Transcript Slide 1

GKAS 3332
4 cr.
Good governance, Democracy and Civic Education
Hyvä hallinto, demokratia ja kansalaiskasvatus
ktk.ulapland.fi/globaleducation/gkas3332
GKAS 3332
4 cr.
LECTURE SESSIONS:
4 x 3h
EXERCISE SESSIONS: 2 x 3h
ktk.ulapland.fi/globaleducation/gkas3332
Lecture 1 (cont’d … ») :
• Elements & forces of society:
» In essence, what is a society; what is it made of? How is a society different from any group of people?
» PRE: A society has three basic ingredients or participants: the individuals (or private citizens), the institutions (or system
of government), the community (or social identity and fabric) — i.e.: members, structure, cohesion!
» PRE: A society has two fundamental ‘safeguards’ or ‘unifiers’: a moral foundation and a legal structure!
» If humankind is fundamentally an indivisible body, then the authority exercised by its governing institutions is essentially a
trusteeship: each individual person comes into the world as a trust of the whole, and it is this feature of human existence
that constitutes the real foundation of the social, economic and cultural rights; justice and unity are reciprocal in their effect!
» Forms of governance that have historically existed, and with which humankind has experimented, include: autocracy,
theocracy, aristocracy, dictatorship, democracy, bureaucracy, meritocracy!
» Democracy is the first human attempt — hence, not the best, but the most primitive — to harness the wielding of power
as a ‘servant’ not a ‘master’!
Lecture 1 (« … cont’d) :
• Requirements of good governance:
» Human society needs to organize itself in some manner, even if only to focus and mobilize its resources!
» Power has, historically, been problematic in its nature: any society seems to need some kind of a power structure but, at the
same time, power is seen as fundamentally corruptive to human character — hence, power is seen as a ‘necessary evil’!
» While it is popularly said that “Power corrupts man!”, a more apt definition could be that, “Pursuit of power corrupts both man
and the society!” — the latter, not necessarily the former, has the most corruptive effect!
» Democratic principles and practices for good governance have not reached a ‘perfect’” or ‘complete’ form in releasing the human
social potential; they must be developed further from their current status quo!
» How could ‘good use of power’ be measured? What would be its indicators?
» There is a variety and discrepancy of the interpretation and practice of ‘good governance’”; some generally accepted principles of
good governance as defined, for instance, by the UN and the EU, include: relevance, efficiency, flexibility, proximity, transparency;
their interpretation, however, varies widely!
» Also modern democracy faces a dilemma: both electoral and decision-making processes are hampered by arbitrary limitations of
choices — i.e. the freedom of choice of both the voters in elections and the negotiators in institutions are narrowed down by arbitrary
and unnecessary limitations!
» Two additional democratic principles are crucial for fair, prosperous and sustainable governance: unhampered and
discrete electoral procedures as well as open-ended and participatory consultation and decision-making!
Lecture 2 (cont’d … ») :
• A free and unhampered process for electing leadership:
» Unhampered and discrete electoral procedures involve (1): abandoning all forms predefined limitations on who can
become elected, including all forms of candidacy!
» Unhampered and discrete electoral procedures involve (2): renouncing all manner of electoral propaganda, including
campaigning and election ‘running’!
» Ideally, the electoral process should not involve any form of candidacy or campaigning! What does this mean? Why
would this be more ‘ideal?
» Even if freed from the limitations of candidacy and the bias of campaigning, the kind of electoral process suggested here
would only be possible if a shared and collective understanding about the necessary qualities of ‘good leadership’ would
emerge among the general populace, ‘the people’!
» What could these qualities of ‘good governance’ be? How could this collective understanding be achieved?
» Necessary qualities for ‘good leadership’ include:
(1) unquestioned loyalty and commitment to the general good,
(2) selfless devotion and tireless dedication to the work at hand,
(3) a well-trained mind and acute intellect for clear thinking and vision,
(4) recognized ability and obvious capacity for implementing needed tasks,
(5) mature experience and tested wisdom for sufficient practical background.
Lecture 2 (« … cont’d … ») :
• Cooperative consultation and decision-making (cont’d … ») :
» Open-ended and participatory consultation and decision-making involves (1): keeping the main focus on the advantage of the
whole, not on the needs of various interest groups with various preset demands!
» Open-ended and participatory consultation and decision-making involves (2): personal and collective commitment to whatever
is the result of consultation, resulting in concerted social action!
» Ideally, the decision-making process should not involve ‘ownership’ of ideas and should assume collective commitment to
decisions! What would this mean? Why would this be more ‘ideal’?
» The universal principle of cooperative consultation can be viewed as the only legitimate and just source for social authority;
the additional democratic principles on electoral procedures and decision-making are to provide for this; such consultation requires
certain principles for its modus operandi!
» Consultative principle include (cont’d … ») :
(1) The only goal of the process of consultation is sincere pursuit of justice and truth for arriving at ‘best possible solutions/
decisions’, there is no ‘ruling view’ vs. ‘voice of opposition’ — all are committed to the pursuit of the goal!
(2) Participants represent neither their voters or constituency nor any vested interests or groups, only general good and
their own conscience and sincere understanding of truth and justice (cf. “unquestioned loyalty”)!
(3) Two sets of facts are established before considering alternative decisions to be made: the factual and practical reality
pertaining to the issue at hand and the ethical and moral principles involved in the matter!
Lecture 2 (« … cont’d) :
• Cooperative consultation and decision-making (« … cont’d) :
» Consultative principle include (« … cont’d) :
(4) The attitude and tone of discussion is simultaneously frank and cordial combining openness and honesty with
courtesy and kindness!
(5) Participants strive for detachment from their own ideas and opinions and consider them the ‘property of the
consultation’ once they have been voiced and explained!
(6) Unanimous decisions are preferable but, if unanimity cannot be reached, majority vote must prevail and all must
submit to the authority of the decision!
(7) After reaching a decision, there is no ‘voice of opposition’, all will, publicly and privately, whole-heartedly support
the decision including those differing in their view!
» Sincere, principled, open and cordial consultation is the only sustainable and just source of governance and social authority;
any decision reached thus (whether unanimously or by majority vote) may or may not be ‘right’, but unity and general support
will eventually expose any ‘wrong’ decision and provide for corrective action, while dissension, opposition and conflict will only
postpone this and cause social instability!
» “To speak so that the other wants to listen! To listen so that the other wants to speak!” (Lassi Pruuki)!
» “Consultation bestoweth greater awareness and transmuteth conjecture into certitude. It is a shining light which, in
a dark world, leadeth the way and guideth. For everything there is and will continue to be a station of perfection and
maturity. The maturity of the gift of understanding is made manifest through consultation.” (Bahá’u’lláh)!
Lecture 3 (cont’d … ») :
• Bottom-up grassroots participation (cont’d … ») :
» What do the terms “top-to-bottom” and “bottom-up” development and action mean?
» Central to bottom-up grassroots civic participation is personal commitment — individual members of the community adopting the
role of active participants, not only as receivers of social and community benefits; releasing the human social potential, and grassroots level ownership and community empowerment require the practice of additional democratic principles!
» If ‘the people’ had the freedom to vote, without campaigning or manipulation or coercion, for just those who they sincerely and
conscientiously, without passion and prejudice, think can best combine the aforementioned necessary qualities of leadership, the
likelihood of ‘good [i.e. competent] leaders’ being elected to various posts would increase tremendously!
» If ‘the decision-makers’ had the freedom to discuss any matter, without any predefined ties or prior commitments other than
common good and with determination to uphold justice and truth, and if they would employ the aforementioned optimal principles
of consultation, the likelihood of ‘good [relevant] decisions’ being made and enacted would increase tremendously!
» These ‘ifs’ are not mere utopias: they can be systematically and gradually built starting from the familiar environment of a rural
village or an urban neighbourhood — by a bottom-up approach!
Lecture 3 (« … cont’d … ») :
• Bottom-up grassroots participation (« … cont’d) :
» The practice of nominating candidates has the great disadvantage of mitigating the sense of responsibility of individual citizens,
subduing the spirit of initiative and self-development; to be able to make a wise choice at the election time, it is necessary for every
responsible citizen to be in close and continued contact with the society at large, to keep in touch with local activities, and to wholeheartedly participate in the affairs of the local (as well as regional or national) administrators; it is only in this way that a citizen can
develop a true social consciousness, and acquire a true sense of responsibility — to become an intelligent, well-informed and
responsible elector!
» Good governance requires grassroots level ownership and bottom-up community empowerment in order to release the human
social potential in an inclusive and sustainable model of society; the aforementioned electoral and consultative principles provide
for translating collective will and commitment into concerted social action!
» When a community’s collective will is expressed through a process of democratic consultation and its results implemented through
shared commitment and concerted action, a sense of collective responsibility is awakened, invoking a desire to seeing consultative
decisions through!
» Local ownership is the key to any successful development scheme; the method of ongoing ‘training for training’ undertaken
by local people in small-scale study circles, has proved to be a source of accumulating human resources within rural
villages and urban neighbourhoods alike — once started and consolidated, the approach has a cumulative and selfsustaining effect!
Lecture 3 (« … cont’d) :
• Management & projecteering:
» For civic participation and development to be fruitful on the level of the local community (in fact, on any level), a model of planning
and thinking is needed that functions in terms of long-term sustainability and gradual step-by-step progress!
» In essence, leadership and management is all about the mobilization and allocation of available resources — human, material,
financial or other; good leadership is capable of channelling the resources of the community to the general benefit of all in such
manner that can be repeated and sustained also in the future!
» Managing resources is a difficult task involving all the elements associated with “good governance” (relevance, efficiency, flexibility,
proximity, transparency); one practical key-skill needed is knowing when to micro-manage and when to macro-manage (cf. ad hoc
solutions vs. systemic solutions)!
» Differentiating between the concepts of process and project is important when planning development and considering various modes
of proaction, reaction, interaction and intervention; “projecteering” is an art that needs both theoretical thinking and practical skills!
» When thinking in terms of process, the main focus is on a manageable process of transformation, where three levels can
be identified:
(1) vision (“Where to go?”)
(2) strategy (“Which route to take?”)
(3) plan of action (“How to proceed with the available resources?”)
» When thinking in terms of project, the main focus is on the next distinct step in the process of transformation, where four elements
can be identified:
(1) purpose (“Why to do?”)
(2) goals (“What to achieve?”)
(3) contents (“What to perform?”)
(4) activity (“Who, how, when, where etc?”)!
» Along the actualization of the process and various projects, problems and obstacles will, inevitably, arise; the real issue is how
not to become preoccupied with problems but rather solve them as opportunities for learning and growth!
Lecture 4 (cont’d … ») :
• Education for civic participation:
» In processes of local empowerment and ownership, where members of the community have begun to take civic responsibility of
their affairs and to act intelligently in building their future, it has proven serviceable and effective to have regular, periodic meetings
for general reflection and planning, where everyone has a chance to reflect upon the previous period of activity and can freely
express his/her views and ideas for future activity during the following period!
» Regular “meetings for general reflection” require also that, gradually regular cycles, a rhythm, of collective activity are
also established: periods of, say, a few months, during which joint action is taken in matters of collective interest — with
most of the inhabitants of a rural village or an urban neighbourhood participating, each according to their capacity and
skills — culminating in the next “meeting” for evaluation, feedback, learning and planning!
» PRE: Education is a proactive process of socialization during which the learners adopt their identity as promoters of cooperation
and solidarity, as community builders, and to perceive their own role in the society as something more than just receivers of social
and community benefits!
» PRE: The class, as a miniature society, and the school environment, can be used as a place for learning and practicing good
governance — a prerequisite for practicing and establishing sustainable and inclusive societies !
» The “regular cycles, a rhythm, of collective activity”, mentioned earlier, can also be established into the routine of the school
and the class in cooperation with the home and the parents; the school being, potentially, a catalyst for local development in
villages and neighbourhoods, this could go a long way in fostering social environment where members of the community adopt
the “role of active participants”, not just “receivers of social and community benefits”; in such an environment, children and youth,
too, will learn to “perceive their own role in the society as something more than just receivers of social and community benefits”!
Lecture 4 (« … cont’d) :
• Global governance:
» RE: If humankind is fundamentally an indivisible body, then the authority exercised by its governing institutions is essentially a
trusteeship: each individual person comes into the world as a trust of the whole, and it is this feature of human existence that
constitutes the real foundation of the social, economic and cultural rights; justice and unity are reciprocal in their effect!
» What is the difference between global governance and international governance?
» Some form of global governance is needed, if a global society is to emerge at all; the minimum requirement is the establishment
of global institutions (not “international” and under the manipulation of nation-state governments) to uphold the rule of law and
order on a universal scale, and to maintain a functional system of global administration!
» As far as we can envision, what elements or institutions should global governance include in order for it to be functional?
(1) legislation (i.e. a world legislature or parliament)
(2) execution of law (i.e. a world executive or government)
(3) judicial processing (i.e. a world judiciary or tribunal)
»
These, in fact, have their precedence in the United Nations Organization, but they are only embryonic ‘cocoons’ and need
to be hugely developed and strengthened in order to correspond to the needs of global governance!
»
In the aftermath of World War II, it was found at last possible to begin consolidating the foundations of world order through
the establishment of United Nations; the new system of international conventions and related agencies were now endowed
with crucial powers that had been denied to the expired League of Nations; along this progress came the steady expansion
of democratic institutions in country after country, worldwide; the practical effects may seem disappointing, but it does not
diminish the historic and irreversible change of direction that has taken place!
Exercise 1 (cont’d … ») :
• Task description:
» The task for the exercise session: (1) Find a better solution to a societal challenge via a more optimal decision-making model!
(2) Get some practice in using this mode of problem-solving in a real consultation setup’!
• Instructions:
» Instruction (1): The chosen societal challenge must be such that can be realistically addressed in the brief time allotted for the
exercise; it might also be good if it would be relevant (whether directly or indirectly) to the issue of immigrants and immigration.
» Instruction (2): The alternative ways of solving the chosen challenge should be potentially possible to be implemented in reality
(if not today, then in the future).
» Instruction (3): The alternative decision-making and problem-solving model does not have a fixed form; however, it should be
stripped of structures that enable ‘pursuit of power’ i.e. it has no space for bolstering one’s position of power.
Exercise 1 (« … cont’d) :
• Reminders:
» When seeking the solution, the first task is (1) to find out the facts related to the matter, and the second task is (2) to identify the
ethical principles and values related to the matter must be jointly identified!
» Remember (1): The challenge to be solved and the principles related to it are discussed openly and with a learning attitude; instead
of seeking the solution ‘dear to oneself’ or promoting one’s own group, the solution ‘best for all’ is pursued!
» Remember (2): Consultative principles include:
› (a) the only goal of the process of consultation is sincere pursuit of justice and truth for arriving at ‘best possible solutions/decisions’;
› (b) participants represent only the general good and their own conscience and sincere understanding of truth and justice;
› (c) before considering decisions two sets of ‘facts’ are established: the factual and practical reality pertaining to the issue and the ethical
and moral principles involved;
› (d) the attitude and tone of discussion is simultaneously frank and cordial, i.e. openness and honesty combined with courtesy and kindness;
› (e) detachment from one’s own ideas and opinions is exercised, considering them the ‘property of the consultation’ once they have been
voiced and explained;
› (f) unanimous decisions are preferable but, if unanimity cannot be reached, majority vote must prevail and all must submit to the authority
of the decision;
› (g) after reaching a decision, there is no ‘voice of opposition’, all will, publicly and privately, wholeheartedly support the decision including
those differing in their view.
Exercise 2:
• Task description:
»
The task for the exercise session: (1) Find a better solution to a societal challenge via a more optimal decision-making model!
(2) Get some practice in using this mode of problem-solving in a real consultation setup’!
• Instructions:
»
Instruction (1): The chosen societal challenge must be such that can be realistically addressed in the brief time allotted for the
exercise; it might also be good if it would be relevant (whether directly or indirectly) to the issue of immigrants and immigration.
»
Instruction (2): The alternative ways of solving the chosen challenge should be potentially possible to be implemented in reality
(if not today, then in the future).
»
Instruction (3): The alternative decision-making and problem-solving model does not have a fixed form; however, it should be
stripped of structures that enable ‘pursuit of power’ i.e. it has no space for bolstering one’s position of power.
• Reminders:
»
When seeking the solution, the first task is (1) to find out the facts related to the matter, and the second task is (2) to identify the
ethical principles and values related to the matter must be jointly identified!
»
The challenge to be solved and the principles related to it are discussed openly and with a learning attitude; instead
of seeking the solution ‘dear to oneself’ or promoting one’s own group, the solution ‘best for all’ is pursued!
“No man can attain his true station except through his justice.
No power can exist except through unity.
No welfare and no well-being can be attained
except through consultation.”
• Bahá’u’lláh (late 1800s) •