I pointed to the classroom’s lesson hook on the board, I turned to my 8th graders and repeated the question, “Who has the power to do things in the United States?” I quickly had to add, “…LEGALLY do things!“
Over the years of teaching Social Studies, there is one answer I consistently get: “THE PRESIDENT!” I remain silent for as long as necessary. Why? For a number of fine reasons, comic relief is one, but mostly to gauge how extensive the class will need to cover U.S. government, and indirectly Texas state government, for the upcoming week or two. However, there is another reason I like to ask the class this hook question. Inevitably parental teaching and influence will surface between the lines of their responses, especially if I allow the students some time and freedom to challenge each other’s answer and explanation. Those opening minutes are not too unlike adult conversations over political issues you catch at town squares or workplace break rooms. Every four years these conversations, sometimes volatile debates, can be exactly the same as those my 8th graders start. 😮
Senator Huffines reply to me about the absurd injustice of Texas businesses refusing service to any of the LGBT community on religious grounds
If all of you received a quality education in primary school through secondary school and graduated obtaining your diploma, perhaps in the upper half of your senior class or better, or had the fortune to attend four years of undergraduate studies obtaining a bachelor’s degree, then it is reasonable to assume that you know that our U.S. President does NOT have all the power to do things. There is a very good reason… it prevents one person, or one office, organization, branch, from gaining a greedy and/or abusive advantage; in a word: dictatorship. Yet, surprisingly (or not) a significant population of American adults under the age of 50 feel the U.S. President is the sole person responsible for good times and bad times. At the risk of stating the obvious, this political mentality is tragic, let alone harmful for a community’s, a state’s, or a nation’s future.
Critical thinking skills are sometimes (often?) NOT taught to our young children, adolescents, or undergraduates. This is partly due to how much freedom people and institutions are indeed given, e.g. the above image and response letter from Don Huffines, my Texas Senator, regarding the rights of business owners to refuse all services to
gays-lesbians-transgendered whomever they choose. Another reason critical thinking skills are not taught or tested in primary and secondary schools is that until recently Common Core Standards in education did not exist 10-20 years ago. Thus, a generation of un-ingenious or unimaginative followers were raised. Today, 43 states have fortunately adopted Common Core Standards teaching critical thinking skills to young minds. But that is only in public education. It does not reflect the ever-increasing popularity in some states for charter or private schools, much less the home-schooling sector.
Following is a good 3-minute video about these skills and how ProCon.org promotes them in non-partisan fashion.
As I alluded to in my previous post, I have very little time at the moment to write in-depth 3,000 – 7,000 word posts on such MONUMENTAL subjects as voting and other civil responsibilities during campaign years, primaries, elections — and elections of public officers who APPOINT other officers or judges into positions of great power the general population will have no direct say in their placing — and how these officials will affect millions of citizens for years to follow. Knowing how your candidate might “appoint” other officials, collaborate with other officials, or remain consistent to their campaign positions and promises are just as crucial as your here-n-gone single vote for him or her! I feel this is a subject, a blog-post that is important enough to pause my hectic life for a few hours and share in a small way how paramount civil responsibility is to each of us… including your own children’s and grandchildren’s futures and how to make changes, improvements, even though they may be slow and gradual.
Therefore, if you would like to get a broad introduction into how to be a more informed wiser voter, I’ll recommend my post Oversimplification 2012 and its 4-part series as a starting point. However, if you’d prefer the abbreviated more shallow introduction — i.e. the version(s) many American voters prefer or only have time for — then continue reading. If you barely had time to read this far, then I beg you to try and at least watch completely the below video. It could cause you to reconsider your voting and political tendencies regarding our privileged, important, and free (or costly?) civil right to vote that each of us are gifted. Voting, and voting wisely, as well as freely, should never be ignored or taken lightly.
So many political issues and controversy are rooted in economics; its healthy or unhealthy status. This is partly why I chose Joseph Stiglitz’s video and commentary over his new book, The Great Divide. Also because he is a Nobel Prize winner in Economics and has loads of wisdom to impart!
I hope this very brief post has helped you and other voters to be a bit more informed, but informed in more objective broader ways. Please get or remain very involved in your community’s, your county’s, your municipal’s, your state’s, and your federal elections. Correspond with your elected officials frequently. Vote and vote wisely, and just as important, vote for a greater good for the greatest number!
Live Well — Love Much — Laugh Often — Learn Always
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