Category Archives: audio and video

Civic Education in a Time of Democratic Crisis

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I enjoyed an online conversation yesterday with David Campbell from Notre Dame, Paul Carrese from Arizona State University, Linda Darling-Hammond from the Learning Policy Institute, Kent McGuire of the Hewlett Foundation, and Na’ilah Suad Nasir from the Spencer Foundation. We discussed research collected in the current volume of The ANNALS of the American Academy of Political and Social Science, on the topic of “Civic Education in a Time of Democratic Crisis.” Several articles in that volume feature recent insights from the National Academy of Education’s Educating for Civic Reasoning and Discourse report and the Educating for American Democracy Roadmap.

The conversation addressed such questions as these: What new understanding of civic education is presented in the ANNALS volume, and how is this vision relevant to our current political environment? What are some recent shifts in civics standards and requirements? What can we learn from the learning sciences about pedagogies for civics? What does all this mean for teacher education?

I also thought that members of the audience pushed us to consider some valuable questions, such as whether it’s right to use “crisis” language to describe democracy or civic education in our schools (or both).

people are not points in space

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This is the video of a lecture that I gave at the Institute H21 symposium in Prague last September. The symposium was entitled Democracy in the 21st Century: Challenges for an Open Society, and my talk was: “People Are Not Points in Space: Opinions and Discussions as Networks of Ideas.” I’m grateful for the opportunity to present and for the ideas of other participants and organizers.

My main point was that academic research currently disparages the reasoning potential of ordinary people, and this skepticism discourages efforts to protect and enhance democratic institutions. I think the low estimate of people’s capacity is a bias that is reinforced by prevalent statistical methods, and I endorse an alternative methodology.

See also:  individuals in cultures: the concept of an idiodictuon; Analyzing Political Opinions and Discussions as Networks of Ideas; a method for analyzing organizations

introduction to Gandhi

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This is a lecture that I pre-recorded for Introduction to Civic Studies this semester. It provides some background about the life and fundamental ideas of Mohandas K. Gandhi.

Students will also read these texts:

  • Ramachandra Guha, Gandhi: The Years that Changed the World (2018), chapter 16 (on the Great Salt March)
  • Gandhi, Satyagraha (Ahmedabad: Navajivan Publishing Co., 1951): excerpts
  • Gandhi, Notes, May 22, 1924 – August 15, 1924, in The Collected Works of Mahatma Gandhi, New Delhi, Publications Division Government of India, 1999, 98 volumes,  28, pp. 307-310

In class we will will discuss such questions as these: How (if at all) can one organize voluntary collective action at a sufficient scale to bring about change in Gandhi’s preferred ways? Is Gandhi right to demand sacrifice and to see sacrifice as intrinsically meritorious? How can Gandhi know whether his stance is correct when he finds himself in conflict with other idealists, such as B.R. Ambedkar? And is it fair for Gandhi to claim that he only knows the means, not the result, of the struggle, if the end is actually predicable?

See also: Gandhi: The Years That Changed the World, 1914-1948 by Ramachandra Guha; Gandhi versus Jinnah on means and ends; Gandhi on the primacy of means over ends; notes on the metaphysics of Gandhi and King; Rev. James Lawson, Jr on Revolutionary Nonviolence; etc.

Analyzing Political Opinions and Discussions as Networks of Ideas

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This is a talk that I have prepared for the Universidad Carlo III in Madrid tomorrow. It is a summary of recent work that I have been conducting with colleagues at Northeastern, Wisconsin, and Oxford and that I’m beginning to develop into a book manuscript.

In the model that I present, an individual holds potentially connected beliefs about political or moral issues, which we can represent with nodes and links (an “idiodictuon”). Whether and how the various ideas are linked in the person’s network influences that individual’s actions and opinions. When people discuss political or ethical issues, they share portions of their respective networks of which they are conscious at the time and may bring ideas from their interlocutors into their own idiodictuons.

Some network structures are better than others for discussion: overly centralized or scattered networks are problematic. Individuals tend to demonstrate similar network structures on different issues, so that having a proclivity for a certain form of network is a character trait.

People, with their respective networks of ideas, are also embedded in social networks. An idea is more likely to spread depending on features of both the social network and the idea networks of the people who interact. Specifically, the odds that an idea will spread from a given person depend on how many people receive communications from that person and how much they trust the communicator. It is reasonable to take into account the trustworthiness of a source when assessing an idea.

As a whole, a population may develop a shared network structure. An idea that is widely shared and frequently central in individuals’ networks becomes a norm. Such norms play important roles in institutions. A community or a culture is a single network or phylodictuon that encompasses disagreement. Ultimately, all such networks interconnect to form a network of human ideas.