Monthly Archives: April 2018

deliberation or simulated deliberation? choices for the classroom

In an article published today (“Deliberation or Simulated Deliberation?” in Democracy and Education, 26, 1, Article 7), I respond to a valuable previous piece by Margaret S. Crocco and her colleagues, “Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations.” These authors analyze classroom “deliberations” of current events and find disappointing results. Their analysis is rigorous and insightful. One finding particularly caught my eye.

It is interesting that even students at the school with a large immigrant population tended to talk about immigrants as “they” when they deliberated about national policy. They were essentially role-playing the government or perhaps a body of influential citizens of the United States. As Crocco and her colleagues write, “Participating in the public debate about immigration in U.S. classrooms positions one as an insider with all the privileges of excluding outsiders that result from this status” (Crocco et al., 2018). This is evidence that the students experienced the discussion as a kind of role-play.

That finding leads me to propose that discussions can vary on two dimensions. Talking can result in an actual decision, or it can be about a simulated or hypothetical decision. And the participants can either speak for themselves or role-play characters. Those distinctions produce four types, all of which can be found in actual classrooms (and in settings for adults, such as community fora.)

I think Crocco et al. provide some grounds for skepticism about simulated decision-making discussions in which the speakers represent themselves (cell 3). When we ask students (or adults) to discuss what “we” should do, where the “we” is actually a vast or distant entity, such as the US government, we position them as insiders even though they know they are outsiders. This disjunction could be fun or interesting, but I think often it just alienates.

The other cells are more promising. It’s better to be able to: (1) govern a real entity, such as a student-led association, (2) give advice to a real decision-maker, or (4) pretend that you hold a decision-making role, such as a Senator in a fictional Congress.

There are benign reasons to turn national issues into topics for small-group discussions. The goal is to make students (or others) feel that the government is theirs. It does belong to them, as a matter of justice, and it’s great if they take away that feeling. But we must be serious about their limited power, or they will perceive the discussion as fake and perhaps draw the conclusion that democracy is fundamentally a false promise. As I write in the article:

The students in these three classes did not actually decide about immigration. At most, they might shift their individual opinions on that topic, and if they encouraged others outside the class to change their opinions in similar ways, that could possibly affect national policy by influencing those people’s votes. But that is a remote form of impact for any citizen to consider, and especially for students who are not old enough to vote themselves. The United States is an “Imagined Community” (Anderson, 1991), not a group of people who literally make decisions. The real group—a classroom full of students—was pretending to deliberate.

That is how I would explain why the results were disappointing.

Trump at the confluence of populism, chauvinism, and celebrity

Donald Trump says many things. Some are innocuous and banal. Quite a few are inconsistent. And some provide evidence that he belongs in these three categories:

  1. A “populist” in the particular sense proposed by Jan-Werner Müller. (I also like to retain more positive definitions of the same word.) For Müller, a populist is someone who believes that the whole authentic people is unified behind a set of values that the populist leader explicitly expresses. Therefore, the opposition is illegitimate. Elections that favor the populist leader are sacrosanct, and anyone who criticizes or strives to reverse these results is an enemy of the people. But elections that challenge the populist must have been rigged or stolen. “A los amigos, justicia y gracia. A los enemigos, la ley a secas.”
  2. A chauvinist, meaning someone who explicitly and apologetically favors an in-group and disparages an out-group. In the United States, racism is a major variety. But in some other countries, the leading chauvinists are inspired by religion or nationality instead of race.
  3. A media personality who projects a combative personality, who disparages opponents, who cultivates “outrage,” who “seem[s] to always react to controversy and even aversion by leaning into it,” and who claims honesty or authenticity on the basis that he says things that give offense or cause pain–except not to his core audience. This style is prevalent on talk radio, certain reaches of cable news–but equally important, in supermarket tabloids, WWF, and reality TV shows like The Apprentice.

These three categories need not intersect. You can be an outrageous media personality who isn’t a populist or a chauvinist, a chauvinist who isn’t a celebrity, etc.

None of these categories is new. White Supremacy has been near the center of American politics since the beginning. Various forms of populism and chauvinism were much more extreme around the world in 1939 than today. But there does seem to be a global boom of unapologetic chauvinist populists who use media effectively.

The right doesn’t own these categories, and the left doesn’t consistently avoid them. I know plenty of people who believe that the Tea Party is pure Astroturf, a creature of right-wing billionaires. That is a populist move in Müller’s sense: it declares a large number of actual Americans to be illegitimate participants in politics. By the way, it’s different if you hate and fear your political opponents. That is partisanship, but not populism, so long as you acknowledge that your opponents are fellow citizens and you must share politics with them.

We’ve seen plenty of examples of these categories, but we have never had a president who fits all three. The combination poses a severe threat to our institutions and world peace.

Insofar as the problem is populism (in Müller’s sense), then I think an electoral shellacking will be the best remedy. Even if Republicans lose the 2018 election badly, the strongest Trump supporters (30-40% of the population) will continue to think that he speaks for the whole genuine American public and the election was rigged. However, Trump can’t govern without conservative and business elites. I think they will abandon him if they see that he is dragging them into the minority.

By the same token, if Republicans do better than expected in ’18, and/or Trump is reelected, we are in for much more populism. And if Trump’s presidency ends for a relatively extraneous reason, such as personal criminality, then the picture will be muddy enough that populism will remain an attractive option. (I often think that we are fortunate in our populist; if he were smarter and more disciplined, we would really be in trouble.)

Apart from elections, we have two other assets in the struggle against Müller-style populism. One is pluralist populism , which portrays “the people” as highly diverse (I discuss that rich tradition here).

The other is genuine conservatism. Real conservative thought is diametrically opposed–in principle–to the idea that any government can ever be authorized by a unitary public. The left/right spectrum originated in the French Revolution, and the Jacobin left was the populist side, in Müller’s sense. Conservatism emerged in reaction to the revolutionaries’ claim to a popular mandate, and great conservative thinkers have always opposed such claims. Many Republican politicians will go along with Trumpian populism as long as it wins elections; but conservatives will denounce it from the rooftops. The question is how many conservatives actually exist.

Insofar as the problem is chauvinism (meaning, in the USA, racism, religious bigotry, and sexism), then it’s the next chapter in a basic American story. Progress is hard-won and tends to have a zigzag pattern. I am a fan of Barack Obama for other reasons than his race, but it is significant that he was the first leader of a majority-white nation to have modern African ancestors–and the first US president in modern times to have a foreign father. That was the zig; Trump is the zag. The struggle continues.

Finally, insofar as the problem is celebrity politics, I am actually optimistic. I believe that Trump came first in a crowded and splintered Republican primary field because his persona appealed to a minority of the US population. He then beat Clinton in the Electoral College because partisan polarization gave him most Republican votes in key states, and she was deeply unpopular. Compared to a generic incumbent president who enjoys a strong economy and who hasn’t actually passed any controversial legislation (other than a tax cut), Trump is remarkably unpopular. And a key reason is his style. So I think acting like a reality TV star exacts a political cost and is not likely to be replicated.

Michael A. Rebell, Flunking Democracy: Schools, Courts, and Civic Participation

This is a very important new book: Michael A. Rebell, Flunking Democracy: Schools, Courts, and Civic Participation (University of Chicago Press, 2018).

My blurb on the back cover says, “Michael Rebell makes a powerful and original case that litigation can and should improve civic education. He skillfully assembles evidence from the existing literature to show that civic education is important for the future of our democracy and requires improvement, then further applies his deep knowledge and experience with education-reform litigation to argue persuasively that courts can and would consider lawsuits requiring states to improve their policies for civic education.”

I’d add that this is one of the best available summaries of the research on civic education. Rebell really does demonstrate that litigation is a plausible strategy for improving civics. One reason is that state constitutions often explicitly cite preparing citizens to vote and serve on juries as the main rationale for establishing a right to education. Finally, Rebell offers sophisticated solutions. In a way, the hardest question is what a state should do if a court orders it to improve its civic education. There are complex debates about the value of policies like tests and required courses, and no single policy will work in every state and for every purpose.* But Rebell explains that courts can require processes that involve deliberation about strategies, experimentation, and assessment. That means that a court wouldn’t have to order a policy but could require a flexible process and then hold the state accountable for making serious efforts.

* See my exchange with Beth Rubin about policy for civicsnew overview of civic education, and state policies for civics: it’s all about implementation.

May 3-4 Conference: Creating Civic Competence: the Critical Challenges

The New Civics Early Career Scholars’ Program & The Civic and Moral Education Initiative in partnership with The Edmond J. Safra Center for Ethics invite you to a conference on Creating Civic Competence: the Critical Challenges. May 3-4 Larsen Hall Harvard Graduate School of Education

Preparing youth to meet growing civic challenges, worldwide, creates new questions for effective civic education. The New Civics Early Career Scholars Program, supported by the Spencer Foundation, trains doctoral students in civic education. This Conference draws on their innovative work with commentaries from distinguished senior scholars in the field.

Larsen Hall Room G08Helen Haste

“Identity, Agency and the Power of Story: Meeting the Civic Challenges?”Helen HasteVisiting Professor of Education, Harvard Graduate School of Education, and Professor Emerita of Psychology, University of Bath


Danielle Allen

Danielle Allen
James Bryant Conant University Professor, and Director of the Edmond J. Safra Center for Ethics, Harvard University

Howard Gardner
Howard Gardner
Hobbs Professor of Cognition and Education, Harvard Graduate School of Education
Peter Levine
Peter Levine
Lincoln Filene Professor of Citizenship & Public Affairs, Tisch College, Tufts University
Judith Purta

Judith Torney-Purta
Professor of Human Development, University of Maryland

The Conference also features commentaries from Michelle Bellino, Sarah Dryden-Peterson and Julie Reuben.
Some questions the Conference will address:

  • How do young people become motivated and gain civic identity?
  • How does early experience develop the skills for later civic and moral responsibility?
  • How do digital media reshape civic participation?
  • How can we use art to enlarge and innovate civic education?
  • How involved should higher education be in fixing civic problems?
  • How do cultural narratives and institutional structures, in the US and internationally, frame civic identity, competence and global moral responsibility?
  • How should we sensitively define and measure civic education outcomes in different cultural and social contexts?
  • What can we learn from critical and participatory pedagogy among marginalized, dispossessed and conflict-ridden populations??


Conference Website:

Conference Program:

the I and the we: civic insights from Christian theology

Let’s assume that individuals have ethical responsibilities: each of us must strive to do what is right. However, our knowledge, self-discipline, and capacity to influence the world are all severely limited. Therefore, we are obliged to participate in groups that aggregate information, motivate their members, hold them accountable, and obtain collective power. Within groups, our individual responsibility shifts into an obligation to exercise either voice or exit. “Loyalty” means a commitment to the group; but it shades into “complicity” when the group does wrong.

This is a purely secular thesis, but it can draw on religious debates about similar issues. I’ll focus here on Christian views, mainly because I know them better than I know other traditions.

There are startling differences among Christian communities–from storefront charismatic churches and Quaker meeting houses to Orthodox monasteries and the global Catholic Church. However, it is a virtually unanimous Christian view that the soul is individual; it stands before God for separate judgment. Christians reject theories of a shared or universal soul. Thus all Christian theologians believe that it matters what each human person thinks and does.

At the same time, it is essential to Christianity that human beings are cognitively and motivationally limited–“fallen.” Thus all Christians see the benefits of being religious in groups that guide their members and speak and act collectively. Although the papal curia looks very different from a Jehovah’s Witness Kingdom Hall, both are groupings of morally responsible individuals.

Only a caricature of Catholicism portrays it as a papal dictatorship. The papacy has been stronger since Pius IX (1846–1878) than it ever was before, but even in this era of relative centralization, the teachings and actions of the Church result from the whole community; and all Catholics are obliged to exercise voice within the Church. But Catholics have a strong obligation of loyalty and not much of a moral right of exit. That is because mainstream Catholic thought emphasizes the special standing of the Church. It was instituted by Jesus when he called the apostles and gave the keys of the kingdom to Peter.

No one believes that the visible Church is pervasively infallible; it is a human institution. But Catholics hold that our mortal limitations make organization indispensable, and God has selected one organization to mediate for all individuals. (“Catholic” means universal.) Wrecked on a desert island, you should do your best, and God will understand. But if you can, you must participate in the global Church in order to be right with God. If, in your opinion, the Church errs, then your responsibility is to improve it by exercising voice.

Martin Luther broke from the Catholic Church because of his premise that conscience is logically inalienable. It’s not only wrong to try to delegate or share one’s moral responsibility; that is a contradiction. Responsibility always remains fully yours, by definition. In 1520, Luther wrote, “In fact, we are all consecrated priests through Baptism, as St. Peter in 1 Peter 2[:9] says, ‘You are a royal priesthood and a priestly kingdom,’ and Revelation [5:10], ‘Through your blood you have made us into priests and kings.'”

Why then do Lutherans have churches at all? (They even employ people in special garb who, at least in countries like Sweden and Finland, are called “Lutheran priests.”) Lutherans share with Catholics the assumption that the individual human being is too frail to believe or do right, and a group is necessary. They also agree that receiving spiritual help from other people does not negate personal moral responsibility. Their disagreement with Catholics is that they maintain a right of exit in cases of conflict between individual conscience and any particular group. That means that they are pluralists about groups, while Catholics are unitary.

Two other issues that are relevant to secular or “civic” groups are also emphasized in some Christian denominations. One is deliberation: the expression of personal views as part of a group’s search for shared truth. Making deliberation a transcendent value distinguishes Quakers from other Protestants, but it is present in all denominations to various degrees. Erasmus, for example, tried to make the consensus of believers a definitive feature of Catholicism.

The other issue is tradition: loyalty to the values and beliefs that have emerged over time, rather than those that are authored by any nameable human beings. Orthodoxy is particularly deferential to tradition. Whenever possible, the Orthodox prefer to acknowledge practices that have emerged, rather than make discretionary decisions. That practice is consistent with a very strong belief in individual cognitive limitations, combined with some faith in the ability of people to learn from accumulated experience.

All of these ideals–tradition, deliberation, plurality, unity, exit, voice, loyalty, conscience–are also available to secular groups; and often the best arguments for each principle have been developed by theologians.

See also: a typology of denominationssystem, organism, person, organization, institution: some definitionsfrom I to we: an outline of a theoryThe truth in Hayek; and what defines an organization? the case of the global sanghaSt. Margaret of Cortona and medieval populism