"Father of the Common School Movement" |
With regard to Paul Louis
Metzger and Tom Krattenmaker and their joint post “The Voting
Rights Act and Post-Racialized American: Can We Vote on That?” I felt that two
additional perspectives may be helpful. Here’s the second of those:
Regarding the perception that
representative democracy in a constitutional republic is merely elusive and not
patently illusive:
Outside the ongoing electoral
college debacle, within the boundaries of an area of population affected by a
given issue, or represented by a particular office-holder, we hold to an ideal
of “one person, one vote.” Yet we also discuss regularly the need for community
organizers to coalesce a block of voters who will pursue a particular agenda.
Please don’t stop at the next phrase, which might immediately seem harsh and
judgmental, but such cynical dichotomies rely on the unwillingness and/or
inability of individual voters to determine for themselves what vote to cast.
That many are unwilling to
educate themselves personally, and instead rely on decisions made by those who
lead whatever group or organization claims to represent them, is well
documented. The rates of voter turnout are abysmal, even when the best efforts
of registration and transportation have been implemented. But that
unwillingness has, I believe, the same root cause as does the inability of too many to analyze and
process the information available in order to cast a responsible vote.
Antioch Hall, Antioch College, Yellow Springs, Ohio |
The same inequities of education
that prevent many from identifying their own preferences among the candidates
and issues also withhold any motivation for participating through the simple
mechanism of civic ignorance. While some schools require a civics class, most
provide an example of something far different. Without belaboring the point,
though, the portion germane to our discussion here is the reality that until we
begin to raise up a generation educated in both the means and motivation for
taking mutual responsibility through the ballot box, we consign ourselves to a
handful of well-funded groups and organizations (not the least of which are the
privileged-non-persons of multi-national corporations) who will continue to
influence large blocks of voters, setting policy and enacting legislation
almost entirely unrelated to the portrayals they offer in their
election/marketing campaigns. That the results most often run counter to the
well-being of the voters amply illustrates the need for a better approach.
But until it includes a more inclusive system of equitable
education (the dream of Horace Mann, pictured above), the concept of representative democracy
in a constitutional republic is not merely elusive, it is patently illusive.