Monthly Archives: December 2010

on public work and alienation

Neighbors love a local stream and are concerned about its health. Thanks to them, a pedestrian footbridge is built over it to provide access and to reduce car pollution. It doesn’t matter much whether people cause the bridge it to appear by lobbying the local government to build it, persuading a private company to donate it, or physically erecting it themselves. So long as the bridge was their idea and the fruit of their collective discussion and effort, several advantages are likely to follow: 1) Because they designed it, it will meet their needs and reflect their talents. 2) Because they made it, they will feel a sense of ownership and will be motivated to protect it. 3) Because they are formally equal as neighbors, not ranked in a hierarchy, each will feel a sense of dignity and status. 4) In shaping their public world together, they will gain a feeling of satisfaction and agency that is available nowhere else. And 5) By combining discussion with collaborative action, they will develop skills, relationships, and political power that can transfer to other settings.

None of these outcomes is guaranteed, nor would I ignore the possibility of arguments, tensions, and downright failures. But some of the advantages are impossible to obtain in other ways.

The bridge is just a metaphor. We don’t need to burden the earth with unlimited numbers of new structures. Restoring nature is equally valuable, as are various forms of non-tangible and non-permanent goods: events, performances, ideas, cultural innovations.

I don’t think that who owns the good is of fundamental importance. There are five basic options: no ownership at all (which is the case with the high seas), government ownership, an individual owner, a for-profit corporate owner, or a nonprofit corporate owner. These legal arrangements are relevant, but they do not determine whether people can do public work together. Other factors, such as motivations, norms, expectations, and rewards, interact with the legal status of goods in various complex ways.

Thus a great example of a publicly created space might be a coffee house, papered with posters for local events, populated by a cross-section of the community. That coffee house may belong to and profit one person, who (along with his or her customers) can rightly feel responsible for building a common space. Meanwhile, a government-owned underpass nearby may be the most forbidding and hostile, anti-public space in town.

As Elinor Ostrom noted in her Nobel Prize Lecture, how people manage a common-pool resource depends in part on whether they are organized as (for instance) “private water companies, city utilities, private oil companies, and local citizens meeting in diverse settings.” Their behavior differs, too, depending on the rules of the game: for example “when they meet monthly in a private water association, when they face each other in a courtroom, and when they go to the legislature.” Despite these differences, Ostrom and her colleagues have begun to build one overall framework for understanding the management of common-pool resources–a framework that tends to downplay the dichotomy between state and private sector that seems fundamental in other theories. One could say that in this framework, citizens are at the center and they have available a plurality of institutional forms and combinations of forms.

Still, I think there is a sense of “public” that makes the creation of public goods particularly precious. My imaginary bridge and coffee house may have different legal status, but they share the advantages listed in the first paragraph above. The outputs of government bureaucracies and private corporations usually lack those advantages, which is why people are alienated from the world that those entities jointly create. Governments can incorporate public creativity and work into their operations, and that would be the best way to make people like the government more. Unfortunately, it is not the main trend in public administration anywhere in the developed world.

federal leverage as an employer, and higher education

The federal government provides full-time employment for 2.8 million civilians. In a given month, the feds may hire 50,000 new employees. Imagine if they said: “We are looking for people who have civic skills, who can analyze complex public or social issues and problems in collaboration with other people, including lawyers, scientists, and laypeople. Moreover, we propose to measure those skills in our potential employees–either by giving evaluations to individuals, or by evaluating the educational programs that they have completed.” The result would be a scramble to provide more effective civic education at the college level. Private employers might also take the government’s lead, since many civic skills are also job skills useful in the private sector.

I support the tax deal

(Washington, DC) My inbox is full of denunciations of the Obama/GOP tax deal, but I support it. Until very recently, additional Keynsian stimulus seemed politically impossible. No one was even talking about it. Now we can have a stimulus package larger than the one enacted in 2009. About 32% is devoted to maintaining the upper-income tax cuts, which are unfair and inefficient as stimulus. But even that part of the bill is likely to have some stimulative effects, and the rest of the package will be better. I’d rather see spending on infrastructure and a small increase in the upper-income tax rate, but those aren’t options. The realistic alternative is preserving the status quo, which is worse.

It’s fine with me if liberal groups attack the upper-income tax rates. Their critique is valid on its face and could help when the cuts come up for reauthorization in 2012. And it’s fine with me if many Democrats in Congress vote against the bill. It’s almost always better to vote against an economic package: you can claim you favored something better. So why not let the Republicans take the heat for voting “yea”? But I hope the bill passes and I hope the president gets some credit on the left for it.

I could certainly be wrong in my overall judgment of the bill. I am, however, fairly sure of two points. First, it’s a general mistake to evaluate legislation as a “win” for one party and a “loss” for the other. Government isn’t a game, and most legislation is either win-win or lose-lose, not zero-sum. The question is whether Americans will benefit, not which party won. Second, it’s a mistake to assess this deal as an indication of whether President Obama will be nice or hostile to Republicans. The deal is the deal: it provides little or no information about the future of relations in DC.

the philosophical foundations of civic education

Ann Higgins-D’Alessandro and I have published an article under this title in Philosophy & Public Policy Quarterly. It is actually a version (with due permission) of a chapter we published in The Handbook of Research on Civic Engagement in Youth, edited by Lonnie Sherrod, Judith Torney-Purta, and Constance A. Flanagan (John Wiley & Sons, 2010). Here it is online.

We note that educating young people for citizenship is an intrinsically moral task. Even among reasonable people, moral views about citizenship, youth, and education differ. We describe conflicting utilitarian, liberal, communitarian, and civic republican conceptions and cite evaluations of actual civic education programs that seem to reflect those values. We conclude:

    With a few exceptions, such as Facing History and Just Communities, one cannot find much explicit moral argumentation in either the justifications or the evaluations of civic programs. Disclosing one’s own ethical judgments as facts about oneself is relatively straightforward. Defending them is harder, especially if one does not resort automatically to utilitarianism. Moral argumentation requires a shift out of a positivist framework, as one gives non-empirical reasons—reasons that go beyond observable facts— for one’s positions. Moral philosophy and normative social theory—as we have argued—provide rich resources for arguments about the values that society should hold and that it ought to try to transmit through civic education to future generations.

    Alas, references to influential and relevant schools of philosophy, such as the capabilities approach of Sen and Nussbaum, are entirely missing in the empirical literature on youth civic engagement. The problem, however, goes both ways. Recent academic philosophy in all of its schools has not benefited enough from reflecting on innovative youth programs, a method that Plato, Erasmus, Rousseau, Dewey, and others found generative in earlier times.

Matt Leighninger on a vital moment

You should read Matt Leighninger’s paper for the Bertelsmann Foundation, “Vitalizing Democracy Through Public Participation: A Vital Moment” (pdf). Here are some quotes to give a flavor, but the whole argument is important:

    Obama was educated in the same community organizing tradition that has influenced the broader evolution of democratic governance and local politics. His campaign speeches were full of civic language. “I won’t just ask for your vote as a candidate; I will ask for your service and your active citizenship when I am president of the United States,” Obama said while campaigning in Iowa. “This will not be a call issued in one speech or program; this will be a cause of my presidency.”

But …

    The confusion and unexplored questions about the Obama administration’s approach to governance have been evident from the beginning. Soon after the 2008 election, tensions arose around the fate of Obama for America, the campaign?s vast infrastructure of organizers and volunteers (and the massive database of email addresses they built). Amidst strident objections from people like Marshall Ganz, the longtime community organizer who helped direct the campaign, Obama for America was renamed Organizing for America (OfA) and incorporated into the Democratic Party.

    This shift in the mission of OfA reflected one vision of active citizenship: At least some leaders within the White House saw participation activities primarily as a vehicle for encouraging citizens to support the president?s legislative agenda. …

    While the fate of OfA was being debated in the months after the election, another set of administration staffers was experimenting with online tools to solicit ideas for how the president should govern. The White House Office of Science and Technology Policy (OSTP) initiated an online brainstorming session aimed at producing a “Citizen’s Briefing Book,” engaging thousands of people in developing and prioritizing policy proposals. The effort generated negative publicity when the two policy ideas with the most votes turned out to be the legalization of marijuana and a request for an investigation into whether Obama had in fact been born abroad (which would make him ineligible to serve as president). …

    These online participation efforts embody a somewhat different vision of citizenship: the citizen as a consumer and analyst of online data, who then uses that information to formulate new proposals for how government should function.

    A third conception of citizenship evident in the White House is the vision of the citizen as volunteer. Soon after taking office, the president signed the Kennedy Serve America Act, which tripled the size of AmeriCorps and provided opportunities for 250,000 Americans – mostly young people – to serve for one year as volunteers in various charitable causes. …

    These three visions of citizenship – as legislative supporter, as online data-consumer and as volunteer – are being advanced by three different sets of people within the Obama administration, and their formulas for democracy reform rarely seem to intersect. One reason for the success of the Obama campaign may have been that it offered all three opportunities for active citizenship, combined in the same structure and the same experience. Without that holistic appeal, the administration has lost much of the power of its message about democracy, and much of the civic momentum it generated during the campaign.