues. Citizens are forced to pay for public education. Kids are especially impressionable and form a captive audience in the public school classroom. Teachers have great power since they can influence students’ educational progress and economic success. Arguably, the most ethical way for a public school teacher to treat students and their families is as bearers of authentic political views that should be respected in the classroom. Furthermore, students can learn a great deal by wrestling with genuine ideological diversity. Arguing from diverse perspectives is a challenging educational practice that teaches reasoning, interpretation, and perspective-taking. Finally, we suffer from a particular problem today: ideological polarization and a failure to interact productively across partisan lines. The social studies classroom–as Diana Hess and Paula McAvoy show–almost always harbors ideological diversity and can be a precious place to cultivate productive discussions.

The other instinct is to preserve the constitutional republic by teaching students to honor and protect its core principles when they are threatened from within or without. The ultimate test of civic education is the graduate’s readiness to resist assaults on human rights and the rule of law–if necessary, with her life. We must learn to be upstanders, not bystanders. In the Federal Republic of Germany, this outcome is called “civil courage.” A measure of successful civic education might arise if a new authoritarian ordered a particular minority group to wear the equivalent of the Nazis’ yellow star. In that case, every citizen who had learned Zivilcourage would put the star on. In the US, civil courage is a central goal of certain civic education programs, such as Facing History and Ourselves (whose roots were in Holocaust education), but it’s also consistent with provisions in many state standards documents.

This year, one of our major parties is likely to nominate a man who has been called, by leading figures in his own party, a threat to fundamental constitutional principles and human rights. Under such circumstances, the two agendas I’ve presented above come into conflict.

For instance, normally I’d recommend k-12 teachers to assign their students to debate the issues in the presidential campaign. I think they should often assign students to sides so that they don’t just argue from their own beliefs. But would you assign a student of Mexican heritage or a Muslim student to take the side of Donald Trump? If not, why would you assign any student to that role?

In 2012, according to a CIRCLE poll, 72% of high school government teachers required their students to watch a presidential debate. I endorse that idea. But when the debate was like last night’s fiasco, how should the assignment be presented and how should the experience be debriefed? More than one of the candidates behaved in ways that would be completely unacceptable in an 8th grade classroom. Should the teacher note that?

Andy Sabl wrote some years ago:

Professors worship at the altar of “maybe.” We prize the intellectual courage to say, “I’m not sure what’s right.” In the process, we slight what the Germans have learned — the hard way — to call civil courage: saying that you do know what’s right even when those around you are getting it backward. Training students in supple thought, do we undermine decent character?

I agree, especially during the year of Trump. But it’s not easy to decide precisely what counts as an assault on essential values rather than an expression of free speech in a rough-and-tumble competitive democracy. In Germany, the label “civil courage” gets used for people who stand up for immigrants–and also for people who criticize immigrants in the face of what they decry as political correctness.

Some criteria for deciding when to be neutral and when to stand up for principles won’t quite work. For instance, I wouldn’t distinguish an acceptable “mainstream” from radical alternatives that should be beyond consideration. Donald Trump’s opinions have broad and deep roots in American culture. As a factual matter, they are mainstream. Besides, our political debate is too narrow; radical voices can be salutary. Bernie Sanders is not actually very radical, but he’s arguably further from the empirical mainstream than Donald Trump is, and I think that (at worst) Sanders is improving the national debate. I would object if teachers presented Sanders as some kind of threat because he challenges the status quo.

Also, it’s not Trump alone who uses propaganda–however you define that–or who ignores constitutional limits, or who holds some lives cheap. I am a defender of the current administration, but this president routinely orders drone strikes that kill innocent civilians in foreign countries. So if teachers should drop their neutrality and demonstrate civil courage against Trump, why not also against the current, center-left administration?

In sum, I think this issue is genuinely hard. Valid principles conflict. It would be a mistake for public schools to abandon the quest for neutrality and enter the political fray against the presumptive nominee of the Republican Party. But they would also err if they taught students that it’s their responsibility to protect the republic and then presented a clear and present threat to the constitution as just another campaign. There are few sharp lines in politics, and good judgment usually requires deciding where on a continuum to make a stand. Teachers and schools should and will reach subtly different conclusions about the 2016 election, depending on their local communities’ norms and their students’ demographics and opinions, their personal commitments, and the way the campaign actually plays out. (Will the threat to constitutional rights become even more explicit, or much less so?) But I think everyone who has a role in educating the next generation of American citizens must at least think seriously about these tensions.

2016 Taylor Willingham Legacy Award Winner Announced

NCDD would like to join our organizational member the National Issues Forums Institute and the rest of the field in congratulating the winner of the 2016 Taylor L. Willingham Legacy Award – Edward W. “Chipps” Taylor III.

Here’s a bit of what NIFI wrote about the granting of the award:

The National Issues Forums Institute has announced that Edward W. “Chipps” Tayor III is the 2016 recipient of the Taylor L. Willingham Legacy Fund Award. This fund was created to support NIF logoindividuals who are becoming involved in the deliberative democracy movement for the first time and who have the passion, vision and commitment to create opportunities for deliberative dialogue in their organizations and communities….

Elder Chipps Taylor has been “pursuing liberty in the face of injustice” for the NAACP for more than 28 years, and he is not tired yet. It all started in Arizona, in 1987, when all the states except Arizona were celebrating Martin Luther King’s birthday. Governor Evan Mecham rescinded MLK Day as his first act in office, setting off boycotts of the state. That was when Elder Taylor got on the battlefield for the National Association for the Advancement of Colored People (NAACP). He was also a member of the MLK Committee, which protested for 13 years until it became a state holiday…

You can read more about the Willingham Award and Edward Taylor’s accomplishments in NIFI’s blog post about the award by visiting www.nifi.org/en/groups/winner-2016-taylor-l-willingham-legacy-award-edward-w-chipps-taylor-iii.

Bold Solutions to Housing Affordability



Can we afford to live here? What strategies should we pursue to make housing in our region affordable again?

All who care about New York and the life of great American cities ought to have a voice in the conversation on solutions to the housing affordability crisis.

This event on April 4, 2016, included a panel discussion with the following participants:


Moderator:
Brian Lehrer
Host, The Brian Lehrer Show, WNYC

Featuring:
Vicki Been
Commissioner, New York City Department of Housing Preservation and Development

Steven Pedigo
Director & Assistant Clinical Professor, NYU School of Professional Studies, Initiative for Creativity and Innovation in Cities

Patricia Swann
Senior Program Officer, Community Development & the Environment, The New York Community Trust



Share your housing affordability story on Twitter with #boldNYC


Bold Solutions to Housing Affordability is the theme of the Second Annual Wadsworth Fund Project. If you are unable to attend, please consider a tax-deductible contribution to the Deborah Wadsworth Fund.

why political science dismissed Trump and political theory predicted him

Political scientists and data-crunchers were almost unanimous in their authoritative predictions all summer and fall that Donald Trump was going nowhere. (Daniel Drezner has a nice summary.) Meanwhile, several political theorists and political philosophers were alarmed by Trump from the start (e.g, Jason Stanley, and others whom I follow on social media). It seems they were right, so score a point for political theory. But this case actually reveals interesting strengths and weaknesses of two ways of thinking about politics.

Empirical social science is based on data, which is by definition from the past (although sometimes including the very recent past, like this morning’s polls). To the extent that it is predictive, it derives patterns or trends from what has already happened. That is a very broad definition that can encompass research at any geographical or historical scale. It can describe research that is meant to be descriptive or predictive of the existing regime and power structure or research that looks for openings for radical change. So it’s unfair to stereotype political science. However, there is a dominant style of research on American politics that has the following features:

  • It focuses on the US case, presumably because empirical generalizations are difficult across national lines. Trump strikes me as highly similar to current European right-wing leaders. Mainstream political science could explore this resemblance, but it would be very hard to incorporate data from Europe into a predictive model of US elections.
  • It restricts itself to recent political history, because models of election outcomes that include data from distant times are irrelevant. But, as often acknowledged, a study of presidential elections since 1960 or since 1972 is based on a problematically small number of cases. Just as elections have changed fundamentally at turning points in American history, so they can change again.
  • It discounts the significance of rhetoric and narrative, because empirical studies of the impact of discourse usually find small results. For instance, one can usually predict the results of a presidential election based on economic conditions a few months earlier. Likewise, the presidential bully pulpit is found almost never to affect public opinion. Such research suggests that rhetoric and ideological positioning are unimportant. Yet a broader look at the differences among regimes (and among eras in our own history) make ideas and ideologues look central again.
  • It discounts the impact of Margaret Mead’s “small groups of thoughtful and committed citizens,” because empirical research typically finds larger effects from demographic changes, market conditions, and other impersonal forces. Yet Nate Silver calculates that Trump won just 2.0% of the eligible adult population in Iowa, 9.7% in New Hampshire, 6.5% in South Carolina, and 1.8% in Nevada. That’s why he’s winning the nomination. Silver adds, “A few passionate supporters can go a LONG way.”
  • It takes the basic structure of the regime as a given. We have, for instance, a two-party system with privately funded elections and a certain ideological spectrum. But obviously, the regime could–and probably should–change.

Although you can study the current regime empirically with a critical intent, I think focusing tightly on the way things actually are creates a bias in favor of the status quo. It makes the discipline conservative. Theodore Lowi concludes his great book The End of Liberalism (1969, revised in 1979) by saying:

Realistic political science is a rationalization of the present. The political scientist is not necessarily a defender of the status quo, but the result is too often the same, because those who are trying to describe reality tend to reaffirm it. Focus on the group, for example, is a commitment to one of the more rigidified aspects of the social process. Stress upon the incremental is apologetic as well. The separation of facts from values is apologetic.

There is no denying that modern pluralistic political science brought science to politics. And that is a good thing. But it did not have to come at the cost of making political science an apologetic discipline. But that is exactly what happened. … In embracing facts alone about the process, modern political science embraced the ever-present. In so doing, political science took rigor over relevance.

Now, to be clear, political scientists are not apologists for the 2016 election, which most would depict as a nightmare. But, Lowi would argue, they were apologists for the fundamentally unstable and indefensible system that produced it.

Compared to empirical political scientists, theorists have been more attuned to the possibility of disruptive events, because:

  • They are interested in the regime, not just concrete behavior and events. They recognize contradictions within the regime that may presage radical change.
  • They have other regimes in mind–from ancient Greece to fascist Italy and beyond.
  • They are highly attuned to ideas and ideology, and therefore quick to see that Trump might have an unprecedented popular appeal.
  • They mostly don’t much like the status quo. Instead of being apologists for it, they are quick to expect and even celebrate its demise.

These predilections can mislead, though. It is very important to take into consideration the findings of empirical social science. Otherwise, what you want (or fear) can too strongly color your interpretation of events.

Indeed, I can imagine that the 2016 election will vindicate mainstream models of American politics. It seems highly likely that Hillary Clinton will beat Donald Trump, albeit with limited effects on down-ballot races because the country is so polarized along partisan lines. Clinton holds similar policy views to almost all the Democrats in Congress, so the election may reinforce their central place in US politics. Leftish critiques of the Sanders variety will then struggle for attention and traction. However, once the first Hillary Clinton administration nears its end, Democrats will have held the White House for 12 straight years, and voter fatigue may set in, perhaps compounded by a recession. Republicans will realize they can win with a more mainstream, Romney-type candidate. They will nominate such a person, and the parties will rotate as usual, restoring the system that we know.

That remains a plausible scenario. But so does a political realignment, or a constitutional crisis, or a meltdown. It’s to political theory that you must turn to assess not only the possibility of such events but their desirability.

In his most recent book, Public-Spirited Citizenship: Leadership and Good Government in the United States, Ralph Ketcham tells how leading American political scientists of the early 1900s decried education that took the form of “sermonizing and patriotic expostulation” (p. 105). The only alternative they recognized was a rigorous, detached, disenchanted study of politics as it was. In keeping with that goal, they advocated specialization and expertise. Political science meant training for professors and technocrats in basically the current system. Ketcham argues for a broad liberal education that is “profound,” “integrated,” and “radical.” But positivist social scientists tend to gravitate to education as specialized empirical training for the status quo. If you hope to navigate a time such as ours, you need do data and empirical models. But you also need a bit of profundity and radicalism.

Initial Questions about Online Deliberation

While last semester I looked at gender representation in comic books by analyzing a network of superheroes, this semester I’m taking my research down a different path.

Through my Ph.D. I ultimately hope to develop quantitative methods for describing and measuring the quality of political and civic deliberation.

To that end, this semester, I’ll be looking at data from a popular political blog aimed at providing a space for political conversation. I have scraped this website’s entire corpus of nearly 30,000 posts from 2004 through the present, including posts and comments from 4,435 unique users.

From this, I plan to build a network of interactions – who comments on whose posts? Who recommends whose posts? Are there sub-communities within this larger online community?

Additionally, as I build my skill set in Natural Language Processing, I hope to do some basic text analysis on the content of posts and comments, looking for variation in word choice between communities as well as comparing the content of different types of posts – for example, are there keywords that would predict how many comments a post will get?

No doubt more questions will come up along the way, but as I dive into this data, these are some of the questions I’m thinking about.

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Think Global, Print Local: A New Commons-Based Publishing Model

Some enterprising commoners in Spain and Latinamerica have launched an imaginative crowdfunding campaign to translate and publish my book Think Like a Commoner in Spanish.  What makes this publishing initiative so distinctive is its ambition to build a new transnational publishing network that is commons-oriented in content as well as practice.  They call it “Think Global, Print Local.” 

The plan is to translate my book into Spanish and then use small-scale printing and distribution to publish the book in Spain and throughout Latin America. -- initially Peru, Argentina and Mexico, to be followed later in other locations.  The Spanish edition of my book will be entitled Pensar desde los comunes: una breve introducción.

It is difficult for a project this innovative to obtain financing, so the organizers have launched a crowdfunding campaign this week through the Spain-based Goteo website.  I’m thrilled to have my book be the focus of this pathbreaking translation/publishing experiment.  I'm also excited about having my short introduction to the commons accessible to the Spanish-speaking world! 

The “claymation” video by Espacio Abierto of Peru, explaining the project, is particularly wonderful, especially the animated clay rendition of me!  If you go to the Goteo website for the campaign, you can watch the video, learn more about the project and contribute to it.  It's off to a strong start, but it needs to minimally raise 8.042 euros -- 10,602 euros is optimum.

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Randomly Generated Poetry

I’ve had a great deal of fun today building a random sentence generator which draws on a list of words provided to me. (Possibly, it seems, from the script of Monty Python and the Holy Grail.)

The sentences produced are strangely rhythmic and at times insightful, possessed of a certain unique poetry:

every land drinks this weight.
each quest rides Guinevere.
the sun rides any servant?
any chalice rides no defeater.
a winter carries each fruit.
the swallow is any sovereign.

every swallow covers that quest!
each home covers any defeater!
the land is a king!

this land rides that home?
another master covers any master.

another horse drinks this king!
every horse drinks this castle.

another chalice rides the story.
Dingo drinks another master!
every sovereign is a swallow!
any land carries each pound!
that husk carries the master!

every land has every winter.
no master carries any pound.
this castle rides a castle!
any home has that winter.
Arthur is every defeater.

a land near no land of a corner of each home has the master for another home.

that land has no home.
each sun has Patsy.
the horse drinks each king.
this quest has no defeater.
Patsy has the castle.

a story rides the land.

that weariest story frequently is another hardest corner!

a harder sun is the harder land?

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