trying to keep myself honest

(Madrid) This summer–which is not over yet–has already been full of rich and challenging discussions for which I am grateful.

In June, I spent several days discussing some lesser-known works of Friedrich Hayek with a group of mostly classical liberals/libertarians.

In late June and early July, more than 160 experienced scholars, practitioners, and activists from many countries visited Tisch College for a series of linked events: the American Political Science Association’s Institute for Civically Engaged Research, a convening of city staff from 15 Cities of Service, a gathering of Bridge Alliance members, the eleventh annual Summer Institute of Civic Studies, Lead for America’s summer institute, and the Frontiers of Democracy Conference. These people certainly held diverse ideological views, but a strong voice came from participants whom I would associate with intersectional movement politics–people who favor bottom-up, extra-institutional movements to confront white supremacy, patriarchy, and related “-isms.”

And now I am in Madrid for the Ibero-American Meeting on Civic Studies. I am very much enjoying my academic colleagues from Argentina, Colombia, Ecuador, Guatemala, Mexico, Spain and Venezuela who hold diverse views. While here, I have also visited a traditionally “red” working class Madrid neighborhood and met with radical Spanish architects and have heard a senator from the PSOE (socialist) party lecture. They have given me a dose of European social democratic politics. In contrast to intersectional movement politics, this is largely about building mass institutions (unions and parties) for “the people,” understood as singular.

I remain basically an American center-leftist. Barack Obama is my favorite president and have sent a little money to Kamala Harris. But since I fear intellectual complacency and clichés, I am always grateful to have my presumptions challenged. Libertarianism, intersectional movement politics, and social democracy feel like a triangle of ideas that keep me (somewhat) honest from three directions.

I think I hear the classical liberals saying, “Society is too complex to be modeled, let alone regulated or planned, because it is a function of countless individual choices, and the millions of agents can react to any effort to constrain or guide them by changing their behavior. Opportunity costs are ubiquitous and especially difficult to measure. Talk of ‘social justice’ arrogantly replaces what individuals want in their own circumstances with a specific theory of what they should want and implies that someone has the right to enforce that. Instead, policy should be maximally general, durable, and predictable so that individuals can form and implement their own plans in their contexts.”

I think I hear intersectional activists saying, “People are dying as a result of racism and transphobia and sexual violence. That is because other people hold deeply seated world-views that categorize their fellow human beings into hierarchies and create boundaries. These world-views are fundamental causes of injustice and must be challenged. There is no substitute for the people at the top of the hierarchies [people like me] acknowledging their advantages and changing their own lives accordingly.”

And I think I hear the social democrats say, “When large numbers of ordinary people have organized themselves into unions, parties, and social movements, they have countered corporate capital and negotiated mixed economies that have generated equity and security along with prosperity. But such organizations require substantial discipline (constraining individual choice) and broad identities, such as ‘worker’ or ‘citizen.'”

See also: on hedgehogs and foxes; The truth in Hayek; identities, interests, and opinions

reclaiming our kids’ walk to school

(Madrid) In June, I was with an international group, and we were lamenting that no one from any of our respective countries seems very comfortable allowing their children to walk alone to school. We all walked to school when we were kids, even though the crime rate–at least in the US–was much higher then. It seems as if parents raised in the mid-1900s let their late-1900s children walk around dangerous cities, but we are too nervous to let our early-2000s offspring do the same.

Now I am in the very dynamic and impressive MediaLab Prado, a “citizen laboratory that functions as a meeting place for the production of open cultural projects.” And I have just encountered Camino Escola Seguro, A Safe Path to School. In part, it involves knitted safety notices that assure families that local shopkeepers and residents are keeping their eyes on the streets and making them safe for children to walk to school.

I’m not saying this would work everywhere. Maybe it won’t work at all. But I love the spirit of people reclaiming the common resource of a safe walk to school.

What is the appropriate role for higher education at a time of social activism?

(Posted in Madrid) In the current issue (and available free online) is my article entitled, “Another Time for Freedom? Lessons from the Civil Rights Era for Today’s Campuses,” Liberal Education, Winter 2019, Vol. 105, No. 1.

This is the first of several pending articles in which I explore the interactions between social movements and institutions. My motive is to encourage people who sit in institutional settings to pay attention not only to activists who make demands but also to the movements to which these activists belong. In order to relate appropriately to a given movement, it’s important to assess whether it has robust internal discussions, whether it is a space for learning, how it develops leaders, what norms it enforces on its members, and other such characteristics. Interpreting a movement is valuable whether you want to be a good ally, merely treat the movement fairly, or actively counter it because you oppose its influence.

In this piece, I use as a hook a fascinating New York Times op-ed by Dr. Martin Luther King, Jr., in which he described the movement that had engulfed Historically Black Colleges and Universities by 1961. A sample passage from my article:

In the model of civic action that King describes, college students plug into national social movements that have leaders and organizations outside higher education. The students’ involvement is youth-driven: students recruit other students to participate. …

Like most participants in social movements, the students King describes in the Times essay have transformational goals. They do not aim to modify the policies and practices of existing institutions—such as their own colleges—but to rebuild or reconstitute the whole society. Student activists, King writes, are “seeking to save the soul of America. . . . One day historians will record this student movement as one of the most significant epics of our heritage.” Today, movements like Black Lives Matter and climate activism do not merely advocate specific policies but attempt to fundamentally transform society, from white supremacy to racial equity, or from carbon-dependence to global sustainability.

By contrast, colleges and universities—including the HBCUs of 1961—are institutions. As such, they are inevitably led by people who have extensive experience, who must therefore be older. Institutions can encourage youth voice and can change as a result of social movements. For instance, a range of curricular and policy reforms that promote greater racial equity and diversity can be traced back to the civil rights movement. But institutions will predictably resist more radical transformations. They are not movements; they are targets of movements.

The tension between movements and institutions is inevitable, but higher education has a particular commitment to ideological pluralism and debate. Although pure neutrality is impossible and a misleading ideal, colleges and universities must demonstrate a reasonable degree of impartiality about the contested issues of the day. As academic institutions, they value reflection and “organized skepticism.”11

When today’s colleges and universities go beyond classroom teaching to offer experiential civic education, a typical model involves supporting students to choose and define their own issues and to develop and implement plans of action—not signing them up for specific social movements that will demand sacrifice. Often, an institution’s recruitment takes the form of a general invitation to civic engagement, civic learning, or dialogue, not a call to join a movement.

See also: pay attention to movements, not just activists and events; the value of diversity and discussion within social movements; social movements of the sixties, seventies, and today; a sketch of a theory of social movements

how to improve the civil society of a school

Students learn to be citizens by joining, forming, leading, and influencing extracurricular groups in their own schools. A school’s whole array of groups is its “civil society.” The number, diversity, reach, purpose, vitality, and interconnection of these groups is important for youth development, generally, and for civic education, in particular.

Discussing this topic with teachers this morning, I received an excellent question. How should we encourage all students to participate? What should we do about the fact that 9th-graders sign up for many groups but membership trails off fast? How about the students who are too busy because they work? And what about the kid who wears headphones all day and just doesn’t want to connect?

I think I began my reply with two caveats. First, I don’t know how to motivate teenagers nearly as well as teachers do. And second, some kids really may face serious barriers to membership, no matter how hard you try to include them.

That said, the challenges of a school’s civil society are like those of any civil society. Like teenagers, adults exhibit different degrees of commitment. They drop out when they lose interest or as a response to disagreements. Many free-ride, staying in a group to get its benefits without doing a fair share of the work. Some work extra hard and well but aren’t noticed.

Addressing these problems constitutes Alexis de Tocqueville’s “art and science of association.” It’s never easy but there are good practices. Impose regular penalties for non-contribution but make initial penalties very light so that they are actually enforced and violators can recover easily from being penalized. Keep a clear and public list of who belongs and who doesn’t and clarify what constitutes membership versus exit. Rotate responsibilities. Incorporate low-cost methods of monitoring compliance, such as sign-in sheets. Implement efficient mechanisms for conflict-resolution. (For these principles, see, among other sources: Ostrom, Elinor. “Design principles and threats to sustainable organizations that manage commons.” Santiago, Chile, March. 1999.)

Learning these practices is a core task of civic education. We traditionally learn them only from experience, but it is possible to learn some of them from texts and discussion. Students who learn to lead groups are better placed than any adults to actually generate viable groups in their own schools. Thus I would recommend teaching strategies for recruitment and group-management explicitly, and then encouraging student leaders to be primarily responsible for the vitality of their own civil society.

See also a portrait of American teenagers’ out-of-school life; and class disparities in extracurricular activities.

the ethics of playing hardball with the federal budget

Congress must pass appropriation bills by late September and must raise the debt limit by about Oct. 1 to allow the government to pay its bills. Failure to do either will have substantial economic impact. Neglecting to raise the debt limit could be catastrophic, since the federal government has never defaulted before.

A solution could either be a real agreement or a mere patch–a bill that continues current spending levels for a few months and raises the debt limit enough to get us to the next short-term deal.

Since the economy seems fragile, and federal (and state) elections are a mere 16 months away, the political stakes are high. In fact, I think the negotiation over the budget and debt limit is the most important political story of the present moment.

Conventional wisdom holds that an incumbent president has more to lose from a sudden recession than members of Congress do. Thus Donald Trump is probably most at risk if there is no deal. Although most Americans disapprove of his economic policies, I still think his popularity would fall further if we entered a recession.

For their part, the Democrats must decide how hard to bargain. That is an ethically complex question, and it confronts not one actor (an imaginary, monolithic party) but many Democratic members of Congress who have disparate values and interests.

Democrats have good ethical reasons to play hardball. They have policy goals (spending, immigration, climate) that they can advance by forcing Trump to swallow compromises. By pushing hard, they risk a government shutdown or a default, but the moral responsibility for a crisis would be shared. Whatever happens, we are headed for a recession at some point, and the country may be better off if it comes in time to unseat Trump rather than late enough that we must weather the downturn during his second term.

On the other hand, Democrats shouldn’t intentionally drive Trump into an impasse because they are happy to hasten a recession. To see that that is wrong, apply Immanuel Kant’s test of publicity. It is unethical to do something unless you can admit you are doing it. That is especially true of political leaders in a republic, because it is definitive of republics that everyone must explain their actions to everyone else. I don’t think the Democrats could face the electorate saying that they had intentionally driven the economy into recession.

But there is a fine line between: (a) driving a hard bargain for good causes while not worrying overly about the collateral risk to the economy and (b) actively pushing a breakdown in order to cause a recession and win the next election. I would drive right up to the edge of (b) but not over that line.

A subtler question is what to do about raising the domestic discretionary spending limits. Democrats believe that raising these caps will truly help people. However, increasing spending without raising taxes is a fiscal stimulus. As such, it has some potential to forestall a recession. Thus raising the domestic spending limit is win/win for Trump and the congressional Democrats (although an ideological loss for congressional Republicans). The problem is that a win/win deal could get Trump re-elected. I think I would bargain hard on immigration and climate regulation and give way on domestic spending for this year.

See also: on playing hardball with the shutdown (2019); should Democrats play constitutional hardball in 2019-20?; avoiding arbitrary command