The Ballad of Detroit

16 08 2008

In Guns, Germs, and Steel, Jerod Diamond makes an interesting observation about peninsulas: the landform, much like an island, isolates a people.

Peninsulas act as a force multiplier, granting a space easier defense, so that a polity might survive invasion by a much more powerful culture.  (Think: Hot Gates and Isthmus of Corinth.)  Conversely, a spit can bring the closed-culture of the Spartans.  (”Mommy..?  What is art?”  *SMACK!*  “Get back to your jumping-jacks!”)  It’s no coincidence that Europe retains hundreds of cultures as well as claim to the most devastating wars in history; the continent’s chock-full of peninsulas.

I live on one.  In fact, Michigan is two; we call them the Upper and the Lower.  Surrounded by the Great Lakes, I’ve felt the isolation when hitting the freeway.  To get eastbound and down, I must first head to Ohio; to go west, I drive cross-state, then dip into Indiana to catch I-80.  Because of our geography, a lot of people have never passed through.  We’re not on the way to anywhere, really, unless you’re coming here.  As a result, even our own people buy into what they hear about Detroit in movies, avoiding a downtown still pulsing.  That and they rarely leave.  I have friends who have never been out of the state: content with Michigan’s bounty alone.

Our isolation makes us strongly anti-federalist.  Free trade becomes a four-letter word in the blurred vision of a people caught up in yesteryear.  Once, Detroit was called the Paris of the West for its vibrant theater scene and bustling trade.

We looked to the Car as one looks at a sun.  It warmed us and brought our people riches, so why not worship it?  But our piety came with a cost.  The Automobile was not a fixed source and it came crashing down: a mere shooting star.

Touring Detroit, one walks through the crater.  Fire, brimstone, carnage, debris, ruins: they’re all here.  Thousands yet suffer from the heat and fallout.

Much of the population flew to the suburbs on impact; but it’s historical fact that it’s easier to fly when you have money to afford the wings, and so the diaspora was largely white.

In the hole, many survived and they grew hungry.  Some lived in a state of nature, preying upon one another.  Many resented those living on the crater’s rim.

While on the outside, the fortunate looked in once in a while and wondered why those people chose to live like that.  They shook their heads, then resumed worship of their fallen god: sure that The Automobile would again light their sky.

In the meanwhile, new auto companies arrived.  Smaller cars and better quality.  Smarter and snappier designs.  And, most of all, improved fuel economy.

Technology granted the U.S. autos the same opportunity.  But, in true anti-federalist fashion, the Big Three viewed the opposable thumb as more fist-shaker than tool-maker.  Security began to heavily outweigh freedom.  And, as usual, this imbalance brought stagnation rather than innovation.

Unable to refocus, recenter, and remake themselves, many in Detroit vilified the Japanese.  A pair of Automobile “extreme fundamentalists” attacked Chinese-American Vincent Chin, first exclaiming “It’s because of you…that we’re out of work”, then beating him to death with a baseball bat.  The murderers went free. http://www.vincentchin.net/

All hoped that life would get better.  SUVs and cheap oil brought a fresh influx of warmth.  The Big Three had seen many changes, but they were still around.  And as long as they were around, Detroit would be.  Because what was good for GM, was good for America, right?

But the foreign cars got even smarter, snappier, and more efficient.

Subconsciously, we clung to our city’s motto: ”We hope that better things arise from the ashes.” http://www.flickr.com/photos/71288712@N00/1593515518/

The dreamers rose.  Thornetta Davis, Della Reese, The Winans.  Jazz and Gospel.  McKinney’s Cotton Pickers, Aretha Franklin.  John Lee Hooker.  Blues and Rhythm.  Marvin Gaye, Smokey Robinson, The Supremes, Jackie Wilson, The Temptations, Gladys Knight & the Pips, Stevie Wonder, and too many other Motown acts to name.  Del Shannon.  The 70’s rockers: Ted Nugent, Alice Cooper, Glenn Frey, Bob Seger.  Then Hard Core Punk, Death Metal, Techno.  Eminem.  And, the reinventor herself, Madonna.

But most had one thing in common: Get the Hell Out of Here.  Go where the action is.  Get off the peninsula and somewhere cosmopilitan.  Move toward the energy, and away from the rubble and the embers.  Because they understood that hope is not enough.  Action is needed.

This isn’t a eulogy, though.  This is a ballad.  A story.  And it’s not over.

Because of advances in technology, geography limits us less than ever.  Exchange of ideas flows as mountain rivers, when we don’t dam it.

Detroit owns great hubs of culture and vibrance and many are merging.  The spokes designed by Augustus Woodward lead back to a waterfront, and by returning to our first principles, we can rise again from the steam, to make our slogan real.  We just remodeled the Detroit Institute of Arts and saved our zoo.  There are signs of a diversifying economy, and we possess one of the greatest concentrations of engineers in the world. http://www.quoteworld.org/quotes/7609   Most forward-looking of all, Michigan controls a vast supply of the world’s freshwater.

There is a survivor’s spirit here, which I haven’t felt elsewhere, but we have to reconcile that the suburban, white-flight of the 70s wasn’t flying.  If we can harness that to move past our segregation, into a regionalistic wholeness of Indianapolis, Minneapolis, or Portland, we can breathe new life into our city and once again spread our wings.

What we have yet to realize, though, is that any one “solution” is but a false idol.  It is only We who are the phoenix; We who are the sun.





What Is Patriotism?

14 08 2008

A few years back, I purchased a packet of posters which proclaim democratic ideals.  One reads: PATRIOTISM: People show loyalty to the values of the country.  That got me pondering whether this notion is essentially federalist or anti-federalist, and I realized that it could be either depending upon which values one decides to choose.

 

I think that’s what bothers me most about the concept.  There’s an easy patriotism that is strongly anti-federalist.  Longing for the “good old days” is such a cop-out that one might as well phone in his citizenship.  And what can one tell of any so-called patriot who wears a flag pin in her lapel or attends a parade?  These “sunshine patriots” might throw on the guise of love of country without any work; their “show” of loyalty might be nothing more than that!

 

What do you do with your students to take definitions beyond their face value?  Are there activities other than discussion being used out there?  Does your school require community service?  If so, what’s your take on that?

 

I do a lot of work with propaganda in my class.  I firmly believe that students need an understanding of manipulation in order to navigate some pretty trecherous waters.  Today’s kids own a lot of savvy that we admire (when it comes to tech for instance); however, some argue that they can be more helpless than previous generations, especially when it comes to communication.  Whether that’s true or not, literature, writing, and social studies serve a powerful role in helping kids to decode their social environment.

 

What sort of levers, pulleys, and inclined planes do you show your students?  What will be in their toolbox once they leave your class?  Of what process are you proud to instill in your kids?





A Paradigm: Six Words for the National Academy

2 08 2008

You might remember a New York Times contest to craft a six word motto for the United States. We turned the powerhouse of Academy thinking at the question. Laura suggested a phrase you might recognize…

“MUTUAL GUARDIANS OF OUR MUTUAL HAPPINESS”

I think that phrase resonated as a result of her work at Monpelier’s NEH Landmark institute. Keith reviewed his notes from the Academy and provided a whole list of possibilities! This year’s National Academy wrestled a rigorous three weeks but still found time to toy with the idea of what six words would be the best represent their three weeks of scholarship in Los Angeles.

It’s something like the re-writing project…

What six words would you propose for the National Academy if you wanted to communicate as much of IT as possible with only THIS fragment?





National Academy 2008: Is it Over?

2 08 2008

The Rangeview building is nearly quiet this afternoon. It isn’t that the exchange students all went to the beach today but that this year’s National Academy has run out of time.

The machines still hum but the electricity of rigorous academic work is missing. From a discussion of constitutional citizenship befitting an intelligent people to an afternoon of panel presentations, our Friday was heavy with hard work and world-making ideas.

This is the Academy that forever has the story of the L.A. quake during a lecture and 100 different strategies for propping a door open. I don’t think I’ve ever eaten so many ice cream sandwiches in three weeks time!

As the group made their way to the exit this morning, we all wondered about Infanta’s super early super shuttle. It looks like she made it. There was an emergency mission to reunite Zeke with his toiletries at LAX. There might be room here for a joke about his short-shorts but I’ll let it pass. Todd had just one more moment of frustration when the van driver couldn’t find his reservation but it was no problem for Mir. He took the opportunity to have one more cigarette.

But there’s too much that’s happened here to simply walk away. What will you do with it all?

Politicolor is a space to talk through it. The 2007 crew has used Politicolor to share their work during the Academy and express their appreciation. And, remembering time with new friends or out of this world experiences is exactly how Politicolor got its start.

What do you want to remember? Alumni, don’t hesitate to join the conversation by telling us how the Academy has “haunted” you this past school year. This crew from 2008 might need your help to find solid ground as they return to school. If anyone would like to share their work from the Academy (either the writing project or the panel presentation), e-mail me and let’s share it.

So, one more afternoon of crafting questions to continue the conversation….

What thoughts did you have as the National Academy drew to a close?

How is the work of the Academy threatening to reverberate through your teaching and thinking?

What are you most proud of when you review your writing assignment or panel presentation?

Did a colleague’s presentation provoke a new degree of clarity or spark a new curiosity?





Constitutional Thinking Requires Constitutional Teaching

1 08 2008

At the National Academy today, Kevin Fox presented his thoughts on his own constitutional thinking and teaching. In the Academy tradition, his inquiry started with, “What is it?”. His answers included…

Reasoned

Reflective

Creative constructive imaginative

Present on-going

Whole ordered (not orderly)

Scientific systematic experimental

Balanced (between extremes)

Inclusive (of the parts and the whole)

Serious (treat ideas seriously)

Complex (surplus of mind)

Teaching beyond the test

Purpose driven

Problem generating & solving

With a quick wit, he concluded this line of thought with a simple paraphrase of James Bradley Thayer’s doctrine of constitutional interpretation, “Let them hurt. Make them feel it.” We’re convinced, however, that it doesn’t have to hurt! We can work together to craft classrooms to promote constitutional thinking.

As an example of constitutional thinking and teaching, Kevin shared an activity he uses in his classroom to confront the misunderstanding of Locke’s theory that it requires us to give up our rights to be protected by the government. He gave us each a blank piece of paper and asked us to designate a two-inch margin by drawing a dotted line down the length of the page. We then designated three separate sections of the paper by writing “LEGISLATIVE,” “EXECUTIVE,” and “LEGISLATIVE” across the page. It’s important that these headings cross the dotted line and use part of the reserved margin. We then wrote our rights of “LIFE,” “LIBERTY,” and “ESTATE” between the previous headings. This time it was important to not use the reserved margin.

We then consented to our contract of government by tearing that two-inch margin from the page and contributing it to the “government pot” Kevin provided. A portion of the legislative, executive, and judicial power from each of us was contributed to the government while we each retained the remaining powers and our rights. This activity effectively confronted the misunderstanding Kevin had targeted, but there was a new problem. We each still had some of our executive and judicial power in reserve! What a model of constitutional teaching! Just like constitution making, our newest solutions provide even newer problems.

With this as our model, the 2008 National Academy took time to consider how to improve on this model or how to carry a central concept from the past thre weeks back to their classrooms. Ideas included Play-doh Leviathans and lots of boxes! A previous post on Politicolor also asked us all to consider constitutional teaching through the words of the Preamble. Let’s share those ideas…

Please use the comments below to share your ideas as a  result of today’s activity. Alumni, you can join the effort by sharing your stories of what you were able to include in your classroom this past year.





A school based on Constitutional Citizenship

21 07 2008

Those of you at the second week of James Madison and Constitutional Citizenship at Montpelier may have heard about my school and our work with Professor Harris. Our charter high school was created by a group of parents in 1998 with a mission to teach citizenship. From the beginning we tried to fulfill this mission by incorportaing lots of civic education and community service into our curriculum as well as trying to think about the skills and dispositions of a good citizen that we wanted to foster in our students. However, our efforts felt disparate and we felt as if we lacked the philisophical grounding for what we were doing as a school.

Then, I attended a weekend seminar at Montpelier and was introduced to Res Publica: An International Framework for Education in a Democracy. Found online at http://www.civiced.org/index.php?page=res_publica

My faculty studied portions of this document. Then we met at a retreat at Montpelier, heard from Professor Harris, and finally with all of that in mind, we got to work. We sat small groups of folks in different departments and tried to discover the commonalities in our approaches to teaching, to working with students, and to our disciplines. What we found was that there were clear principles guiding what we did as a school. Some of the principles we felt we lived up to, others we aspired to, but these principles (which we formed into a kind of Constitution) guided our school and were the philisophical basis for Constitutional citizenship mission.

So, here is our Constitution

Citizenship Preamble and Principles

We, of RCHS, intend to cultivate the understanding and practices that sustain individual self-determination and community self-government.  We have adopted the following principles in order to ensure that all who pass through our halls can imagine, create, and govern a more perfect world.

 

We believe:

 

That a foundation of knowledge and ethics must precede all intellectual inquiry;

 

That if we

encourage self-awareness

build and maintain local communities

develop an awareness of our membership in ever larger communities

engage in common enterprises with people who are different

accommodate and address conflict and change

facilitate problem solving

foster balance and moderation in life

and take ownership and responsibility for learning

 

We will become good citizens.

We continue to work to use this document as a guide for our school and our programs. Lately, that has meant thinking about how to communicate these ideas to new faculty, to our students, and to our parents. In addition we struggled with developing a principle that communicated the ideas of educating makers and not just users. We ultimately felt as if that idea was just below the surface in many of these principles, but still aren’t sure how to make that idea come alive in just a phrase (especially for an audience unfamilier with Professor Harris’ ideas about constitutional citizenship).

 

I would love to hear your thoughts about our work and its applicability to your schools.

 

-Shayne





Heroes

19 07 2008

What is a hero?  What is an American hero?

These were questions raised at a recent workshop at James Madison’s Montpelier http://www.montpelier.org/  .  On display in the lobby of one of the buildings, there is a bust of “Jemmy” more than a bit out of proportion to his actual (slight) dimensions.  However, artists sometimes exaggerate in order to make a statement;  clearly, this sculptor saw JM as a hero.

Hero can be an elusive term, as evidenced by the many opinions the discussion produced.  Is George Washington a hero?  Malcolm X?

Joseph Campbell http://www.jcf.org/new/index.php , long considered one of the world’s leading experts on mythology, describes the hero as “the man of self-achieved submission”.  I offer deep text from his book The Hero with a Thouand Faces:

But submission to what?  That precisely is the riddle that today we have to ask ourselves and that it is everywhere the primary virtue and historic deed of the hero to have solved.  As Professor Arnold J. Toynbee indicates in his six-volume study of the laws of the rise and disintegration of civilizations, schism in the soul, schism in the body social, will not be resolved by any scheme of return to the good old days (archaism), or by programs guaranteed to render an ideal projected future (futurism), or even by the most realistic, hardheaded work to weld together again the deteriorating elements.  Only birth can conquer death–the birth, not of an old thing, but of something new.  Within the soul, within the body social, there must be–if we are to experience long survival–a continuous “recurrence of birth” (palingenesia) to nullify the unremitting recurrences of death.  For it is by means of our own victories, if we are not regenerated, that the work of Nemesis is wrought: doom breaks from the shell of our very virtue.  Peace is then a snare; war is a snare; change is a snare; permanence a snare.  When our day is come for the victory of death, death closes in; there is nothing we can do, except be crucified–and resurrected; dismembered totally, and then reborn (16-17).

What does this statement say about heroes?  How is it federalist or anti-federalist?  Who do you consider a hero, and does this passage align with your notions?  Do your considerations include Campbell’s “self-achieved submission”?  Are there differences between this view and the essence of a hero who is American?  Was the sculptor, attempting to convey heroism through physical properties, right about James Madison?  If so, what were some of his heroic acts?





New post on my site

15 07 2008

Any of you who are mathematically or Federalistically inclined are welcome to check out my latest post on my personal blog.

I’m in a two-week math school, and as I’ve said previously, Federalism is rapidly becoming the lens through which I view the world!

puck





Are We One Yet?

12 07 2008

I nearly titled this post, “Seth’s People of Circles.” His extension of Will’s boxes included adding all kinds of little circles to the red box indicating the many different groups present in the American people.

Religious groups, community organizations, and even some families may earnestly assert a covenant they’ve made and hold above that of our covenant as one American people. Does this suggest we aren’t one American people?

Whether it’s studying Aristotle or Federalist No. 2, there’s always someone who isn’t buying it. Are we really one people? Were we ever one people? Do we have any shared ideas about the common good Perhaps this is all “theoretical fun.”

According to Federalist No. 2, we are one…

“…united people, a people descended from the same ancestors, speaking the same language, professing the same religion, attached to the same principles of government, very similar in their manners and customs, who, by their joint counsels, arms and efforts, fighting side by side throughout a long and bloody war, have nobly established their general Liberty and Independence.”

It’s a pleasant thought but it’s no more true now than it was then. Federalist No. 14 adds that we consecrate our union with, “the mingled blood” shed in defense of sacred rights.

It’s hard to imagine this pride in standing together, fighting together, and sometimes dying together doesn’t speak to some idea of a shared past and shared destiny. It’s still fair, however, to ask if that’s enough.

A passage from Sanford Levinson’s Constitutional Faith offers an alternative…

“Indeed, one reason for the emphasis on reverence for the Constitution, whether articulated by Lincoln or by present-day figures, is the realization that there may be no other basis for uniting a nation of so many disparate groups. The Constitutuion thus becomes the only principle of order, for there is no otherwise shared moral or social vision that might bind togehter a nation.”

It’s the Constitution then that carves out and defines the American polity. It’s a statement of our shared vision we recur to throughout time. While the American people grow more and more diverse, the Constitution represents a fixed star to shape our discussions and influence our decisions.

In some ways it’s timeless as it presents our past understanding to our current circumstances and demands we interpret those commitments for our future well-being. In other respects the Constitution is a testimony to the time we’ve invested through events like the Civil War or the trail of case law protecting the minority groups from the majority. It communicates who we once were, who we are, and who we’re committed to becoming in the future.

If we return to John Jay’s Federalist No. 2, it’s through the Constitution that we have a shared language and mutual understanding of the principles of government. We have the same civic heritage with established manners and customs. Indeed these commitments are often referred to as our civic religion.

Does this then render us as one American people?

–Shellee





“Rationally Ignorant” for U.S. Senate

10 07 2008

I am at an FTE seminar and as I was doing one of the readings I found something that I thought supported my argument that we should be return the way U.S. senators are elected to having the State Assemblies elect the state’s U.S. senators.

The book ‘The Economics of Public Policies’ says, ” many government policies are directed at dividing up the pie in new ways so that one group gets more resources at the expense of some other group. To do this successfully, politicians must be adept at concentrating benefits of policies among a few favored recipients while dispersing the costs of those policies across a large number of disfavored individuals.

The book goes on to say, “The concept of rational ignorance explains what is really going on. It is costly for individuals to keep track of exactly how the decisions of their elected representatives effect them. When the consequences of political decisions are large enough to outweigh the monitoring costs, voters swiftly and surely express their pleasure or displeasure, both in the voting booth and in their campaign contributions. But when the consequences to each of them individually are small relative to the monitoring cots, people quite sensibly don’t bother to keep track of them - they remain “rationally ignorant.”

I contend that this is exactly what goes on with voters nowadays. Our U.S. senators are creating policies to help special interests groups and in turn helps the senators with their reelection campaigns - at a small cost to individual voters so we are staying “rationally ignorant’. If we had US senators elected by state assemblies, there is a small enough group of state representatives to hold U.S. Senators accountable for their actions.

Someone told me that their was rampant back-door-deals before the election method was changed in 1913 - and I don’t know much about that so I am excited to hear about your ideas on reverting back to our original method of electing U.S. Senators or about the historical problems that the old system created.

Greg K.