Wednesday, January 16, 2013
The Idolatry of Modernity and the Impossibile State
Tuesday, October 9, 2012
The Telos of Democratic Freedoms (more on communitarian & individualist notions of rights)
According to Andrew Nathan's study of Chinese conceptions of democracy, democratic freedoms (the kind that enable meaningful political participation, such as freedom of speech, freedom of association, freedom to influence public policy) ought to be in service of the common good. I think of this as a statement about the telos or purpose of democratic freedoms. That is, we ought to do more as citizens than merely insist that we be free from certain forms of coercion or from certain types of obligation--we ought to ask what we are free for.
Nathan writes (interpreting Chinese political thinker Liang Qichao):
"[T]he duties of citizens are to love and be concerned about the nation. Hence political participation should unelash energies that will contribute to the colelctive welfare; it would not--as a Westerner might see it--enable individuals to pursue personal interests that might be competitive with that welfare" (quoted by Wong, Natural Moralities, p. 86).
So, on this view: democratic freedoms are for the promotion of the common good; democratic freedoms are not for enabling the assertion of individual self-interest in competition with the common good.
It strikes me that this conception of the telos of democratic freedoms should have implications for how we as American citizens, as Ohio citizens, etc., think about economic policy, and other social policies. Is my entitlement to earn income and to keep my earnings, or my entitlement to generate profits and to keep my profits, a right we see as serving the promotion of the common good? That is, does our protection and assertion of this right help create and maintain a sustainable economy that promotes and/or secures the well-being of all members of society (including the disenfranchised and oppressed)? Or, does our protection and assertion of this right (to create and keep personal profit/wealth) serve instead the promotion of one's individual self-interest in competition with the common good?
I believe these thoughts should influence both how we defend our rights (our right to work, our right to keep our earnings, our right to personal property), and what we do with these rights.
Reasonable people may continue to disagree about both; my hope is that these thoughts will generate and shape civil and productive conversation among citizens and neighbors with diverse moral and political views.
Tuesday, September 25, 2012
Two Different Grounds for Individual Rights
Thursday, September 6, 2012
Nonviolence and Community Life: The Value of Accommodation
I read this years ago online, and the sentence I've emphasized (in boldface) below has stuck in my head ever since: (This is from a Christian Century article on "Alternative Christian Communities" by Jason Byassee.
Something of a different animal from Reba is the Church of the Servant King in Eugene, Oregon. Many of its members are evangelicals who originally joined a parent congregation of the same name in 1978 in Gardena, California. The Eugene congregation was planted in 1987. Most of its key leaders have been living together in intentional community since the ‘78 founding.
Servant King started as an evangelical effort to live out scripture’s vision of the church. A commitment to nonviolence evolved slowly, partly as members read the works of Stanley Hauerwas, partly as they decided who would clean the bathrooms. Peace is not merely about a position on the war in Iraq; it is about how one relates to one’s neighbor, one’s spouse and one’s adversary in the community. Community leader Jon Stock points out that most intentional Christian communities that are not committed to nonviolence don’t survive, because when arguments erupt, someone has to win -- and the community loses. The Gardena congregation that planted Servant King has had such a rupture and is now on strained terms with its ecclesial offspring in Eugene.
(http://www.religion-online.org/showarticle.asp?title=3286)
The Value of Accommodation and Ingredients for a Pro-Social Environment
This point made me recall this segment from a Krista Tippett interview (from her program On Being, distributed by American Public Media) that I heard this summer: (http://www.onbeing.org/program/transcript/4726)
Ms. Tippett: So what does that look like. Creating a highly pro-social environment, what are some of the components of that?I think these ingredients for a pro-social environment have relevance to local, conference, and denominational church polity, as well as to political philosophy applied to other sorts of groups.
Dr. Wilson: OK. We have been able to derive a list of designed features that cause just about any group to function well, including a school group. This is based a lot on the work of Elinor Ostrom who won the Nobel Prize in economics in 2009. Her contribution was to show how groups of people attempting to manage their common resources, such as farmers or fishermen or forestry people managing forests, how they're capable of managing their affairs pretty well, but only if certain conditions are met. Those conditions are very conciliant with what we know from an evolutionary perspective about pro-sociality and cooperation.
So I'm going to reel off eight design features and then I'm going to add a couple of extra things to show you how we created a school program that works. Now as I'm listing these ingredients, ask yourself the question, how well does the typical school satisfy these ingredients, embody these design features, especially from the perspective of an at-risk student? OK?
Ingredient number one: There has to be a strong group identity and a sense of purpose for the group. So a person has to think that they're a member of a group and that group has to be a purpose that's clear to everyone. OK?
Number two: a proportional cost in benefits. It cannot be the case that some people do all the work and some people get all the benefits. There has to be some sense in which the benefits are scaled to what you do for the group. OK?
Number three: consensus decision-making. People hate being bossed around and told what to do, but they'll work hard to implement a consensus decision. Right there, ask yourself what the average at-risk kid thinks about whether they're being consulted about what they do in school.
Number four: monitoring. Most people are cooperative, but some people misbehave. Unless you can monitor that, then the group will not function well.
Number five: graduated sanctions. If someone does misbehave, you don't bring the hammer down immediately. You correct them in a nice friendly fashion, but you also must be prepared to escalate.
Number six: fast, fair conflict resolution. If there is a conflict, it must be resolved quickly and in a manner that's regarded as fair by all parties.
Number seven: local autonomy. In order for the group to do the previous things, they must have the ability to make their own decisions and to organize their group their way in order to make those decisions. There's another thing. If you look at the average school program, not only are the students not allowed to alter the routine, but even the teachers are not allowed even when they know it's not working.
Ms. Tippett: And the students are aware that the teachers are not allowed to alter their routine.
Dr. Wilson: Yeah. Finally number eight is called polycentric governance. When groups are nested within larger groups, then there must be coordination among groups which mirrors the same principles. Now there's two more principles that we added to this school group. The first was a safe and secure environment. Fear is good for helping you escape from a fearful situation over the short term. It's toxic over the long term. So therefore, if you don't feel safe and secure, if you're not basically in a playful, relaxed mood, you're not going to do the kind of learning that you need to do. And finally, learning in any species does not take place when all of the costs are in the present and all the benefits are in the future. So if you tell someone you'll get a good job if you slog four years through school …
Ms. Tippett: Right, or you'll get into college four years from now.
Dr. Wilson: Yeah. So there's a wonderful study by the psychologist, Mihaly Csikszentmihalyi, who's best known for his work on "flow," peak psychological experience. In this study, he and his team followed a group of gifted high school students that were identified as gifted in the ninth grade, followed them through their high school and asked how many of them remained gifted by the 12th grade. What he discovered was, only the kids that enjoyed what they were doing on a day-to-day basis fulfilled their talents. So even the gifted kids had to have this short-term reward for what they were doing in order to realize the long-term reward. So if school isn't fun and something you want to go to on a day-to-day basis, then forget about it.
Tuesday, February 14, 2012
Tuesday, February 7, 2012
1. Secularism and Questions about Christianity and Politics
One of the marks of Anabaptism, as I have come to understand it in recent years, is what I might call “secularism”, or the political doctrine of the separation of church and state. The members of the Radical Reformation in Europe came to be called “Anabaptists” (lit., “re-baptizers”) because they regarded the baptism of infants into a state church whose membership is determined by birth nationality as illegitimate and unbiblical, and they practiced instead the baptism of adult believers into a faith community whose membership is determined by voluntary association. For this, the Anabaptists were slandered and persecuted.
Note that the issue of baptism is really, for the Anabaptists, an issue of what defines or determines church membership, or religious identity. The Anabaptists broke with the (at that time normative in Christian Europe) State Christianity model, according to which the Church and the King work together to govern the spiritual and worldly affairs of the kingdom. In a Christian kingdom (or, nation-state) membership in the church (a particular Christian religious identity) is mandatory, for the good of the social order. In a secular nation (as some at least regard the U.S. today) membership in the society (i.e., citizenship) and membership in the church (i.e., one’s religious identity) must be kept separate. This secularism is good for the social order because it means all citizens are ruled by the same laws, regardless of their religious identity. And, this secularism is good for the Christian faith community because it means all are free to respond to the call of God in a genuine decision to follow Jesus, accepting baptism as his disciple, and becoming part of the faith community. The church is thus made up of voluntary disciples of Jesus, not of those who are compelled to join for other reasons (for example, in order to be eligible for employment). (See John 1:12-13)
I would argue that secularism and religious pluralism provides a more ideal context for mission than does a “Christian nation”.
If we Anabaptists are secularists, this raises questions about whether and, if so, how, we should involve ourselves in politics: that is, concerns of social and legal policy in the larger society of which we are citizens alongside our Buddhist, Muslim, Catholic, and Presbyterian (etc.) neighbors. At least some of the early Anabaptists seem to have rejected involvement in the affairs of the state: refusing to take public office, as well as refusing to bear arms on behalf of the state. And the most visible communities of Anabaptists to many Americans today are the Amish, whom Americans imagine as living separate from the rest of the world, refusing connection to the larger society whether by the electrical power grid or by access to Social Security.
Anabaptists are not the only Christians in North America who ask questions about the propriety of our involvement in politics. Until the birth of the “Religious Right” as the “Moral Majority” in the hey-day of Jerry Falwell and others, it was the most common position for American Protestants (at least white fundamentalists) to keep themselves uninvolved in American politics: many did not even vote. In black churches, too, at the beginning of the Civil Rights movement, religious leaders such as Dr. Martin Luther King, Jr. faced some criticism for calling for the church to engage in direct political action (I need to verify this fact).
It seems today that there is a growing trend within the world of white, North American evangelical Christianity (including the Mennonite Church) that sees our faith and theology as having necessary political consequences. We argue and preach that good Christian theology means caring about ecological justice, international relations, human rights, hunger, AIDS, economic inequality, and other issues beyond the Religious Right’s bugbears of abortion and “the homosexual agenda”. We say that followers of Jesus cannot fail to care about political matters outside of the church. I have made a habit of reciting: “All theology is politics and all politics is theology.”
What is and ought to be the relationship between Christianity and politics, between church and state, now that the secularist vision of the Radical Reformers has taken its current form in “Western” nations?