Monthly Archives: November 2019

new Civic Engagement section for the American Political Science Association

Elizabeth Bennion (Indiana University – South Bend), Richard Davis (Brigham Young University), and I have proposed a new APSA Organized Section on Civic Engagement. It will promote the teaching of and scholarship about civic engagement through sponsorship of civics education and civic research panels and/or short courses.

“The Civic Engagement Section would serve as an institutional home for a diverse, growing and important group of scholars. It would create new opportunities to showcase the best new research at APSA’s annual meeting, promote subfield collaboration, and serve as a focal point for coordinating the various projects being undertaken by civic engagement scholars. Indeed, we welcome scholars working with diverse methodological backgrounds and in diverse institutional settings including research intensive universities, teaching intensive colleges and universities, HBCUs and HSIs, community colleges, and in the nonprofit sector.”

If you are an APSA member, you can sign the petition here. We are on course to have enough signatures for formal review of the proposal, but we still welcome more support, which will strengthen the petition.

If you’re not an APSA member–or a political scientist, or an academic–you may still want to keep an eye out for opportunities to work with the new section.

an agenda for political reform in Massachusetts

Today at the Boston Foundation, MassINC & Tisch College released our report on reforming state government in Massachusetts.

The major theme is that a small number of people who lack the diversity of our state dominate the process of governance, which includes voting, running for office, assessing problems and possible solutions, consulting stakeholders, and building coalitions.

State government is very powerful because of a lack of county governments and weak home-rule for our cities. Within the legislature, especially in the House, power is strongly concentrated in the leadership.

Strong leadership is not necessarily problematic, and it is typical of large legislative bodies, such as our House. But centralized control is problematic if the leadership lacks diversity. In our case, of the 76 legislators who hold leadership positions, four are people of color.

And centralized control is problematic if people outside the center lack the capacity to play their own important roles in governance In our case, most state representatives employ just one staffer–not enough to play a meaningful role in legislating. The parties are shells, employing very few people. And state and local newspapers are near collapse.

As solutions, we propose:

1. Synchronize state and local elections. Holding local elections in odd years dramatically reduces turnout leading to an electorate that is unrepresentative and vulnerable to influence by special interests. To attract more voters, Massachusetts should follow other cities and states that have moved municipal contests to even years.

2. Provide public funds for candidates and parties. Public financing increases the racial, economic, and gender diversity of those running for office. Massachusetts should join a growing number of cities and states that provide public funding to both candidates and parties.

3. Increase the capacity of the whole legislature to legislate. All legislators should have the capacity to consult with citizens and experts, analyze legislative proposals, develop their own proposals, and build coalitions. Massachusetts should follow the practice of 46 states and create a research office to provide nonpartisan analysis of pending legislation. The Legislature should also provide rank-and-file legislators with more professional staff and ensure that they are adequately compensated.

4. Invest in the press. Concerted effort is needed to find new business models for state and local news. The legislature should act expediently on pending legislation that would establish a commission to examine policy options to ensure that residents in all of our communities have access to quality state and local news.

We also endorse civic education, lowering the voting age, Ranked-Choice Voting, Election Day Registration, and the Citizens Initiative Review.

Read the whole thing here. It can be cited as: Peter Levine, Benjamin Forman & Laurel Bliss, MassForward: Advancing Democratic Innovation and Electoral Reform in Massachusetts (Boston: MassINC, 2019)

in defense of (some) implicit bias

I hope that if there were an implicit bias test for Nazism, I would demonstrate a strong negative bias. Shown rapid-fire images of swastikas and Nazi leaders, I would be unable to associate them with positive words without strenuous effort. The reason is that I learned a deep aversion to National Socialism, based originally on reasons and evidence. It is now no longer efficient for me to use conscious effort to assess Nazis, their pros and cons. I have rightly translated a very well-founded judgment into a habit, which works like a constructed instinct. That way, I can reserve my limited attention and cognitive capacity for other issues.

In 1970, Charles Fried proposed as a philosophical thought-experiment a situation in which two people are drowning, one of whom happens to be your spouse. It was “absurd,” said Fried, that you should be impartial about which one to save. Fried was developing an argument against pure impartiality. But Bernard Williams famously replied that you shouldn’t even have to think about which person to save. That would be “one thought too many.” If you must reason about whether to save your spouse as opposed to someone else, you do not love your spouse. The problem with having to think in this case is not mere inefficiency (it might slow you down and increase her chance of drowning). It’s more basic than that. You do not have a “deep attachment” to another person unless—here I extend Williams’ argument—you have turned your preference for that person into an acquired instinct. Your ability to act on that instinct instead of reasoning is proof of a process that we call love.

In a really interesting new paper, “Rationalization is Rational,” Fiery Cushman argues that human beings, since we have limited cognitive resources, have evolved several different modes of representing things in our environment: reason and planning, habit, instinct, and norms. These modes require varying amounts of cognitive attention. Cushman also proposes that we have evolved mechanisms for shifting representations from one mode to another for efficiency’s sake. For instance, we intentionally learn the way home and then form a habit of walking home so that we no longer have to think about it. But we can also make a habit conscious and practice until we change it.

Many people are currently worried about two specific “representational exchanges,” in Cushman’s terms. One is rationalization. We think that we are making a conscious and reasoned choice, but we have actually formed an instinctive reaction that we then merely rationalize with explicit words. This phenomenon is widely taken to be evidence of human unreason and inability to deliberate. But Cushman sees it as an efficient process. We can’t go through life assessing everything explicitly, so we develop habits of reacting to categories of things and then justify our reactions when reasons are needed. So long as the learned habit was based on good thinking in the first place, it is an efficiency measure rather than a limitation. In turn, rationalization (giving reasons for something we have already decided) serves a useful purpose: it puts a habit into verbal form so that it can be debated.

The other problem that worries many of us implicit bias, particularly in the form of racial stereotyping. Tests of implicit bias show that various forms are common in the population as a whole.

Implicit bias research sometimes seems to flatten crucial moral differences. A subject might have a 3% bias against African Americans and a 24% bias against Millennials. This does not mean that generational bias is eight times more important, even in this individual’s case. Racism is structural, historical, connected to laws and institutions, and literally deadly. Generational bias is just one of those things we should probably think about. To assess the empirical data about bias, we need judgments about what is just and unjust.

Applying Cushman’s insight, I would go further. An implicit bias is not necessarily bad at all. It is actually a virtue (in the Aristotelian sense) if it reflects a process of reasoning and learning that we have stored as a habit. Being biased against Nazis and in favor of your spouse are virtues. Being biased against people of color is a vice. The difference lies in the content of the judgment, not the form.

It’s true that any bias can mislead. For instance, your appropriate abhorrence of Nazism might distort your views of justice in the current Middle East. Your appropriate bias in favor of your dearly beloved family members might cause you to treat strangers in unjust ways. It is characteristic of virtues that each is insufficient; we need a whole suite of them. And one important task is to bring even our best biases into conversation with other ideas and principles. But it wouldn’t be progress to temper your bias against Nazis or in favor of your spouse. That would just weaken your virtues. Progress means combating bad biases, developing good biases, and combining your good biases with more abstract principles of judgment.

See also: the era of cognitive bias; marginalizing views in a time of polarization; Empathy and Justice; Jonathan Haidt’s six foundations of morality; and don’t confuse bias and judgment (which is incompatible with this post).

on baseball as an analogy for civics

(DCA) Yesterday at the “Future of Civics” event presented by The Atlantic and the Stavros Niarchos Foundation Agora Institute at Johns Hopkins University, I got to hear Paul Finkelman present the same argument he had made recently in The Atlantic under the heading, “Baseball is a Civics Education.” 

Baseball, Finkelman says, is “a wonderful example of a functioning legal system, one that teaches the millions of Americans who play or watch it fundamental principles of American law and constitutional theory.”

Finkelman analogizes baseball to law, meaning primarily the judicial process. It was only the headline writer who called baseball a “Civics Education.” That raised the stakes, because civics is about much more than law. Civics is also about partisan politics, social movements, social capital, identities, ideologies, and a range of other issues that look much less like baseball.

Still, I have made analogies between games and politics (why learn game theory?; work and play and civic life). As Finkelman argues, baseball is rule-guided. It channels individual and group competition into an event that serves a larger public; ambition is harnessed for the public good. The rules are explicit but have evolved (informally as well as formally) and are interpreted by human umpires who are trained to be neutral. In addition to explicit rules and penalties, baseball depends on norms.

These are some similarities between baseball and some desirable aspects of politics. On the other hand, politics is not only about who plays better. It’s primarily about ideas, decisions, or policies. To the extent that better play determines the outcome, a political or legal system (unlike a game) is flawed.

In democratic politics and in a jury room, the audience doesn’t just watch; they decide the outcome. And their decision is not about who did a better job, but what about is most true or just. That is a high ideal; in reality, we also decide what will serve our own interests. That is both inevitable and also justifiable, within limits. Politics is an instrument for obtaining the ends we want.

In baseball, the identities of the two teams are sharply defined and are fixed for the duration of the game. In politics, one of the important dynamics is the ability of players to choose and change identities. Baseball is a two-team sport, but even in the dysfunctional partisan duopoly of US partisan politics, there are many more than two teams on the field at a time. And players are constantly changing sides. There is (or should be) no sharp distinction between the audience and the players. Everyone plays. Even apathy has an effect.

Competing baseball teams may be unequal in the sense that one team has better players. But they have the same number of players, opportunities at bat, and other basic resources. In contrast, politics is always unequal, often brutally so. That often makes the game less enjoyable to watch, but nobody designed politics for the audience’s appreciation. It is a manifestation of power.

Most importantly, the stakes are different. Baseball is about who wins. Politics is about who pays or receives, prospers or suffers, lives or dies.

I can see the pedagogical value of analogizing politics and baseball. The sport teaches certain values that are worthy in civic life, such as rule-of-law, fair play, and the value of the opponent. But baseball and other games also differ from politics, and we risk mis-educating people if we drive the analogy too far.

the Oberlin cultural appropriation controversy, revisited

(Washington, DC) In 2016, I began a blog post:

The Oberlin College Cultural Appropriation Controversy is almost certainly getting more attention than it deserves because it reinforces critiques of political correctness in higher education. Nevertheless, it provides an interesting case to consider the general questions: What is cultural appropriation, and when is it bad?

Some Oberlin students criticized Oberlin’s dining hall’s bánh mì and General Tso’s chicken as cultural appropriations. …

I tried to offer a nuanced response to the general topic of cultural appropriation. Although I see some legitimacy in some critiques of appropriation, I am worried about the stance that cultural products belong to ethno-cultural groups and cannot be borrowed. I find that view empirically untenable, because culture is always borrowed and shared. And I can think of unsavory examples–like Richard Wagner’s decrying classical music composed by European Jews, partly on the ground that music belonged to Germans and not Jews. I start with enthusiasm for a global cultural commons and opposition to all forms of “enclosure.”

However, we now know that I shouldn’t have been writing about the Oberlin episode at all. No Oberlin students organized to criticize the campus food on political grounds. Instead, the college newspaper asked some individuals their opinions of the college bánh mì and sushi. A majority of those interviewed thought these dishes were poor examples of their genres. The bánh mì was made with ciabatta, and the “chicken sushi” wasn’t sushi at all. It’s not clear that even the individuals who were quoted had political or ethical objections to the food. And even if they did, they were responding to a question. There was no student movement against cultural appropriation.

This story fit some people’s prior assumptions and went viral without being fact-checked. In this case, it was about allegedly spoiled PC students on a liberal campus, but we are all subject to being fooled by virally contagious anecdotes. This phenomenon can happen accidentally, but it can also be made to happen by people with nefarious motives. An example is the shadowy Twitter account that “posted a minute-long video showing the now-iconic confrontation between a Native American elder and the high school students.” This misleading video was carefully designed to play on the ideological priors of liberals.

Looking back at my post, I am relieved that I hedged my opening and I didn’t criticize any students. But I did file away the memory that Oberlin undergraduates had mobilized against the bánh mì, which did not happen. And my post, despite its caveats, played its small role in spreading that misperception. We all need to pay more attention to the reliability of the alleged facts that we use as opportunities for arguments.

See also: what is cultural appropriation?; notes on cultural appropriation after the royal wedding; when is cultural appropriation good or bad?; V.S. Naipaul’s view of culture; cultural mixing and power; a political defense of Hamilton; Maoist chic as Orientalism; and “a different Shakespeare from the one I love”