Tag: democracy

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Morality and the drought

Moral lessons from the drought

Fresno Bee, December 9, 2015

  • Special Report: From drought to El Niño
  • Columnist Andrew Fiala says drought exposes conflicting ideas

Scarcity prompts moral reflection. Imagine a group of hikers lost in the desert with limited water. How do they share the water? Perhaps you should share the water equally. California Drought Flawed Water System Photo GalleryOr maybe the thirstier person should get more water, or the person who owns the bottle – or the youngest or weakest.

There are conflicting intuitions about such cases. Drought exposes conflicting ideas about property rights, liberty, justice and communal good. Here are some moral insights that can guide our thinking about droughts and other conditions of scarcity.

1. Droughts challenge civilization. The oldest written code of law in the world – Hammurabi’s Code – contained rules and punishments for maintaining a system of irrigation. Agricultural civilizations require a complex division of labor, bureaucratic control and obedient citizens. Droughts challenge this system. Droughts have caused civilizations – such as the Anasazi of Chaco Canyon in New Mexico – to collapse. Drought prompts reflection on the fragility of civilization and the importance of stable, resilient social systems.

2. Environmental justice matters. Droughts create suffering, poverty, unemployment and homelessness. Successful responses must be fair. We owe special care for the weak and vulnerable. Resentment grows when some go thirsty while others thrive. Drought reminds us to focus questions of fairness and justice.

3. Egoism is immoral. A thirsty egoist may feel resentful or envious. Those with money and water may feel a similar sense of entitlement. But egoism is immoral. A selfish desert hiker who sneaks a drink is stealing water from the mouths of others. It is immoral when selfish owners of water refuse to share – or engage in price-gouging or wasteful water use. Drought shows the insufficiency of egoism.

4. Collective action limits liberty. A world of egoists left alone to pursue their own self-interests could end up destroying shared resources or creating resource wars. That is why law and regulation are needed. However, in a free country and a capitalist economy, we value liberty. Regulation limits liberty, including imposing limits on what we can do with our own property. Free people resent such limitations. Others suspect that regulation is manipulated by the rich and powerful. Drought exposes the conflict between individual liberty and collective action.

5. Cooperation is important. The optimal solution is cooperative self-regulation. People must limit their own liberty out of concern for others. Sharing and cooperation may sound naive. But the thirsty desert hikers will each do better if they cooperate and share. Sharing and caring are taken for granted within stable communities – and they help sustain community spirit. Drought demonstrates the importance of building and maintaining community spirit.

6. Consumption can be reduced. There is more to share when we each consume less. The lost desert hikers quickly learn that it is wrong to squander water. Scarcity causes us to reassess about how we use – and waste – things. We’ve discovered that we don’t need green lawns and long showers. We’ve learned to wash dishes, brush teeth, and flush toilets in new ways. Drought forces us to conserve water and to understand the difference between a need and a luxury.

7. Democracy is the key. When our needs are considered and our voices heard, we find it easier to cooperate – and we feel that justice prevails. Whatever way our thirsty desert hikers decide to share their water, they should each be consulted. Democratic deliberation creates cooperation and community spirit. Democratic values are tested in times of crisis, when leaders are tempted to revert to authoritarian policies. Drought should strengthen our commitment to democracy and inclusion.

8. There are reasons to hope. The good news is that 40 million Californians survived another arid summer. Moral action depends upon hope. To be inspired to do the right thing, you have to hope that others will do the right thing – and that doing the right thing will lead to good outcomes. To survive drought, you need moral hope.

So far, so good. We have limited egoism. We have developed community spirit. We have reduced consumption. We have attended to justice. And we have kept true to principles of democracy. There is always more work to be done. The rainy season provides a chance to hone our moral intuitions as we plan for the future of our hot, crowded state.

Read more here: http://www.fresnobee.com/news/state/california/water-and-drought/article48833525.html#storylink=cpy
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Kid Brother Surveillance

Be aware of your actions in this age of surveillance

Fresno Bee, May 2, 2014

We live in an age of constant surveillance, where our words and actions can be made public by anyone with a cellphone and an Internet connection. In the old days, morality was enforced with the thought that God was watching. In the era of totalitarian states, God was replaced by Big Brother.

Today, surveillance has become democratic, as each of us has the power to record and publicize the misdeeds of anyone we meet. Big Brother has been replaced by a billion kid brothers who keep sticking their cameras into other people’s business.

Secret recordings have exposed some egregious stuff. The racist comments of L.A. Clippers owner Donald Sterling were exposed in this way. A few weeks earlier, a Golden State Warriors assistant coach was fired for making secret recordings of his team.

In 2011, an NPR employee was caught saying that tea party activists are xenophobic racists. Also in 2011, President Obama and former French President Sarkozy were caught speaking privately about their dislike for Israeli Prime Minister Benjamin Netanyahu. In 2012, a secret recording of Mitt Romney caught him saying that 47% of the public were dependent on the government.

The law provides some protection against clandestine recording. But once the cat is out of the bag, the law won’t fix a damaged reputation. It is hard to hide anything in the era of crowd-sourced, pocket-sized surveillance. Racists, sexists, adulterers, and crooks should know that in the Facebook era, your bad deeds are only a click away.

While we might question the motives of the kid brother snoops, there is no denying their power and the serious loss of privacy this creates. But prying eyes can force us to behave ourselves. Whatever you say or do — in a business meeting, on the golf course, or online — can end up being made public.

One solution is simply to avoid saying or doing dumb and immoral stuff; and don’t be a hypocrite. We ought to behave — even in private — in ways that we are proud to affirm. We ought to avoid saying and doing those sorts of things that get the gossips talking and the cameras recording. If you wouldn’t say it in public, then don’t say it at all.

Hypocrites change their speech and behavior to fit their audience. Hypocrisy rests upon a tangled web of lies, masks, secret alliances, inside jokes, winks, and nods. Hypocrites say and do things in private that they condemn in public and vice versa. Gossipy snoops love to expose hypocrisy.

Justice Louis Brandeis once suggested that publicity is the remedy for social diseases. He said, “sunlight is said to be the best of disinfectants; electric light the most efficient policeman.” While this idea is often used to call for greater transparency in government, we forget that sunlight is an equal opportunity enlightener. We are all being observed and recorded all the time.

This is a bit scary. But kid brother surveillance does make it harder to keep immoral behavior and vicious ideas hidden. Some citizens are even turning the cameras on Big Brother himself. Earlier this year, someone smuggled a video recorder into the U.S. Supreme Court, which was the first time the court had ever been recorded. And camera phones have been used to record police brutality.

The prying eyes of a kid brother with a microphone can be irritating to those who value privacy. Sometimes we just want to be left alone. And liberty seems to require zones of privacy. Unfortunately, while it might be nice to imagine retreating to a world of pre-electronic privacy, the cell-cam Rubicon has already been crossed. One consolation is to recall that the good old days were also full of racism, sexism and other hypocritical diseases that fester in private places.

Kid brother surveillance means that privacy is a lost dream. Everyone you meet is armed with a camera. The constant threat of public exposure makes it harder for the hypocrites and racists to hide. The downside is that we each have to confront our own hypocrisies. Each of us now has the capacity to act as our brother’s moral keeper. But we ought to first take a selfie, before we turn the camera on someone else.

Read more here: http://www.fresnobee.com/2014/05/02/3907055/ethics-be-aware-of-your-actions.html#storylink=cpy

 

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Education and Democratic Citizenship

Education should encourage us to ask critical question

August 23, 2013

Teachers and students return to school anticipating the discovery of new ideas and the creation of new relationships. Empty gradebooks and notebooks promise transformation. But what should we hope for, as we send our kids back to school?

I heard at least one speech this week that emphasized that education is a way to make money. We celebrate the cash value of staying in school and going on to college. But emphasizing the money is a fairly superficial way to sell school to kids and their parents.

The focus on money ignores a key lesson of a good education, which is that money is not the most important thing in life. Sure, some money is needed for a decent life. But a good education should encourage us to ask critical questions about what we value. How much money is enough? How should resources be distributed? What’s an honorable way to make a living? And what’s the value of a culture that worships the almighty dollar?

Another idea about the value of education focuses on teaching kids to use tools and master the basic skills of reading, writing and arithmetic. Mastery of those skills is essential for people who live in a culture that requires basic literacy and numeracy. Computer technology skills are also becoming essential for life in our culture.

But it’s not enough to teach kids how to use tools. We also have to encourage them to think about what those tools should be used for. Ethical tool use begins with understanding the difference between the tool and its uses. A hammer can build. But it can also destroy. Words and ideas can uplift and empower. But they can also fuel violence and hate.

Our culture is often confused about tools. We fetishize our tools, imbuing them with mysterious power, allowing them to control us and the way we think. The emphasis on computers and online technology is a sign of this problem. Technology is not a panacea. It can be misused and backfire. Reading on computer screens is often more superficial than reading on the printed page. Computers make it easier to cheat and plagiarize. And electronic communication often lacks the depth and care of face-to-face conversations.

A good education helps us sort out the difference between those things that have value in themselves (love, beauty, truth, other people, etc.) and those things that do not (money, tools, computers, etc.). A good education helps us understand the relative value of different technologies and methods of communication. A good education empowers us to use these technologies for appropriate ends.

This process of understanding, assessing and prioritizing values is centrally important for citizens in a democracy. Democratic government is another tool that must be judiciously employed. Democracy can be abused by unscrupulous politicians who take advantage of a gullible citizenry. Democracy becomes dangerous when citizens are unethical and uncritical.

Human beings are not born knowing how to govern themselves. We are dependent for much of our childhoods. Our passions and instincts often rule over us, leaving us unable to properly govern ourselves. We are easily seduced and distracted. It takes long practice to learn how to pay attention, get your work done and do the right thing. A good education teaches us how to free our minds and control our behaviors so that we might govern ourselves.

Democratic citizens must learn to question authority, evaluate conventional wisdom, discuss values and deliberate about ideas. Citizens need to understand their rights. They also need to develop the wisdom and virtue so that they might exercise their rights responsibly.

Human beings are not born understanding ethics or politics. Most children do have an innate capacity for truth-telling, compassion and love. But children can also be selfish, close-minded and mean. They can bully others and show undue respect for authority and power. Ethical judgment and democratic values must be taught.

Every fall we entrust our educators with the awesome job of cultivating the next generation. I wish them luck on this difficult and crucial task. We hope that our kids end up with fruitful careers and that they learn to read, write and compute. But mostly I hope that they learn to be critical and virtuous democratic citizens.

Read more here: http://www.fresnobee.com/2013/08/23/3458110/education-should-encourage-us.html#storylink=cpy

 

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Democracy and Voting

Real work of democracy begins after voting

   Andrew Fiala

Fresno Bee 2012-11-03

Voting is a central part of self-government. Blood and tears have been shed in the struggle for voting rights. But voting is an imperfect indication of the will of “we, the people.” And voting is only a small part of political life.

Our system of voting creates problems. The biggest problem is the disparate weight of individual votes from state to state. As a result of the way that Electoral College votes are allocated, the votes of citizens in small states are worth more than the votes of citizens in big states. An individual vote in Wyoming has nearly four times the weight of a vote in California.

The Electoral College also creates the phenomena of swing states — where only a few states are the focus of presidential politicking. The Electoral College system combines with the “winner-takes-all” procedure to produce strange possible outcomes: candidates can be elected with less than 50% of the popular vote. This problem is exacerbated when third party candidates play the spoiler. Game theory shows that when there are more than two choices, less favored candidates can be elected.

In order to prevent such outcomes, we might prefer our two-party system. But what happens when you don’t like either of the two major party candidates? Those who are unhappy with the two main candidates may stay away from the polls. Others may vote in other races that matter, while leaving parts of the ballot blank. By abstaining, these voters may intend to vote “none of the above.” But our system is not set up to register a “none of the above” vote. Abstaining has no impact on the outcome of an election.

Henry David Thoreau explained, in “Civil Disobedience”: “All voting is a sort of gaming, like checkers or backgammon, with a slight moral tinge to it, a playing with right and wrong, with moral questions; and betting naturally accompanies it.” Some voters think like strategic gamers, perhaps by voting against one candidate, rather than voting in favor of another. But in our system, in order to vote against a candidate, we also have to vote in favor of another — even if we are not in favor of him or her.

Likewise, when voting on a proposition, we are asked to say “yes” or “no.” But life is more complicated than that. Our lives are not best described in bivalent decisions. In ordinary life, we rank a variety of things in multiple ways as we deliberate about our choices.

Decision-making in ordinary life is also a deeply social process. We talk things over. We listen to each other. We compromise and negotiate. And we aim at a consensus that is satisfactory to everyone involved. But voting is not like that. There is no talking or negotiating in the silence of the voting booth. We do not have to explain or justify our votes to anyone. The process is eerily un-social.

And yet, one reason we vote is that we like to participate in social life. Even though we know our votes don’t count for much, we like to be able to say that we voted. A sort of solidarity develops from voting. We like to wear our little “I voted” stickers throughout Election Day. We smile at our fellow citizens — even those in the other party — and celebrate our shared citizenship.

Voting is only a small part of political life, which also includes talking things over and taking action. We should vote. But we should also explain, argue, and act. Thoreau explained, “Even voting for the right is doing nothing for it.”

The act of voting occurs in a mere moment of time — as a pause from the tumult of political life. We mark our ballots — in secret and in silence — and then head home to watch the returns, enjoying the political game as a spectator sport.

Sometimes we forget that political life involves more than punching a ballot and spectating on the couch. We also need to exchange ideas and argue about the issues of the day. In a sense, the real work of democracy occurs after the voting is over, as we wrestle with the implications of the election, talk things over and begin arguing again.

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Education and Democracy

Holiday marks promise of education, democracy

   Andrew Fiala

Originally published Fresno Bee, 2012-06-30

We may be created equal and endowed with basic rights, but we are not born knowing this. Education is required to help us understand our rights and the legal structure that protects them. Thomas Jefferson once warned, “if a nation expects to be both ignorant and free … it expects what never was and never will be.” As we head toward Independence Day it is important to recall the essential connection between education and democracy.

American schools and universities have the opportunity to change the world. Consider this remarkable fact: The newly elected President of Egypt, Mohammed Morsi, and the Prime Minister of Israel, Benjamin Netanyahu, were both educated in the United States. Morsi received his Ph.D. from USC. He taught at Cal State Northridge. Two of his children were born in California, which means that they are U.S. citizens. Netanyahu graduated from high school in Philadelphia and later earned degrees from MIT.

This reminds us of the global reach of the American educational system. Not only are we educating our own citizens but also people from across the planet. This is an amazing opportunity to disseminate democratic values.

Since Plato, democracy has been criticized as unstable rule of the ignorant mob. If the masses are uneducated and immoral, democracy can produce negative outcomes. And if the rulers are not properly educated, they become despotic demagogues who pander to the mob. Plato’s solution was anti-democratic. He wanted to educate the best individuals — those of good breeding. This ruling elite would then keep the masses under control through the use of propaganda and force.

The American Founders proposed a different solution: more and better education. Faith in the power of education is a deeply American ideal.

Benjamin Franklin argued that there was nothing more important to the common good than “to train up youth in wisdom and virtue.” He continued: “wise and good men are, in my opinion, the strength of the state.” Franklin even imagined, contrary to the prevailing opinion of his day, that education could be of value for women and blacks. Franklin worked to establish the Philadelphia Academy, a school that played a central role in the intellectual lives of many of the Founding Fathers.

Jefferson wanted the state of Virginia to fund public education for all citizens. The Virginia legislature balked at the expense. But Jefferson persuaded the state to fund the University of Virginia. Jefferson argued that “primary education” should “instruct the mass of our citizens in their rights, interests and duties, as men and citizens.” Higher education was to go further in educating future statesmen, scientists, and business leaders. The university was to “develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order … rendering them examples of virtue to others, and of happiness within themselves.”

George Washington was also an ardent supporter of education. Washington asked the first U.S. Congress to consider establishing a national university. In his address to that first Congress, Washington stated that among other things, education was essential for “teaching the people themselves to know and to value their own rights.” He went on to say that education teaches citizens “to discriminate the spirit of liberty from that of licentiousness — cherishing the first, avoiding the last.”

The Founders thought that education would produce virtue, wisdom and love of liberty. This would prevent democracy from sinking toward rule of the uneducated, vicious mob. And it would prevent statesmen from becoming demagogues.

For two centuries, Americans have worked hard to improve our educational system. We now have universal and free public primary education. Our schools are less segregated. And our universities are the envy of the world.

But it’s not easy to provide quality education in an incredibly complex society that includes recent and noncitizens. Teachers are supposed to get this diverse group of children to understand their rights and value democratic governance.

Public school teachers are the guardians of the future of democracy. As we contemplate budget cuts and taxes for education, we should ask ourselves how much we are willing to spend in order to educate citizens (and even noncitizens) about the need to secure the blessings of liberty for ourselves and our posterity.