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Weekly Wavelength

This is one of the easiest ways to share your ideas on Politicolor. Every week we ask our contributors two questions and post their answers in an effort to help you find good ideas on the web. Because effective citizens are informed citizens engaged in sharing ideas…

What didn’t you know last week?

Gravity is an illusion. This story from the NY Times also suggests some of our best ideas  come to us when we have to change our plans. (Stepwinder/Shellee)

Most of the crew has gone on vacation. Leave your responses in the comments below and help fill this space!

What are you reading?

American Dream is Elusive for New Generation. I certainly have my own story when it comes to coping with the current economy, but I’m concerned about how it changes our ideas of the American Dream and what is possible too. It’s easy to read stories like this with a “kids today!” filter. I’m working through this longer read, however, wondering what it reveals about who we are and who we might be as a society and the problems aren’t always a question for the younger generation! (Stepwinder/Shellee)

This string without attribution or much commentary comes from discussions at the National Academy in Los Angeles this week:

Mel walked us through constitutional interpretation using Bob Jones University v. United States (1983). This is the university’s current statement about race under a broader category of “Who We Are.” Sarah, a 2010 participant, pointed us to this statement in addition to Stanley Fish’s column asking “Is Religion Special?

In our discussion of “user’s knowledge” vs. “maker’s knowledge,” our afternoon groups turned to considering the worlds built through a good book. Nicole, a 2010 participant, was a bit startled to find an author she knows was contemplating something similar on his blog. We’re going to repost his thoughts in their entirety but his latest post considers democracy, capitalism and choice.

And lastly, as our models of political order came into view these last two weeks, we had several discussions about the promise and perils of pursuing one transcendent truth. Another NYT Opinionator post,”Moral Camouflage or Moral Monkeys,” seems to be thinking along a parallel track.

*****

You can make this a conversation by sharing your thoughts as a reply in the comments section on this post or any of the others. If you’d like to join us as a regular contributor, drop that note in the comments and we’ll let you know how to get started.

Re-writing a bit of Hobbes as Cicero

The Original: Hobbes, Thomas.  Leviathan.  Chapter 14, Section 31.

The force of words being (as I have formerly noted) too weak to hold men to the performance of their covenants; there are in man’s nature but two imaginable helps to strengthen it. And those are either a fear of the consequence of breaking their word; or a glory or pride in appearing not to need to break it. This latter is a generosity too rarely found to be presumed on, especially in the pursuers of wealth, command, or sensual pleasure; which are the greatest part of mankind. The passion to be reckoned upon, is fear, whereof there be two very general objects: one, the power of spirits invisible; the other, the power of those men they shall therein offend. Of these two, though the former be the greater power, yet the fear of the latter is commonly the greater fear. The fear of the former is in every man his own religion; which hath place in the nature of man before civil society. The latter hath not so; at least not place enough to keep men to their promises; because in the condition of mere nature, the inequality of power is not discerned, but by the event of battle. So that before the time of civil society, or in the interruption thereof by war, there is nothing can strengthen a covenant of peace agreed on against the temptations of avarice, ambition, lust, or other strong desire, but the fear of that invisible power which they every one worship as God; and fear as a revenger of their perfidy. All therefore that can be done between two men not subject to civil power is to put one another to swear by the God he feareth, which swearing, or OATH, is a form of speech, added to a promise; by which he that promiseth signifieth that, unless he perform he renounceth the mercy of his God or calleth to Him for vengeance on himself. Such was the heathen form, Let Jupiter kill me else, as I kill this beast. So is our form, as I shall do thus, and thus, so help me God.  And this, with the rites and ceremonies, which every one useth in his own religion, that the fear of breaking faith might be the greater.

Re-presented as though from Cicero:

SCIPIO: As you know, men do not always hold to their words as they attempt to imitate the laws of natures.  Still, there are ways to keep men more honest.

LAELIUS: And what, may I ask, are they?

SCIPIO: Men, in a state of nature, are driven by a fear of consequences if they do not perform what they have spoken, or the glory they receive in not needing to break with their word.  The latter, a good sense of consciousness, shows moral excellence, but is not achievable in each iteration.

LAELIUS: True, they may often be driven by a desire for wealth or power, or some other pleasure.

SCIPIO: Still, I think you won’t object to finding out about the nature of men’s fears.

LAELIUS: No, nothing seems more apt.

SCIPIO:  Well, the first fear is man’s fear of his fellow.  This we may call the common fear, the one to which all society is subject.  When men look around them, they see other men in the immediate vicinity, and that can create in them a sense of alarm.

LAELIUS: Perhaps they are not always men of good sense?

SCIPIO: No, not always.  But when men find themselves in this state of inequality, fear of another man adds nothing to them, and does not allow them to escape, no more than a fish can escape an eagle.

LAELIUS: I know the very sort of man you mean.

SCIPIO:  Such a man may still be motivated by his fear of God, and turn his pursuit again to that of justice.

LAELIUS: We can hope for nothing greater.

SCIPIO: In order to hasten this return to the laws of nature and the virtue there assigned, men can swear oaths.  By so doing, they recognize that there is one single justice.  The act of swearing helps enforce his promise to goodness, and that if he still fails he renounces God’s mercy.  Thus, the fear of breaking faith may be greater.

LAELIUS: But is it his nature to have a regard for others, or to fear others?  Is man, in nature, more likely to seek goodness or to necessarily defend himself?

[Here a leaf has been lost]

That’s a Re-Write

With two weeks of the National Academy behind the 2010 crew, there’s been a lot of talk about the Writing Assignment. Locke claimed the largest portion of this year’s re-writes with Cicero and Deuteronomy each coming in as a close second. News stories and six word re-presentations took on the challenge of communicating world-making ideas.

And everyone wants to know what you wrote! To kick off what we hope will be a season of sharing here’s my first attempt at writing Thomas Kuhn as a Dr. Seuss styled story for kids. Let me know if you need help getting your work posted….

The Original: Thomas Kuhn and the Nature of Normal Science

“it [a paradigm] is an object for further articulation and specification under new or more stringent conditions.

To see how this can be so, we must recognize how very limited in both scope and precision a paradigm can be at the time of its first appearance. Paradigms gain their status because they are more successful than their competitors in solving a few problems that the group of practitioners has come to recognize as acute. To be more successful is not, however, to be either completely successful with a single problem or notably successful with any large number. The success of a paradigm—whether Aristotle’s analysis of motion, Ptolemy’s computations of planetary position, Lavoisier’s application of the balance or Maxwell’s mathematization of the electromagnetic field—is at the start largely a promise of success discoverable in selected and still incomplete examples. Normal science consists in the actualization of that promise, an actualization achieved by extending the knowledge of those facts that the paradigm displays as particularly revealing, by increasing the extent of the match between those facts and the paradigm’s predictions, and by further articulation of the paradigm itself…

The existence of the paradigm sets the problem to be solved; often the paradigm theory is implicated directly in the design of apparatus able to solve the problem. Without Pincipia, for example, measurements made with the Atwood machine would have meant nothing at all.

A third class of experiments and observations exhausts, I think, the fact-gathering activities of normal science. It consists of empirical work undertaken to articulate the paradigm theory, resolving some of its residual ambiguities and permitting the solution of problems to whit it had previously only drawn attention. This class proves to be the most important of all, and its description demands its subdivision. In the more mathematical sciences, some of the experiments aimed at articulation are directed to the determination of physical constraints. Newton’s work, for example, indicated that the force between two unit masses at unit distance would be the same for all types of matter at all positions in the universe. But his own problems could be solved without even estimating the size of this attraction, the universal gravitational constant; and no one else devised apparatus able to determine it for a century after the Principia appeared. Nor was Cavendish’s famous determination in the 1790’s the last. Because of its central position in physical theory, improved values of the gravitational constant have been the object of repeated efforts ever since by a number of outstanding experimentalists. Other examples of the same sort of continuing work would include determinations of the astronomical unit, Avogadro’s number, Joule’s coefficient, the electronic charge, and so on. Few of these elaborate efforts would have been conceived and none would have been carried out without a paradigm theory to define the problem and to guarantee the existence of a stable solution.”

Kuhn, Thomas S. “The Nature of Normal Science.” The Structure of Scientific Revolution. Chicago: The University of Chicago Press, 1996.

I first attempted to infuse the text with the political through elaboration. I had no intention of using the mode of a genre shift but it all made sense after working on the elaboration. Then I had to find a third mode that could be completed in a relatively short amount of time because I nearly ran away with the People of Penelope!

Re-Write #2: Genre Shift

Once upon a time in a small faraway place there lived the People of Penelope. The men, women, and children of Penelope did all the normal things that men, women and children do like laugh and sing and work and play, but all of this was done in a very special way. These laughing and playing people of Penelope believed that walking on their hands was the only way, so they wore boots on their fingers and caps on their toes! This all came to be when Penelope first began and its people had tiny little feet. As silly as it may be, living with tiny little feet proved to be no small feat for it took 837 steps to get from the bedroom to the bathroom and walking to school could take all week.  Now the persistent people of Penelope continued to plod along but they couldn’t help but notice that they got very little else done.

Horses, cars and even St. Bernard’s couldn’t provide relief. The tiny feet didn’t fit the stirrups or reach the pedals, and the poor dog barely escaped. A few children at play one day discovered what perhaps could be a brilliant new way. They think they may have seen it on T.V. or maybe it came to them in a dream, but walking on their hands got them to school with time to play. People watched with interest and fantasized about possibly cutting the trip to the refrigerator from 795 steps on tiny little feet to 5 simple strides on great big hands. The excitement grew and people wondered what other great things they might now accomplish and if this could really work.

With this promise in mind, an engineer designed a car that one could steer with tiny little feet while working the pedals with great big hands and looking out to the road from under the dash. Traffic coordinators decided they could move traffic lights to the fire hydrants so they could be seen this way, and Penelope grew more and more productive! There were great new plans to make walking on your hands the very best way from here to there and everywhere. A few older folks, however, were most unimpressed. You see they had never walked on their hands or even stood on their heads. They didn’t think they would be able to keep up and they were certain they wouldn’t like living in the world upside-down. The local gym saw a need and started classes to instruct the people on the proper form and strategies for speed and stability while all the local posters and signs were re-designed. They even decided to hang trees where the traffic signals used to be! Slowly the world upside-down began to look like the world upside-right as though this is the way it was always meant to be.

So now in the land of Penelope people laugh while they “talk with their feet” and sing when they feel “light on their hands.” Every now and then someone will insist that a world upside-down is simply bizarre, but the people of Penelope are quick to extol how grand life became when they started doing things this way and slow to see any reason to be back on their feet.

A Theory of American Identity: Or the Radical American Exceptionalism: Or Why Baseball is Better than Soccer?

An abstract submitted for you consideration. Your questions and assistance in refining the ideas presented here would be greatly appreciated.

Over the last year I have been contemplating the notion of American identity, and what that means.  As I contemplated the bounds of this notion, I began formulating a rather extreme form of American exceptionalism.    I see no way to avoid getting there, so I ask that Politicolor readers will help dispel it or create a more construct for this idea.

I begin with a basic premise that the American founding experience is transformational; I would refer to it as a paradigm shift but I keep falling asleep through Kuhn’s Structure of Scientific Revolution.  The state system resulting from the Treaty of Westphalia was the final blow to the medieval Augustinian notion of the “City of God,” or that all governmental forms existed for a heavenly purpose.  The Westphalian system provided two key elements to state systems

  1. linking the idea of property to national territory; and
  2. asserting the political expediency of “Cuius Regio, Eius Religio” that is, he who makes the rules, makes the religion.  So each state began to be identified through property ownership and religious identity.

The American colonial experience missed much of this through two reasons; being mostly English in heritage they had avoided some of the real outcome of the Westphalia settlement because they were fighting their own transformational civil war in England; and that the extreme isolation changed their very nature the moment they stepped of the boat.  They still brought the intellectual tradition of the mergence of classical and biblical thought with them; and settling post-Renaissance/Reformation helped them to have a solid grounding in both traditions at the time of settling.

But we need to add a third intellectual tradition that started with the Colonists, that is the “Natural” mode of thought.  The mere act of survival against hostile land, nature, and yes, indigenous persons (much of it admittedly the colonists’ doing), brought a new form of “metaphysical” understanding.  The character of Natty Bumbpo from the Deerslayer Chronicles is one I am envisioning here; but if you want to go with Daniel Day Lewis from the film, “Last of the Mohicans,” I can dig that. Locke wrote, “America is made both continuous and discontinuous with already extant nation-states by relegating the business of making new landed property, and the state-making system associated with that possession, to a place outside the system of nations.” Americans understood they both are and are not a part of the international state system.

They needed to find a way to merge this third intellectual mode of thought to their traditional modes.  Many of us have already been exposed to this notion; Cicero’s “Scipio’s Dream,” Job’s tour of heaven, and even “Hitchhiker’s Guide to the Galaxy;” Think of Arthur Dent’s tour of Magrathea. These stories are allegorical of man trying to see a greater order in a chaotic universe.  The “Natural” Mode of thought, in many senses, shatters the collective ideas of the classical and biblical polity.  The battle for survival in nature and endless land led to individual subsistence requirements, and self-reliance on a scale never before seen in Western civilization.

So what is that which makes us “American?”  We can look at Whitman and Thoreau in many ways as the philosophers of the Natural Thought School.  Thoreau’s experience at Walden Pond; his friendship with fish, plants, and animals; he could steer a canoe with one paddle; but also his disconnect to a populated, corrupted state system can be used to describe this Natural Thought notion.  Even as he disavows society; he stills clamors to reform it, shape it, even create a new polity.  Walt Whitman provides another example in Leaves of Grass when he writes:

“One’s self I sing, a simple separate person

Yet utter the word Democratic, the word for en-masse”

The trick is finding the schema to describe the American identity.  But it cannot be constructed to describe what Americans are at a current time and place.  How do we get it into a fixed point in time and space but also have the ability to “enlarge the Orbit?”

For this I have thought I will need seven “virtues” to properly border us as Americans along two-dimensionality (national borders), but extra-dimensionally (transcending contemporary thought, and also through-out time).  This means that this a common identity in 2010, and that it would be common in 1810, or even 2210.

So here’s the construct:

I am using a blend of Biblical and Classical notions here:  meaning the square and the triangle are important shapes.  These are important to builders; and I am thinking Masons here; not the creepy Dan Brown Masons, but the real notion of construction.  We have to use the triangle here, because the treble virtues of New Testament Christianity inform our civilizational experience; “Faith, Hope, and Charity,” in their ancient application and definition are what we are looking for.  I invite any helpful definitions; and references to any of this concepts here or hereafter mentioned.

The four “Earthly” virtues are much more difficult to define.  They are what bind us terrestrially in governmental order and polity.  Using a square bounded by four sides, but also thinking cardinal directions on a compass point, and using Aristotle’s notion of “four cardinal virtues,” as the point of departure here, I am thinking we are bounded by four notions.  (I also realize I may be stretching the boundaries of some of the traditional definitions here).

Side One:  Aristotle’s Four Classical Virtues:  Moderation; Justice; Courage; and Wisdom.  It is a little cute to add another square to as a border; but really when you think that this represents the Aristotelian notion of civic virtue in a citizen; there is some elegance to this that can be stretched and defined later.

Side Two:  Enterprise:  My love for Star Trek not withstanding  (although in the Original we see Three main characters combining to live by the standards of the Four Aristotelian virtues-so it fits quite nicely); the notion of risk-taking, adventure, exploration, wanderlust, entrepreneurship, experimentation, and tinkering are so much a part of who we are this seems self-evident.

Side Three:  Prudence:  Again; this is more of a collective concept.  Rational discourse; thoughtful application; or problem-solving through Ratiocination.  This is deeper than the short-term criticism of our “sound-bite” media; or many of the folks who attend minor-league baseball games.  This is still reliant on a rational-choice theory; and perhaps even collective action theory.  So all you economists, chime in.

Side Four:  Republicanism:  The notion of liberty, equality, and confraternity that is so important in our thinking and feeling.

***

I need to credit a work of remarkable erudition, and accessibility that came out this summer by American diplomat, Charles Hill, entitled, Grand Strategies: Literature, Statecraft, and World Order. Many of these ideas are given words and a base from his work; but many others have been crafted through two National Academies, and a week at Montpelier and conversations with Tim Moore, David Richmond, Justice Susan Leeson at Morro Bay, California last summer.  And lastly, I must credit a wonderful patio bar discussion with my dear friend Mike Williams, who gave grounding to undisciplined thought and forced me to articulate my ideas in a disciplined way.  Lastly thanks to Will Harris for reminding us to cultivate “Makers” Knowledge. Any logical leaps here are my fault, but I hope you can help me make the connections.

Weekly Wavelength

This is one of the easiest ways to share your ideas on Politicolor. Every week we ask our contributors two questions and post their answers in an effort to help you find good ideas on the web. Because effective citizens are informed citizens…

What didn’t you know last week?

Arachne at her loom, after an admirer said her working was as beautiful as her work, “It is the same thing.”  Beautiful notion; one that will frame my teaching this year. (Hobbes21/Keith)

Didn’t know that only 30% of seersucker fabric in a garment actually touches the skin or that it was invented in New Orleans. (Puck/Puckermom/Laura)

Rousseau isn’t as completely strange as I thought he was. He sees the same problem as Hobbes, i.e. collective decision making and rejects the artificial notion of representation. It’s genuine participation or it’s slavery. Well, that’s still a little strange from this American perspective! (Stepwinder/Shellee)

What are you reading?

The first quarterly edition of the 2010 edition of the Virginia Magazine of History and Biography was devoted to Dolly Madison and her efforts to publish her husband’s notes from the Constitutional Convention. “A Constant Attention: Dolly Madison and the Publication of the Papers of James Madison, 1836-1837” by Holly C. Shulam, deals with Dolly, and her efforts, either directly or through various family connections or friends to secure publication. The more interesting, and perhaps more controversial article, “Securing a legacy: The Publication of James Madison’s Notes from the Constitutional Convention” by David. W. Houpt deals more with the efforts of Dolly and her agent Nicholas Trist to secure Congressional publication of the manuscript. Reading like a “whose who’ of Jacksonian America, Houpt recounts the debate and vote in the Senate that led to Senate approval of publication. Houpt asserts that John C. Calhoun, SC, still smarting from Madison’s public denunciation of nullification, voted nay out of spite. Calhoun, Houpt suggests, believed he was the intellectual heir to Madison’s legacy. Jefferson, maybe, but Madison? Check it out here. (Brenda)

A Year Down Yonder by Richard Peck (sequel to A Long Way from Chicago).  Grandma Dowdel is a terrific character; this is great kids’ lit.
The really super-cool Geography Coloring Book by Wynn Kapit.  I dig the little arrows to indicate river direction: very helpful to students, even though they understand that rivers flow downhill. (Hobbes21/Keith)

Reading “Everything’s an Argument” (Puck/Puckermom/Laura)

Based on Heidi’s recommendation and my new found love of soccer, I am reading How Soccer Explains the World by Franklin Foer. His subtitle is “an (unlikely) theory of globalization,” but I think it is less about globalization and more about regionalism and the way in which soccer explains cultures around the world. I just finished the chapter on Barca – the team from Barcelona. His discussion of Catalan identity felt a lot like our recent discussions at Montpelier about American citizenship – that citizenship is about comitting to a set of ideas – it’s about how you see and understand a place and a people. I recommend it, particularly for any new soccer lovers out there. (conteach/Shayne)

I attempted to read Res Publica: An International Framework for Education in Democracy in tandem with this year’s National Academy reading. My progress has stalled considerably now that we’re in our second week. But, I’m still interested in reading this presentation of the fundamentals as though it’s a completely strange. I guess I had a theme this week! This one has been provoked by our international participants this year–from South Africa and China. (Stepwinder/Shellee)

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You can make this a conversation by sharing your thoughts as a reply in the comments section on this post or any of the others. If you’d like to join us as a regular contributor, drop that note in the comments and we’ll let you know how to get started.

The Creativity Deficit

To my educator friends: when we are confronted by colleagues who feel that drill, rote memorization, and standardized testing is the default position for education reform, we need to make them read this article:

The Creativity Crisis on Newsweek.com

Read the whole article but here’s a clip to consider the scope of the problem…

Like intelligence tests, Torrance’s test—a 90-minute series of discrete tasks, administered by a psychologist—has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.

See Like Cicero

After last year’s National Academy, we shared Cicero’s View from 100,000 Miles. He will make his more formal appearance at this year’s National Academy in the morning. Found this video on the Hayden Planetarium’s site and it provides all the perspective to think like Cicero. To think big… and small!

YouTube Preview Image

Teaching from Montpelier

Teachers & the Temple

Adjusting to the real world after a week at Montpelier can be challenging. There are real pressures to be ready for the next school year but an equally real mission to teach the substance of the ideas present in our curriculum. Several participants have shared their gratitude via e-mail or the Facebook group. I wanted to share those ideas here and invite you to add your own thoughts.

Whether you left Montpelier last week or two years ago, how will you use it to super charge your teaching?

Sherry Willis wrote this poem to commemorate our time together. I especially like that last line…

They came from everywhere all across this great land
…West coast, east coast, the north, and the south
Dark hair, light hair, young and mature
All thrown into the Madision melting pot
Scholar, teacher, and student
Listening, discussing, thinking, and learning
All in the Madision way
Laughing, walking, feasting, and fellowshiping
Honoring not only the man but the work he had done
Revived, renewed patriotism and passion
Diverse yet joined in the Spirit of the Union that is greater than themselves

The James Madison Workshop June 20-25, 2010

From the second week, Paige forwarded her thoughts on the week by e-mail:

I realized to an even greater extent than before that we really have to find the time to focus more on the founding using primary source documents.  Perhaps by empowering our students with that “maker’s knowledge” we can best fight the cynicism and lack of political efficacy that seem so prevalent today.

Works in progress are welcome too… so, alumni from previous years, tell us what you did and how it worked.

Big Feet

One of the commitments of the Politicolor community is making complex ideas accessible. This rendition of carbon footprints attempts to do just that. If the U.S. doesn’t take the lead, who else can fill those shoes?

Carbon Footprints

Seeing America

The second week at Montpelier concluded Friday with this question… What do you SEE when you say AMERICA?

As the American public celebrates independence through fireworks, BBQ and pool parties, the 80 teachers who studied constitutional citizenship at Madison’s Montpelier know we must keep the future as well as the past in our mind’s eye. There’s no reason to skip the fireworks but let’s consider what that particular moment in time reveals to us about our present and our future. If America is an idea rather than a place, it’s essential that we share our ideas about what America is or could be.

It’s that mission that led to our last assignment for our afternoon discussion. We focused on our work as teachers and the role of citizens and elected representatives as constitutional officers, and Jim LeCain shared a quote he thought defined our mission:

Teach the [Constitution's] principles, teach them to your children, speak of them when sitting in your home, speak of them when walking by the way, when lying down and when rising up, write them upon the doorplate of your home and upon your gates.

–John Quincy Adams on the 50th anniversary of the U.S. Constitution

–Quoted by Chief Justice Warren Burger at the 200th anniversary celebration

The quote resonates with the power of the words in Deuteronomy beginning with 6:5:

Love the LORD your God with all your heart and with all your soul and with all your strength. 6 These commandments that I give you today are to be upon your hearts. 7 Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. 8 Tie them as symbols on your hands and bind them on your foreheads. 9 Write them on the doorframes of your houses and on your gates.

And Will couldn’t stop there. If you didn’t hear the cadence of the words in Deuteronomy when you read the quote, you might have remembered a folk anthem instead. Remember these lyrics from Crosby, Stills, Nash and Young’s “Teach Your Children”…

You, who are on the road
Must have a code
That you can live by.
And so, become yourself
Because the past
Is just a goodbye.

Teach, your children well
Their father’s hell
Did slowly go by
And feed them on your dreams
The one they pick’s
The one you’ll know by.
Don’t you ever ask them why
If they told you, you would die
So just look at them and sigh
And know they love you.

With such an important task at hand, what do you SEE when you say AMERICA?