Monthly Archives: February 2015

why don’t young Californians vote?

According to our colleagues at UC Davis, youth voter turnout in California in 2014 was just 8.2%. That meant that just 3.9% of the people who voted were under age 25, a proportion that is projected to decline as the state’s population ages. I will be discussing this topic on San Francisco’s KQED today at noon eastern, 9 am Pacific. I’m hoping we can talk about a lack of competitive elections, civic education that too often fails to encourage participation, and concerns about the state’s news media. The other guests will be:

  • Mindy Romero, director of The California Civic Engagement Project, who is really the guru of voting trends in the state.
  • David Weinsoff, a member of the Town Council of Fairfax, CA, in Marin County, which is considering lowering the voting age. (See our supportive research)
  • Roxanna Reaves, a student at Stanford University
  • Sarah Lovenheim, spokesperson for Young Invincibles, a millennial research and advocacy group

After the show, I’ll be signing off this blog for a week of travel. However, KQED usually posts the audio here, and if I can, I’ll add a few quick notes.

 

the Women’s Studies/Civic Studies analogy

In introducing Civic Studies, I am increasingly using an analogy to Women’s Studies. This is how it goes:

In the 1960s, a political movement–known retrospectively as Second-Wave Feminism–developed, with the goals of liberating women and achieving gender equality. That movement had intellectual leaders, including academics and independent writers. They shared political goals with the movement but they also had intellectual objectives: to challenge the invisibility of women in all fields of study (from cancer research to classical history), to explore issues related to gender, and to develop novel theories and methodologies that emerged from thinking as and about women. One strategy for accomplishing those goals was to create women’s studies as a discipline, with all that entailed: journals, conferences, and courses. Apparently, the first women’s studies course was taught at Cornell in 1969, and the first two degree programs were launched in 1970. The courses could be pedagogically innovative, but what really defined them was their subject matter and the developing canon of assigned writers. Of course, participants did not hold uniform ideas but engaged in a rich debate. They have built up a new discipline, developed several generations of scholars, challenged and altered virtually all the other disciplines, and offered insights and information to political and social movements.

Likewise …

Since the late 1980s, there has been a movement to restore the role of active, responsible, collaborating citizens in the creation and the governance of communities. It has arisen to counter trends–centralization, marketization, consumerism, crony capitalism, and positivism–that marginalize citizens. Perhaps it does not deserve comparison to Second Wave Feminism, although if we take a global perspective, it has had striking successes (see this World Bank volume, village democracy in India, or the many cases described in Participedia). This civic renewal movement has an intellectual component led by prominent academics along with some independent writers (e.g., Parker Palmer, Frances Moore Lappé). They too have confronted a problem of invisibility within the academy. Too much research across the social and behavioral sciences, the humanities, and the professional disciplines ignores what I would call “citizens”: people who combine facts, strategies, and values to define and address social issues in common with peers. Citizens are invisible because of artificial distinctions between facts and values and because of research methods that miss human agency. In response, the intellectuals involved in Civic Studies are beginning to build up courses, journals, conferences, and allied efforts (e.g., Civic Science). Again, the pedagogy may be innovative, but this is not an educational reform movement. Our goals are rather to develop a new discipline, to alter the other disciplines, to derive new insights by thinking about and as citizens, and to inform political and social movements that renew civic life.

Ducks Unlimited and civic renewal

I had the pleasure today of interviewing Paul Schmidt, the Chief Conservation Officer for Ducks Unlimited, Inc. While Americans are joining traditional associations at lower rates, Ducks Unlimited has a steadily growing base of roughly one million supporters and volunteers, including an increasing number of younger people, some of whom enter through Facebook. (Ducks Unlimited has more than 1 million Facebook “likes”.)

Schmidt explained that civic engagement is crucial to the conservation movement. Ducks Unlimited does not own or manage much land on which waterfowl live. Instead, the organization tries to influence landowners to be good stewards of their land. These owners may be agencies but often are regular citizens. Influencing them is “not a manipulation,” Schmidt added; it is genuine engagement that changes behavior.

In general, Schmidt thought, the “need and desire for affiliation has eroded.” This trend (documented in “Bowling Alone”) is bad for the conservation movement because “belonging and partnering are key elements … to conservation.”

But duck hunters form strong bonds. It is a “unique recreational pursuit” in that sense, different from deer hunting. I asked what turns the social bond of hunting into associational membership, since the social bond of bowling doesn’t seem to produce bowling leagues any more. Schmidt was not sure, but he thought that for many hunters, the real goal is to appreciate nature together. A classic experience is watching the dawn break over a pond with friends. “We capitalize on the experience,” Schmidt told me. People who appreciate nature together can be activated to protect it, whether that is through their stewardship of their private land, voluntary cooperation and collaboration, influencing other people, or supporting policies. “They will do what it takes to make sure [the view] doesn’t get bulldozed.”

the two basic categories of problems

Human beings face two fundamental categories of problems: problems of discourse and problems of collective action.

Problems of discourse make our conversations go badly, so that we believe or desire the wrong things. They include, for example, our unconscious biases in favor of members of our members of our own groups and our strong tendency to “motivated reasoning,” or picking facts and theories because they yield the results we want. A different example is ideology, defined (in this context) as holding a distorted view of reality that preserves the advantages of the privileged.

Meanwhile, problems of collective action cause us to get results that we do not desire, even when we agree about goals and values. An example is the temptation to “free ride” on other people’s contributions, or the extreme cost of changing a system once it has been chosen and developed (“path dependence”).
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How can I justify the claim that these are the two fundamental categories of problems? My claim is subjective, but it does arise from 20 years of thinking about social problems, during which I have constantly found myself drawn to two quite different conversations. One is about deliberation, communication, and the flaws thereof. The most relevant disciplines are political philosophy, cultural studies, and communications. Famous authorities include Marx and the Frankfurt School, Habermas, Derrick Bell, John Rawls, Judith Butler, and many more. The other conversation is about rational choice, public choice, and game theory. The most relevant disciplines are economics and social psychology. Authorities include Elinor Ostrom, James M. Buchanan, Mancur Olson, and Kahneman & Tversky.

The two sets of problems are connected. For instance, one explanation of motivated reasoning is that to choose the most convenient facts is easier than giving all the evidence a full and rigorous consideration; and we can get away with the easier path because we can free-ride on other people’s intellectual labor. Thus the discourse problem of motivated reasoning is linked to a basic collective action problem.

Yet neither set of problems is, in my view, reducible to the other. For instance, a very ambitious game theorist might assume that game-like models can explain all breakdowns of human interaction. But game theory takes as given the values and identities of the players. In fact, those are not fixed but are generated and changed by discourse.

By the same token, some cultural critics might argue that all of our problems arise from distorted discourse, bias, and ideology. But I think that even if we all sincerely agreed about something as important as climate change, problems of collective action would still be formidable. We would not only face the mother of all tragedies-of-the-commons but also challenges of path dependence (e.g., our dependence on internal combustion engines) and boundary issues (the countries that use the most carbon are separated from the big producers).

I am well aware that we also face a whole range of urgent concrete problems not shown above, such as global warming or racism today–or (at other times in our history) plagues and famines and invading hordes. But while those threats are matters of life and death for specific communities, the two categories shown above apply at all times. They establish the form of human interaction, into which are poured such specific content as poverty, racism, authoritarianism, disease, etc.

I was trying to think of a place where demographic diversity would be absent and where there would be such a high degree of consensus about one transcendent goal that the participants would not care about matters like poverty or climate change. In such a place, we might see neither discourse problems nor collective action problems. I came up with the all-male Orthodox Holy Community of Mount Athos, which is now a quasi-autonomous monastic republic within the EU. Although I certainly do not know the details, I quickly found an example of the two generic problems afflicting this community:

In June 1913, a small Russian fleet, consisting of the gunboat Donets and the transport ships Tsar and Kherson, delivered the archbishop of Vologda, and a number of troops to Mount Athos to intervene in the theological controversy over imiaslavie [the belief that the Name of God is God].

The archbishop held talks with the imiaslavtsy and tried to make them change their beliefs voluntarily, but was unsuccessful. On 31 July 1913, the troops stormed the St. Panteleimon Monastery. Although the monks were not armed and did not actively resist, the troops showed very heavy-handed tactics. After the storming of St. Panteleimon Monastery, the monks from the Andreevsky Skete (Skiti Agiou Andrea) surrendered voluntarily. The military transport Kherson was converted into a prison ship and more than a thousand imiaslavtsy monks were sent to Odessa where they were excommunicated and dispersed throughout Russia.

If a bunch of white men who have voluntarily renounced property, sex, and freedom and who are totally devoted to the Orthodox faith can face deadly problems of discourse and collective action, then these challenges seem universal. That doesn’t mean they always defeat us; it just means we always have to work on them.

a USA Today debate about the citizenship exam

USA Today’s editorial board has an editorial today supporting the recent laws in Arizona and North Dakota that require students to pass the federal test designed for naturalizing citizens. The board acknowledges, “Some questions are easy or trivial. But many about voting, the First Amendment, states’ rights and the Supreme Court offer jumping-off points for enticing discussions about current events. In the hands of a good teacher, they can make students realize how much the American system of government affects their lives. The test can provide a floor on civics learning. It doesn’t have to set the ceiling.”

To their credit, the board gave me equal space for an “opposing view.” I argue, “Requiring students to pass the citizenship exam will reduce both the amount and the quality of civic education in our schools.” I conclude:

The citizenship exam requires, for instance, that you know that “27” is the correct answer when you’re asked how many constitutional amendments have been passed. You don’t need to understand reasons for or against those amendments, or have any sense of why they were important.

A month after students pass this test, they will forget the number 27. But they might retain the message that being a good citizen is a matter of memorizing some random information. That seems like an excellent way to turn people off.