We are excited to announce our first ever Democracy Works listener mailbag episode! We’ve covered a lot of ground on the show over the past year, but there’s still many more questions to answer — and we would love to hear yours. We’ll be recording the show in a few weeks and publishing the episode before we take a summer break.
If you have a question about the show or anything we’ve covered, or about democracy more broadly, here’s how to send them to us:
We are excited to bring you an episode from No Jargon, a podcast from the Scholars Strategy Network. Much like Democracy Works, No Jargon aims to break down some of the biggest issues in politics and society in a way that’s not partisan and not punditry. New episodes are released every Thursday, and we hope you’ll check it out if you enjoy this conversation.
We like to think that state governments make decisions based on their particular situations. But it turns out, often that’s not the case. In fact, three large conservative groups have gained massive influence in state houses across the country, working to pass legislation in line with their views and corporate sponsors.
In this episode of No Jargon, Columbia University’s Alexander Hertel-Fernandez explains their rise and strategies, why state governments are so susceptible to their influence, and what this all means for American democracy.
For this week’s rebroadcast, we revisit an episode on the U.S. Census that originally aired in May 2018. New episodes return January 21 when we talk with “What is Democracy?” director Astra Taylor.
The next census won’t start until 2020, but the U.S. Census Bureau is already hard at work on preparing to count the more than 325 million people in the United States. The census is one of the few democratic norms that’s required by the Constitution, and the data collected has wide-ranging uses.
The normally routine process has been disrupted this year by Trump administration, which is pushing for the reintroduction of a question about citizenship. As you may have heard, there’s a debate going on about whether this question is appropriate, and whether the resource-strapped Census Bureau will have time to implement it before 2020.
Jennifer Van Hook, Roy C. Buck Professor of Sociology and Demography at Penn State, served on the Census Advisory Board from 2007 to 2011 and is an expert on how census data is collected, how it’s evaluated, and how it’s used. She talks about the process for creating and testing new questions, the implications of asking about citizenship, and some of the ways you might not realize census data is used.
Do you think it is necessary for a democracy to have this sort of information that the census gathers?
How often do you think the census should be performed?
Do you think the citizenship question should be added to the census? Why or why not?
If you could add a question to the census, what would it be?
Do you plan on participating in the 2020 census? Why or why not?
[6:06] What do you see as the role the census plays in a democracy?
Jennifer: It is fundamental for a representative democracy. The United States was actually the first nation in the world to require that a census be conducted. This was done because they wanted to distribute power according to population within the states. The number of representatives each state gets in the House is proportionate to the population. Therefore, the census is very important.
[7:28] In addition to determining representation in Washington, what are some of the other purposes of the census?
Jennifer: One of the other uses is the civil rights legislation that has been passed since the 60’s. This helps tell us if certain groups are under represented. This information can show us if certain groups are being discrimintated against within society. The people conducting the census are expected to be non-partisan. Therefore, they collect the information while not saying anything about the data. They simply give it to the public because they want to stay out of the politics of this information.
[9:20] In the era of “fake news” and people being able to cherry pick their facts, how will the census be viewed and used going forward?
Jennifer: The staff that conducts the census takes considerable measures to strip the data of any political leanings. One way this is done is by having multiple authors for all reports to prevent any one bias from impacting how data is reported. They also work in large teams with multiples checks for each bit of data collected.
[10:40] There are reports that the there is underfunding for the census. How will the organization continue to meet its standards with this funding issue?
Jennifer: There is no set director of the census bureau. This lack of direction could cause a problem. One of the thing people have been worried about is the ability of the bureau to conduct out reach and inform people about the census. For example, many people don’t realize that the bureau can’t share its information with Ice. This is significant to share with immigrants who might fear participation in the census out of immigration police fears. This goes to the importance of building trust amongst the public to get them to participate.
[12:35] How does the bureau actually go about counting everyone in the country?
Jennifer: Everyone gets a postcard in the main informing them they have to participate. If you don’t respond to that, you might get follow up contact. This is the most expensive part of the process. If people don’t respond to the first contact, and they have to be contacted again, this is where the cost can really increase for the census process.
[13:25] How does the bureau use past experiences to improve the process?
Jennnifer: They do but it takes a lot of time. They try to improve their operation. However, this is difficult given the size of the debarment. It is difficult to turn on a time and change the way they conduct their business. Any small change takes a lot of time.
[14:30] What goes into deciding on the wording of a question for the census?
Jennifer: Every part of the question is tested. The introduction of a new question typically takes several years because of all the test to make sure people interpret the question correctly as intended. We also consider a question from the standpoint of its impact on people’s willingness to participate in the census in light of it. In terms of the citizenship question, this has become more of a hot button topic especially given the anti-immigrant rhetoric in society today. This means that the field test questions done in the past for this topic might have to be changed because we just don’t know how people will respond to it this time.
[16:37] Wilbur Ross has said that he thinks the benefit of the citizenship question will outweigh the potential risks of lower response rates. Do you agree with that?
Jennifer: No, I don’t. I don’t think the bureau has shown that this question is really necessary. Typically, questions that make the census form have to be dictated by law as being necessary. So you can’t just add questions because you think they wont’ harm the utility of the census. Every question has to be there because it is required. There is another survey called the American Community Survey. They have been collecting citizenship information for years. This data has been used to enforce the voting rights act. I’m not aware of any problems with this survey being used to gather citizenship information.
[17:50] Can you talk about how this survey differs from the census survey?
Jennifer: It is a much longer survey. The questions change from year to year. It is administered to roughly 3.5 million people every year. It provides more detailed information on an annual basis for the population. It provides us with more specific information even down to the county level.
[19:37] How is census information used to impact federal policy?
Jennifer: It is particularly useful when we need to know something about the populations health. One example would be looking at the changing life expectancy. This information wouldn’t be known without procedures like the census. It is the backbone of our federal statistical system.
[21:20] What would you say to someone about why they should participate in the census?
Jennifer: It is good to be counted because we don’t know about our population unless we measure it.
Our holiday break continues this week as we bring you an episode with with Pennsylvania Attorney General Josh Shapiro that originally aired in October. Happy New Year!
It seems like every few weeks, we see headlines about states banding together to block actions taken by the federal government. You might even remember former Texas Attorney General Greg Abbott quipping that he goes to the office, sues the federal government, then goes home.
How do those lawsuits take shape? How does a state decide whether to join or not? How does that impact the balance of power between federal and state governments? This week’s guest is uniquely qualified to answer all of those questions.
Since taking office in January 2017, Pennsylvania Attorney General Josh Shapiro has been involved with more than a dozen suits brought against the federal government on matters ranging from family separation at the border to EPA emissions regulations. Though Shapiro is a Democrat, he says his chief motivation in joining these suits is the rule of law and a commitment to do what’s right for people of Pennsylvania.
Whether or not you agree with Shapiro’s politics, he does present an interesting take on the role that states play as a check on the federal government. This power is a unique part of the American experiment and speaks to the power of democracy in the states.
Before the interview, Chris and Michael dive into the origins of federalism, including Federalist 51, the 10th Amendment, and the Emoluments Clause of the Constitution.
What do you think should be the balance between the states and federal government in terms of power?
Do you think states should be active in legal action against the federal government?
Do you think that state attorneys general are becoming too political?
Do you see state as a shield to protect a state’s residents against federal overreach?
[5:12] When you took this office, did you expect yourself to be this active on federal issues?
Shapiro: I said when I was sworn in that if someone was going to try to mess with Pennsylvania that they would have to go through me. I see the constitution as giving the states broad authority. States rights isn’t something progressives have pointed to, but it is something I value. If someone in the federal system is doing something to undermine our rights, I’m going to stand up to take action.
[6:32] How do one of these suits against the federal government get started?
Shapiro: The first question is whether the action comports with the rule of law. I put aside what I agree or disagree with personally and instead focus on the law. Once we deem that an illegal action has been taken, be think about what is the best way to file an action to challenge that activity. We discuss whether or not Pennsylvania should be the lead state. There are sometimes strategic reasons why we file a suit in a particular state. What we are not doing is constructing opposition to the president just for the sake of opposing him. What we are doing is organizing ourselves around the rule of law.
[8:43] What issues or possible suits have you turned down?
Shapiro: We’ve been involved in about fifteen cases since taking office. I’m very careful about what we engage in on behalf of the people of Pennsylvania. Again, it is not my job just to weigh in whenever I personally disagree with the president. It is my job to weigh in when the rule of law is being threatened.
[9:31] What is the timeline for one of these cases?
Shapiro: I spend the majority of my time going around to differnt places listening to people. I think I have a good feel for where the people of the state are. I don’t poll test these issues. Instead, I try to do what is right and what adheres to the rule of law.
[10:36] Under Obama, we saw a lot of states file suits against the federal government much like what is happening now with Trump in office. Do you think this goes to the partisan nature of government?
Shapiro: I would actually push back on that a little. Most of what I do is bipartisan. It’s just that the media usually doesn’t report that. The vast majority of the actions we take are really bipartisan.
[12:34] President Trump has stated that he thinks the attorney general office should be more of a political one. What are your thoughts on that?
Shapiro: We are above politics in this office. I’m a proud Democrat. People know I have progressive leanings. They knew that when they elected me. However, we check our political views at the door everyday when we come into the office. If you look at our track record, we’ve held democrats and republicans accountable. We do our job in a way that the people of the state can be proud that the justice system is fair. We are diverse in both appearance and thought.
[15:23] What does the term “rule of law” mean to you?
Shapiro: It is the very foundation of everything that I do. It helps you be above politics. My job is to understand the law, apply the facts and evidence, then make a decision in the best interest of the people of Pennsylvania.
Shapiro: The tenth amendment makes it really clear that states have a role to play in our democracy. I believe that if the federal government is making an overreach into our state business, then I’m going to be a shield to guard against that. However, states have also at times been the thing infringing upon rights. However, more often than not, they are expanding rights. The fight for marriage is a perfect example of that. Justice Brandies spoke eloquently about states being the laboratories for democracy. That still holds true today. States need to be a shield against overreach and a sword in promoting the rights of their citizens.
While we take a holiday break, we are going back into the archives to rebroadcast a few of our favorite episodes from earlier this year. This one originally aired in September.
As a piece in The Atlanticrecently noted, democracy is not natural. Becoming a democratic citizen involves a set of behaviors that need to be learned and practiced over time. One of the first places for that conditioning to happen is in the classroom. Beyond reading, writing, and STEM skills, students have an opportunity to engage in dialogue and debate facilitated by their teachers and learn what it means to be part of a democracy.
The term most often used to describe this is civics education, which probably brings back memories of learning about the branches of government how a bill becomes a law. As you’ll hear this week, true civics education is about so much more than that. In in a polarized political climate, are teachers afraid to engage controversial subjects? How should they address things like citizenship and patriotism? How do they have time to engage in these wide-ranging discussions given the constraints they face to prepare students for standardized tests? Mark Kissing helps budding teachers find their way — strengthening their commitments to democracy so they can pass that spirit along to their students.
Mark is an assistant professor of social studies education at Penn State. His work focuses on citizenship education, or the practice of preparing civic-minded individuals. We’ve recently seen the importance of civics education play out in the months since the shooting at the Marjory Stoneman Douglas High School in Parkland, Florida. Our look at Generation Z and the future of democracy earlier this year is worth revisiting as proof that what Mark and his colleagues are teaching is having an impact.
What was your civics education like? Does anything you learned still stick with you today?
What role should the formal education system play in creating civically engaged and aware young people?
How should teachers and the field of education in general react to concepts such as “fake news” and alternative facts?
When a significant current event happens, should teachers and professors take time away from the structured curriculum to address it?
Given the access that students have to information outside of the classroom, how should a teacher handle a student who brings in a theory or an idea into the classroom from the internet?
What role should parents have in deciding how controversial subjects are addressed in the classroom?
People often complain today about the state of political rhetoric. What if anything can be done within K-12 education to help change this for the future generations?
[4:34] What do you think an education in civics looks like?
Mark: In school, social studies usually has a civics education built into it. This fusion came about in the early 20th century. I tend to think about it in terms of teaching about a civic society and what it means to be a participatory citizen. It does include the basic stuff about how government works. However, I think it also entails an introduction to how citizens interact with that government in a democratic system.
[6:12] What does the idea of citizenship education actually look like in the classroom?
Mark: For me, I think it involves looking at where teachers and students are in terms of their own lives, such as where they’ve been and the circumstances of the places they live. Then consider what participation with society looks like in these areas under theses circumstances. That is then pulling in history and other factors. Importantly, this is place based education.
[7:08] As a social studies teacher yourself, how did you approach this in your classroom?
Mark: One of the courses I taught was a street law course. I taught the class in Framingtown Massachusetts, which was the largest town in America at the time. Therefore, most of our issues were centered around local town government. I think this focus on place occurred naturally at this time. However, I’m more continuously aware of place today.
[8:45] Today, the political climate is very polarized. We also have concepts such as “fake news” and “alternative facts”. How do you prepare teachers to address and handle these issues with their students?
Mark: How one would address that in their class would be molded by where that course is physically. For example, these issues would be handled differently between a rural school as compared to a more urban located school.
[9:40] Do you find that your students are receptive to this notion of place?
Mark: They are immediately receptive to it. However, their broader schooling experiences don’t lead them towards being receptive to it. There is a really big gap between the lived experience of a particular area and the curriculum students are provided with. One of my missions it to ground social studies in the context of the experience of where the students in a particular school actually live.
[10:45] How do you balance providing students both local and national awareness in a field like social studies?
Mark: It would be a mistake to focus only on the local issue and ignore the broader national and global context. However, it’s typically the other way around in that were focusing on the national or global perspective and ignoring the local perspective. I certainly think there is a need to traverse across those scales. For example, when talking about something like patriotism, we should talk about what it means both in the context of protests around the world as well as local instances such as the national anthem issue at the local Spikes game.
[12:00] Do you think teachers should sort of play the role of a journalist in that they stick to the facts and keep any personal opinions out of their lessons?
Mark: I think there is an expectation of that. Also, they’ve been schooled that way. I actually had an instances recently with a group of soon to be teachers following the events in Charlottesville. I asked them how they’d be handling this situation in their own classrooms. Most of them said that they wouldn’t address the issue at all. Part of this game from a fear of lack of information as to what was happening. There is also a political charge to it that teachers often feel worried about taking on in front of their classes. However, if we want to take on schooling as a community based effort, we have to be willing to engage with students on these difficult current event issues. We have to have conversations across these divides.
[14:35] What is your advice to those teachers who said they wouldn’t address this issue with their own classroom?
Mark: My comment is that you are taking it up by not addressing it up or pushing it to the side. Any statement, including the lack of a statement, is a message that you send to students. In the absence of a class discussion about Charlottesville, you’re being socialized not to talk about difficult issues like that. That’s troubling. We need to also consider treating the classroom as a place where students can engage, often for the first time, in difficult dialogue on challenging issues, such as what took place in Charlottesville.
[17:00] How do you balance dialogue on current events with the increased focus on “teaching to the test”?
Mark: It is a little different in social studies as compared to other subject areas because this field isn’t tested nearly to the degree of other topics. I do think standardizing education is important. I work with teachers to find the balance between engaging students on controversial current events while also ensuring that they’re prepared for these standardized assessments.
[19:30] Everyone is familiar with the image of the angry parent beating down the door after a controversial topic is address in a class. How do you prepare future teachers to handle something like that?
Mark: I think it is important to listen and understand what the parent is saying. It is important to build your justification for how you structure your classroom and properly present this to the parents. It can be a slow and brutal process. However, I think it can be a very productive exercise.
[20:50] In light of the events at Parkland, have you seen a change amongst your students in terms of an increase interest in taking on some of these more controversial civic topics?
Mark: I think the civic engagement of the Parkland students themselves will have a big impact on my students. I think this is something I’ll see reflected in them this coming semester. I also think that my students have some sense of fear of living in a school on lock down. There is also the teacher side of this. How does a teacher handle teaching in an environment where being on lockdown is becoming more of a norm?
We end almost every episode of the show with four questions that come from the McCourtney Institute for Democracy’s Mood of the Nation Poll. Rather than simply addressing people agree agree or disagree with a particular point of view, the poll uses open-ended responses to understand why people feel the way they do. Every poll asks respondents to describe in their own words what makes them angry, proud, worried, and hopeful about politics and current events.
We interview a lot of smart people on this show and it’s not surprising the they have interesting and thought-provoking responses to these questionsl. We revisit some of those responses in this episode and hear from Eric Plutzer, the poll’s director, about how what our guests say matches up with what everyday citizens say in the poll.
From cooking to shopping to getting around town, disruption is the name of the game for Millennials. Will they do the same thing to democracy?
Millennials, or those born between 1981 and 1996, are now largest generational group in the United States. There’s been a lot of talk lately about whether these 20 and 30-somethings will vote in the 2018 midterms. This episode touches on that, but also explores some of the reasons why Millennials feel disengaged from voting and other traditional forms of political engagement.
Our guest this week literally wrote the book on this topic. Stella Rouse is co-author of The Politics of Millennials, which draws upon existing data about Millennials, as well as surveys and focus groups that Stella and co-author Ashely Ross conducted. They found that events like 9/11 an the 2008 financial crisis profoundly shaped the way Millennials view the world and their place within it — views that run counter to older generations and their views of democratic engagement.
Stella is an Associate Professor in the Department of Government and Politics, Director of the Center for American Politics and Citizenship, and Associate Director of the University of Maryland Critical Issues Poll at the University of Maryland.
If so, do you see them engaged more traditionally in campaigns and voting or non-traditionally in the form of protests?
How do you think Millennials world views will translate into public policy?
If you are not a Millennial, what is the biggest difference you see between this younger generation and your own? Also, what similarities do you see?
What do you think the political views of this generation will look like in 20 years?
[4:49] How do you define a millennial and what about them made you interested in studying their generation further?
Stella: Generally the accepted timeframe is those from the late 80’s to the late 90’s. Millennial are those who grew up mostly around the turn of the century.
[5:30] What are the identity characteristics of this generation?
Stella: It’s composed of a number of factors. Most notably, it is a very diverse generation in American history. They’ve lived around different races and ethnic groups more so than any other generation in the nations history. They are also the first “digital natives”. They don’t know what it’s like to be without the internet or a cellphone in their pocket. This impacts how they experience politics and communicate with others. Also, the events of 9/11 is a significant aspect of this generation in terms of how it views the world around them and the role of America in it.
[7:30] How to millennial see themselves as citizens?
Stella: Millennials are more engaged in non-traditional forms of engagement such as voting or working on campaigns. People look at this and then see the generation as being apathetic politically. However, this doesn’t take into account their engagement in more non-traditional political formats such as protests and rallies. They are also more engaged in the local level than the national level. The key question is how is this activity translated into voting. I don’t have a straight answer for that. A lot of it involved getting them into the habit of voting.
[10:08] Do you sense any momentum on the part of this generation to shape the political system to fit to its interest rather than it adapting to the current political climate?
Stella: Yes. We are seeing a lot of Millennials run for office. Particularly, minorities of this group are running for office. I think in the next few years we’re going to see this continue. Then, once in office, they’ll be able to shape the political landscape to better reflect their world view.
[11:10] This generation also identifies at a greater rate than those before them as global citizens. How does this square with their involvement in local political issues?
Stella: When I say local I don’t mean they’re voting at the local level. Where the participate traditionally is still higher at the national level than the local level. One thing about this generation is that they’re very distrustful of institutions. This includes political parties. This makes sense given the fact that their time has been filled with the greatest partisan divide in American politics in generations. Therefore, they are much more likely to identify as independents. Their lack of identification along party lines leads to lower levels of traditional political engagement in the form of campaigning and voting.
[13:00] We’ve talked about the separation of liberalism and the democratic norm of institutions. Do you see this divide growing as this generations comes into political power?
Stella: It could be, but the jury is still out on this. They have an internal conflict that they distrust institutions but they know they have to play by the rules in order to change it. It’s not clear if they’ll play the game and try to bring about change from the inside or whether they’ll maintain their outsider status and try to change things from the outside.
[14:35] We saw Obama and Sanders as two political figures who resonated with this generation. What about them do you think made them so appealing to this generation?
Stella: They spoke to the issues they cared about. Particularly, Obama really addressed them in the mediums they cared about, such as social media. Even though he is not a millennial, he became the millennial president.
[16:09] How does Donald Trump play among Millennials?
Stella: Not too well. He is not very popular amongst them. That’s not to say there isn’t a segment of the generation who support him, but about two thirds of the generation don’t support him or his policies. His policies related to immigration and diversity go against the preferences of millennials.
[17:02] Is there anything to suggest that millennials will become more conservative as they get older?
Stella: That is a really good question. An important point we try to make is that this group is not monolithic in that they aren’t all liberals. On a number of policies they are more liberal, but on others, they look a lot like older more conservative generations. One particular issue is abortion. Their numbers on this issue look more like those of generation X or the baby boomer generation. This is also repeated when it comes to issues of the economy. They aren’t some socialist block. However, they are very liberal on issues such as healthcare where they think it should be a government protected right. This has a lot to do with the time in which they came to age. Especially on issues such as student loan debt which is another issue area where they’re very liberal. It remains to be determined whether these positions will drift to the right as they get older.
[22:32] What do the older generations need to know in order to work better with Millennials?
Stella: I think one reason why those in government don’t’ reach out to millennials is because they don’t’ see them as an electoral threat because of their low voting numbers. To reach out, they have to meet them halfway. They need to acknowledge that millennials have a lot to say. However, they have to reach out to them in their preferred medium. Ultimately, I don’t think we’ll see politicians change their approach until millennials force them to by showing up on their radar as an electoral issue.
[24:00] What role does the financial situation of this generation have on their willingness to engage politically in more traditional formats?
Stella: Economic power speaks to political power. Their inability to acquire economic power due to unemployment or underemployment prevents the acquisition of this power in order to challenge political leaders. However, we’ve always had this issue amongst the current young generation at any given time.
[28:00] What do you expect to see in terms of Millennial turnout in the 2018 midterms?
Stella: I suspect that we’ll see higher rates than we’ve seen in previous elections. Whether this motivation actually translates to votes is still open to debate. If I had to guess, I’d say we’ll see an increase in voter participation amongst this generation.
Paul talks about how these unions exist at at all levels of government — from bureaucrats to bus drivers. Many could find higher wages in the private sector, but are drawn to civil service out of a desire contribute to the public good. Public sector union participation is higher than it is in the private sector, but in some cases the bargaining power those unions have is limited. Despite that, Paul says that these union members are finding creative ways to make their voices heard, which one of the fundamental elements of a democracy.
This episode was recorded before the Janus v. American Federation of State, County and Municipal Employees Supreme Court decision in late June. In a 5-4 decision, the Court ruled that public sector unions that collected dues from non-members were violating the First Amendment by doing so. The impacts of the ruling mostly have yet to be seen, but as Paul explains, the loss of revenue could further weaken unions moving forward.
If you’ve been to a book store or the library lately, then you’ve probably seen at least a few books on democracy on the shelves. The 2016 presidential election spurred a lot of conversation about the current state of our democracy and where things go from here. These books are not what most people would call beach reading, but they are important to understanding what’s happening in the U.S. and around the world right now.
We know you probably don’t have time to read all of them. Hopefully this episode will help you choose one or two to tackle. Here’s the rundown of the books we discuss:
Thank you to everyone who supported us on the first season of Democracy Works. Season two will begin in mid-August with a look at Confederate monuments and public memory on the anniversary of last summer’s riots in Charlottesville.
We love talking with scholars and thought leaders on Democracy Works, but we’d also like to bring you the everyday stories of democracy in action. This the first installment in that series.
We visited the central Pennsylvania chapter of Moms Demand Action and heard how they are using the power of conversation to reframe the gun debate and reinvigorating a sense of civic engagement among members. A recent meeting also included a “government 101” presentation that covered the basics of how a bill becomes a law and the best way for someone to contact an elected official.
In this mini episode, you’ll hear from Lori Wieder, who is a founding member of the central Pennsylvania Moms Demand Action Chapter, and from Katie Blume, deputy political director for the Pennsylvania Democratic Party. Both Katie and Lori are firm believers — as we are — in the power that can come from everyone exercising their power as small-d democrats regardless of political affiliation.
Do you have a story of democracy in action? Drop us a line at email@example.com; we’d love to hear about it and consider it for a future Democracy Works episode.
This week’s episode seeks to answer one simple, but very important, question: Why is it so hard for people to talk to each other? There are a lot of easy answers we can point to, like social media and political polarization, but there’s another explanation that goes a bit deeper.
Laurie Mulvey, executive director of World in Conversation, is the perfect person to help us explore this question. World in Conversation has facilitated more than 10,000 dialogues over the past 15 years. They bring people from all walks of life together to have dialogues about important issues from climate change to race relations. In the process, they break down the misconceptions and preconceived notions that often get in the way of one person understanding — and relating to— someone else.
Of course, most dialogues do not happen in a controlled environment with a facilitator in the room. Laurie shares some advice for how to handle your next family dinner or other situation where things might get a little heated. She also shares how the World in Conversation is preparing the next generation of democratic citizens to overcome the partisan divides that bog down political discourse.
As we say in the episode, Laurie raises the optimism quotient of this podcast quite a bit.
[6:06] Why is it so difficult for people to engage in dialogue today?
Laurie: What I think happens is that we end up needing facilitators. Just like in sports we need referees. Here they would be dialogue referees.
[6:55] What are the elements of a good dialogue?
Laurie: Candidness and disagreement with respect is important. Having mutual respect is especially important. When we don’t talk with an understanding of each other’s positions they aren’t as productive and they don’t show us as much.
[14:00] What impact do you think social media has had on our ability and willingness to engage in dialogue?
Laurie: Personally, I don’t notice much of a difference. We actually have a lot of conversations. However, they’re either with like minded people or they are a “hit and run” type conversation with people who don’t think like us. The only change that social media has brought is that we’re doing this with people from our living rooms.
[15:40] We have seen our culture become more polarized politically. Have you seen this reflected in the conversations you lead?
Laurie: We try to find polarizing topics and get different sides represented in our conversations. Therefore, I’m not sure if we see an increase in the extent of the polarization. Actually, we try to get people in our conversations to say the things that are controversial. At this point, the polarization becomes apparent. However, I don’t think this is real. I dont’ think most people live in this polarity that we like to talk about.
[17:40] How can we take the work you’ve done working with conversations and apply it in the real world such as at dinner table talks?
Laurie: It is important to be in the mindset for listening. The mindset you need to be in is ‘tell me something I dont’ already know’. However, I strongly believe that even in these settings we need a facilitator to help navigate the conversation.
[19:24] What skills does someone need to be a good facilitator?
Laurie: Fundamentally, you have to be able to talk all sides. You have to find what is true in all sides of a conversation. As long as you can do that, you can sort of fumble through everything else.
[20:22] Is there a certain point in a conversation where you would advise people to end a conversation?
Laurie: I think we all know intuitively that there is a time to end a heated conversation.
[21:30] Given all of the conversations you’ve been a part of, are there any memories that really stick out?
Laurie: There was one conversation between Israelites and Palestinians where one guest from Palestine said he couldn’t even go in the room. But by the end of his time working with me his greatest challenge was that he came to understand so much about the Israelis perspective that he wasn’t sure what it meant given his position as a Palestinian. I do the work because the people who have the hardest positions will get the most out of it.
From the McCourtney Institute for Democracy at Penn State, this is Democracy Works. In this episode, hosts Michael Berkman and Chris Beem take a few minutes to explain why we wanted to start this podcast and what we hope to achieve through our interviews and conversations.
They also explain the meaning behind the name Democracy Works. It’s about people coming together to build things that are greater than the sum of their parts. Much like workers throughout Pennsylvania’s history built ships and trains at iron and steel works, each of us has a role to play in building and sustaining a healthy democracy.
Building and sustaining a democracy is hard work. It’s not glamorous and often goes unnoticed in the daily news cycle. On Democracy Works, we talk to people who are out there making it happen and discuss why that work is so important. Each episode include an interview about an issue and discussion about what that means for democracy.
We are excited about launching this podcast and hope you’ll join us to see what’s in store.