Unscientific Justification for My Coffee Dependency

Silly chart that I made unscientifically to show a slight correlation between increased coffee consumption and increased per capita GDP.

I was thinking about coffee because I love it, and a silly idea struck me. I’m not a quantitative researcher and the silly activity I spent a few minutes on this morning is utterly unscientific and drawn from sources that confer no serious credibility. Therefore, I urge anyone looking at this not to cite it in any kind of research or writing, unless you’re writing about silliness.

I wondered whether one could show some correlation between growth in coffee consumption and economic growth. Selecting out an inconvenient year before my chart starts, I got a bit of a correlation. Both go up! See?!

It gave me a chuckle, so I thought I’d share. Even if it’s just a silly thought to make me feel better about my dependency on coffee…

bottom-up struggles against corruption: a frontier of democracy

(En route to Storrs, CT) Corruption is no minor issue, nor is it mainly a concern for fastidious bourgeois reformers in rich countries. Consider, just for instance, that one quarter of India’s teachers are missing from school on any given day but are still being paid. Few investments in the world benefit human beings more than educating Indian children, yet a quarter of the available teacher/time is being lost because of that one form of corruption–not to mention  bribery in school construction, college admissions, and hiring, from primary schools to graduate programs.

In countries like Ukraine, which I visited briefly this summer, corruption is a primary obstacle not only to economic development but also to fairness, good government, and reconciliation. And here in the United States, perfectly legal transactions–ones that politicians even brag about, such as collecting private money for judicial elections–easily meet my definition of “corrupt.”

It seems surprisingly hard to find trends in levels of corruption over time, so that we would be able to see which anti-corruption strategies are effective. Experimental programs are often evaluated, but even when they work, they are typically too small to make a difference at the scale of a nation. It is not clear that a true victory over corruption would come from assembling lots of specific programs, such as websites that disclose government contracts or increased pay for bureaucrats. By the way, a major reason for the lack of trendlines is the difficulty of measuring corruption even at a given moment–in part because corrupt acts are typically secret.

I start with the assumption that there are two basic categories of human problems: sometimes we want or value the wrong things; and sometimes, even though we want good things, we can’t get them because of the ways we interact. Corruption may involve both  categories.

Corruption is a problem of what we want or value to the extent that people do not distinguish properly between legitimate transactions and illegitimate ones, or between public and private interests. Following Zephyr Teachout, I think that the US Supreme Court’s decisions regarding lobbying reveal the degeneration of fundamental republican virtues in this country. In 1870, confronted with a situation involving a paid lobbyist for an economic interest, the Court assumed that his job must be “steeped in corruption” and “infamous” and proposed that if such “instances were numerous, open, and tolerated, they would be regarded as measuring the decay of the public morals and the degeneracy of the times.” The Court voided the lobbyist’s contract. By Citizens United v. FEC (2010), the Court was no longer able to detect any difference between a citizen speaking up in a republic and a donor pursuing an economic interest for money.

On the other hand, it has been possible to forge such distinctions. In 1621, Sir Francis Bacon was impeached for acts that had been widespread and unchallenged a few years earlier. Elizabethan judges had openly accepted payments from litigants, and ambassadors had received huge cash gifts from the monarchs of their host countries. Bacon was made a scapegoat and brought down by his political enemies. But it was also true that a new concept of public offices and of public versus private goods was emerging, and it ultimately served Britain well. That is an example of a positive shift in values.

More generally, corruption is a failure to value the commons: that which we own collectively or which is not owned at all. The commons is not an idea for leftists alone, for even radical libertarians view the government and the law as public property and the atmosphere and oceans as un-owned. Attitudes toward the commons vary, and I suspect that a valuable way to reduce corruption is to raise people’s sense of concern for the various commons around them.

But corruption also exemplifies a collective-action problem. If everyone else is paying bribes, you won’t make the system any better by refraining, but you may hurt yourself (or your children, or your employees). So even when everyone thinks that bribery is bad and the commons is precious, almost everyone may still pay bribes.

One type of solution to collective action problems is an external monitor/enforcer that protects the common interest. Singapore has “gone from being one of the more corrupt countries on the planet to one of the least.” Its success depends upon an authoritarian state that happens to be genuinely opposed to financial corruption. I wouldn’t want to generalize the Singapore example, for two reasons: an authoritarian solution denies people the right to govern themselves, and benign authoritarians are strikingly scarce. Most dictators who jail or shoot people for taking bribes are perfectly happy to accept bribes themselves. In fact, by investigating corruption, a state learns who is corrupt and can use selective prosecution or the threat of it to extract additional benefits. That temptation dooms almost all top-down solutions.

A different type of response to collective action problems is a movement from the bottom up. For instance, people can make mutual pledges not to give bribes and can hold each other accountable. They can also vote en masse for anti-corruption candidates. I am convinced that making government information transparent is valuable just to the degree that people organize themselves to use the data effectively and constructively; on its own, transparency accomplishes nothing.

Bottom-up efforts are difficult: it is always easy to cheat, to lose momentum, or to encounter disabling divisions within a popular movement. But I think that if popular movements are worth anything in the 21st century, they must take on corruption. And unless corruption is addressed from the bottom-up, it will continue to block social justice around the world.

Tunisian Dialogue Group Wins 2015 Nobel Peace Prize

The awarding of the 2015 Nobel Peace Prize to the Tunisian National Dialogue Quartet is a powerful reminder of the importance of the work of D&D. From improving neighborhoods to preventing civil wars, we are seeing D&D being recognized more and more as a crucial part of how we build a better future together. NCDD joins the rest of the field in congratulating and thanking the Quartet for its work and contributions. You can learn more about the Quartet’s efforts in the US Institute of Peace‘s congratulatory post below, or by finding the original here.


Tunisia’s Nobel Peace Prize Highlights the Role of Civil Society

The U.S. Institute of Peace congratulates the Tunisian National Dialogue Quartet on winning the 2015 Nobel Peace Prize for its role in building democracy after the country’s 2011 Jasmine Revolution. The Quartet is a partnership of leading Tunisian civil society institutions – the country’s labor federation, chamber of commerce, lawyer’s union and nationwide human rights organization. It has served as a key mediator in Tunisian political struggles over how to reform the country following the 2011 overthrow of its long-standing, authoritarian regime.

“This award underscores the critical role of a vibrant civil society in building stable, peaceful democracies,” said USIP President Nancy Lindborg. “As Tunisia perseveres with its effort to convert the Arab spring revolution into a more stable democratic future, strong independent organizations like these are essential. And at a time when civil society is under fire in increasingly repressive regimes, this prize celebrates how this Tunisian quartet showed the world that dialogue is more powerful than violence.”

USIP supports Tunisians’ peacebuilding efforts on the local, regional and national level. The Institute has helped Tunisians strengthen and reform civil society and government institutions. It has trained officials of Tunisia’s justice and police ministries on peacebuilding approaches to countering violent extremism, and on managing border security. USIP assists the Alliance of Tunisian Facilitators, a group of civil society leaders who serve as mediators and facilitators to peacefully resolve conflicts in their communities. The Institute supported the first Tunisian-led effort to study the Quartet process and seek to draw from it possible lessons for national dialogue in the region.

The Nobel award comes a week after USIP and the Tunisian Association for Political Studies (ATEP) co-published National Dialogue in Tunisia, a book including interviews with leaders of the dialogue analyzing how that process has evolved. The book is meant to support further peacebuilding and democratization in Tunisia and other countries.

USIP has hosted key Tunisian leaders, including Sheikh Rachid Ghannouchi, the leader of Ennahda, the country’s leading Islamist party, and President Beji Caid Essebsi, to further the cause of pursuing democratic reform through peaceful means.

You can find the original version of this USIP blog post at www.usip.org/publications/2015/10/09/tunisia-s-nobel-peace-prize-highlights-the-role-of-civil-society.

My Social Network

Below is a network of my Facebook friends. Each node is a friend of mine and each link indicates mutual acquaintances (friends who are friends with each other). Node are sized by degree – so a bigger node is someone who I have more metal friends with.

The network is colored by modularity – showing some of the distinct communities within my network. I have labeled many of the larger communities below.

FacebookNetwork

This shows a lot of interesting things. For one thing, at my first job out of college, I worked with a woman who had graduated from my college a year before me. She was a great connector and brought many groups of people together. The result is a segment of my network which is a mashup of people I went to college with and people from my first job. Not all of them know each other, but the connections are dense enough that this stands out as a community.

Another friend from my first job was once – totally coincidentally – roommates (in Boston) with someone I went to high school with (in California). The result is a weak link between my “young professional” network and my high school network.

Before high school, I went to school in the wonderful community of Canyon, CA. A few of us “Canyon critters” went on to the same high school as me – creating connections between the Canyon community and my high school network. Additionally, I had cousins who went to Canyon and others in my family are close friends with many in the Canyon community – linking Canyon to my California family.

My California family is connected to my Massachusetts family (my in-laws), which in turn connects to the rich network of my Somerville community. There are many connections between Somerville and colleagues from my last job at Tisch College, and there are connections between Tisch College people to Civic Studies people.

So, that’s a little tour of my Facebook network.

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National Civic League Seeks New President

As some of you may have heard recently on our Discussion Listserv, NCDD member Gloria Rubio-Cortes is retiring from her position as president of the National Civic League (NCL) at the end of this year. We are proud to count NCL – one of the nation’s oldest civic organizations – as an NCDD organizational member, and we wish Gloria the best of luck in the her future pursuits. You can read more about Gloria’s legacy at NCL in their announcement about her retirement here.

With Gloria’s retirement comes the beginning of a search for a new NCL president, and we want to encourage our NCDD members to consider applying for this prestigious position. We know that there are many leaders in NCDD who would have the backgrounds and skill sets to make them great candidates for the job, and it would be a special feather in our collective cap to have two NCDD members in a row leading this great organization.

So make sure to check out the NCL’s job announcement by visiting www.nationalcivicleague.org/job-announcement-president-of-national-civic-league or share it with folks who you think would make a good fit. The deadline for applying is October 15th, so don’t delay!

Good luck to all the applicants and to Gloria!

The House of Atreus: A Play

Agamemnon is like: I can’t believe we’re still stuck in this place. I am totally tired of waiting around for wind. I’m going to sacrifice my youngest kid to Artemis. Tell her it’s her wedding, she can marry that musclehead Achilles.

Cassandra to Iphigenia: Um, I wouldn’t go to your dad’s if I were you.

Agamemnon is all set to slaughter Iphigenia. But Artemis is like: JK, you can kill this deer instead and I’ll teleport Iphigenia to hang with the Taurians for a while. Just don’t tell anyone.

Electra: Orestes, did you hear what Dad did? He killed Iphigenia and now he’s like blatantly hooking up with Cassandra, who’s the most annoying prophetess ever and like half his age. Mom is having a fit!

Orestes is like: Dad, WTF? You sacrificed Iphigenia just so you could go on a trip?

Enter Clytemnestra, who is is like: Kids, chill, I’ll take care of it. Agamemnon, honey, come inside and take a bath. Your girlfriend can wait here.

Cassandra to Agamemnon: I wouldn’t go in there if I were you.

Clytemnestra to Agamemnon: Here we go, get in the tub. [Stab, stab, stab.]

Cassandra is like: I told him. This family never pays attention to me.

Orestes is like: OMG, what am I going to do? If I don’t revenge Dad, the whole entire House of Atreus will look, like, totally lame. But you’re not supposed to like kill your own mother, are you?

Electra is like: Um, Iphigenia was stupid anyway? I totally would have sacrificed her to Artemis if I’d been in Dad’s situation. Mom overreacted as usual. I hate her. [Exits, slouching.]

[Orestes slays Clytemnestra.]

Chorus of Boeotian Fisherwives: OMG! OMG! Life totally sucks for these guys!

[The trial of Orestes]

Bailiff: In the case of People v. Orestes Son of Agamemnon Son of Atreus, the defense has rested. Jury, how find you?

Furies: Guilty! Let us hound him to hell!

Various respectable Athenians: On account of the defendant’s dysfunctional home environment, we recommend counseling in lieu of human sacrifice and damnation.

Athena: The jury is split 50/50. Let the defendant go.

Furies: We’ll hound him anyway!

[Iphigenia in Tauris]

Iphigenia is like: I am so glad I don’t have to live in stupid old Greece anymore. Dad was so typical–ready to kill me just to go sailing. I can’t understand a word these barbarians say but they are so cool. If any Greeks show up, I’ll sacrifice them!

[Enter Orestes and Pylades, in chains, pursued by Furies.]

Iphigenia is like: Look, here come two Greek dorks now! Get them ready for the sacrifice. I am like totally up for cutting those two dudes’ throats.

Orestes is like: Um, Iphigenia? I’m, like, your long-lost brother?

Iphigenia is like: Oh yeah, look at you. What was I thinking–sacrificing you guys, hahaha. Let’s all escape from this place. Your boyfriend can come, too. I am totally ready to go home to Greece.

[Orestes rules justly for many years and then goes to hell with the Furies like everyone else.]

The Nonsense of Beating Sense into Kids

Eric Thomas Weber, first published September 1, 2015 in The Prindle Post.

The start of another academic year is cause to reflect on the aims of education and the fact that 19 states in the U.S. still use corporal punishment in public schools. Many have yet to learn the counterproductive and harmful effects of disciplining kids with violence. Nowhere is the mistake more troubling than in our public schools.

Image of a paddle in a traditional school classroom.

‘The board of education’ by Wesley Fryer is licensed under CC BY-SA 2.0 (via Flickr)

I have argued elsewhere against school corporal punishment on grounds of the right to security of person and given the Platonic warning that “nothing taught by force stays in the soul.” The aims of education offer a further, crucial reason why we ought to end the use of corporal punishment in public schools.

Photo of John Dewey.What is school for? Somewhere at the heart of the answer should be the idea of educating people to be critical thinkers. John Dewey once argued that such a goal is implicit in the “supreme intellectual obligation.” That obligation calls for empowering all citizens with the scientific attitudes and intellectual habits of mind necessary to appreciate wisdom and to put it to use. Expert scientists must push the envelope of knowledge, but if intellectuals are to benefit humanity, the masses of people need to be sufficiently critical thinkers to benefit from scientific innovations.

Critical thinking involves the development of a skeptical attitude, one which expects or hopes to uncover justification or evidence. It appreciates well-founded authorities, understanding authority as a relationship of trust based on good reasons for it. For schools to cultivate critical thinking in young people, kids need to be comfortable questioning their teachers, administrators, and parents. In public schools, we need safe environments in which intellects are allowed and enabled to experiment, to be creative, and to learn whether and why some authorities are warranted, when they are.

Corporal punishment in public schools inhibits the cultivation of critical thinking. It teaches one that a justifiable means to one’s ends is violence. It impedes the development of “scientific attitudes and intellectual habits of mind.” A kid is understandably less inclined to question an authority that beats him or her, especially with the sanction of public policy.

Photo of the map Southern Echo created of Mississippi counties and their use of corporal punishment in the 2009-2010 and 2010-2011 school years.

Click image for a PDF.

Consider the kind of environment created in 2009-2010 in the South Panola School District in Mississippi, where corporal punishment was recorded 2,572 times in a 180-day school year. That averages out to the use of physical violence every 20-30 minutes each day. Such environments impede the development of critical thinking, rather than encouraging it.

What do young people learn when they are struck? It is true that studies show an immediate though very short-lived change in young people’s behavior after corporal punishment. They also show, however, that students who are subjected to violence do not develop better long-term habits. In fact, school- and in-home corporal punishments are associated with higher levels ofdepression, anxiety, drug use, crime, and other unfortunate consequences, as well as mental disorders. In school settings, then, corporal punishment fails to teach kids what it purports and is doing them educational harm.

The common refrain heard in response is that if you spare the rod, you’ll spoil the child. A priest pointed out to me, however, that this is a reference to the shepherd’s rod. Shepherds steer and redirect sheep with a tap or nudge of the rod. A tap or a push gives redirection and disciplines a herd. A beating does not. It makes the animal flee when it can get away.

Dictionary listing for "Dropout."In poor southern states still using corporal punishment, when young people reach the age at which they can leave school, flocks of them do.

Rather than teaching young people not to question authorities, we should strive to cultivate understanding of scientific and moral authority. We can teach respect for truth, good reasoning, good faith, and good will. Teaching kids that if they go out of line they will be struck tells them that if they think differently, they will be met with pain and shown the extent to which they are unsuited for education.

We can do better. There are nonviolent and effective forms of discipline. We should be teaching kids to explore ideas, to test authorities for the sake of learning, and to feel welcome and safe in educational environments. Corporal punishment has the opposite effects. Our schools could and should inspire and empower kids, nurturing them as critical thinkers. Those are aims to which meaningful education is rightly directed. A vital step forward must be, therefore, to abolish corporal punishment in our public schools.

Dr. Eric Thomas Weber is associate professor of Public Policy Leadership at the University of Mississippi and author of Uniting Mississippi (2015) and A Culture of Justice (in progress). He is representing only his own point of view. Follow him on Twitter @erictweber and connect on Facebook.

The logo of the Prindle Post, a publication of the Prindle Institute for Ethics at DePauw University, Greencastle, IN.See the original article in The Prindle Post. Reprinted here with permission.