Joe Wordsworth
Logician
- Joined
- Apr 22, 2004
- Posts
- 4,085
Topic: Political philosophy, specifically "What is a government?"
Instructor (me): Today, we're going to extend what we've learned about necessity and essentiality to politics. Now, politics is a personal topic--but that its personal doesn't mean its not subject to careful, cautious, rational analysis. The foundation of any political movement is a philosophy, a philosophy is bound by reason, a political movement that defies reason is poorly defined and that hinders it greatly.
So, to start---
Student A: Politics isn't so hard to get, is it?
Instructor: It can be. How do you mean?
Student A: Well, can we talk about our politics?
Instructor: You can talk about anything you like... does everyone want to just take the day and debate personal politics?
Muttering: Sure. Yeah. O.k.
(cut ahead)
Student B: The President's cancer. We're killing innocent people in Iraq, he knew we should have gone over there, he just didn't care. Soldiers are dying for oil.
Instructor: So, whose to blame?
Student B: The President. And his cabinet.
Instructor: Why is the President able to be accountable? Or, another way to put it, whose fault is it that we elected him?
Student B: ...ours? But we didn't elect him. That's the electoral college thing.
Instructor: Why do we have an electoral college?
Student C: Isn't it something to do with rural and urban voting? And communication stuff?
Instructor: Not what I was getting at, but good points. Once upon a time, voting was a little more cumbersome--physically demanding. This is a communication age, though. We elect more efficiently, maybe we don't need the electoral college anymore. I don't know. I'm not a political scientist.
Student B: So, its their fault. Because they can do whatever they want? Vote however they want.
Instructor: Maybe. But by allowing an electoral college to exist, we are giving it a sort of consent, aren't we? Kind of like making everyone vote on paper instead of auto-calculating machines. One system seems plainly better, but if we aren't getting rid of the other, aren't we effectively saying "let it work that way, then"?
Student B: So, its our fault, is what you're saying? Iraq is the people's fault because the people voted--or allowed for the system by which the President was voted for?
Instructor: Its possible, isn't it?
Student D: But we didn't make any of those decisions. We didn't know he was going to do that. How can we be responsible for his actions?
Instructor: How? Well, its a bit like parents and children, isn't it? How can a parent be responsible for the child's vandalism?
Student D: They took on that responsibility by becoming parents. Its part of the package. Don't want to be responsiblef or a kid, don't have one.
Instructor: So, if we don't want to be responsible for the President's actions... maybe we should consider not having one.
Student E: Well, its a democracy, right? The President is only as powerful as we let him be. He can only do what we let him do. I think people should vote smarter, so things like this don't happen.
Instructor: That's probably a very reasonable position to have.
Student B: (vehemantly) But, politicians are all liars and cheats. Bush is just evil.
Student D: Evil's a pretty big word.
Student E: I don't think he's evil.
Student B: How can you say that? He LIED about the 9/11 reports, he lied about the WOMD intelligence. He started a war over spite.
Instructor: Those are possible, but not necessarily true. Important footnote.
Student D: "Not necessarily true"... yeah. He's a person, too. He's got kids. Chances are he's just trying to do what's best for the country. Protect his family and loved ones just like anyone else would. He's just willing to do what it takes to make that happen. My Dad lied about drugs when I was a kid, said they were just about poison, but he did it because he loved me. He wasn't evil.
Instructor: That gets into the ethical possibilities of lying. Not subject to this discussion, if that's alright--that's another huge issue. So, where do we stand?
Student B: I'm not voting for him.
Instructor: Why not?
Student B: Because I don't want to be responsible for another war, no matter the reasons why. And I'm encouraging others not to vote for him either, because we share that responsibility.
Instructor: Very reasonable approach. I'm inclined to agree. But, are there reasons to re-elect?
Student C: Possibly. He may genuinely be trying to do the right thing, even willing to do the wrong thing to do it... does that make sense?
Instructor: I think it does. Also, very reasonable approach.
Student E: So, is there any way to know that someone's just a horrible corrupt politician?
Instructor: I'm sure its possible, because its not impossible by definition... it'd be hard to prove, either way. And something unproven...
Student D: (thinking hard) ...its dangerous... to call that true.
Instructor: Well, it can be dangerous is better way to put it.
..........................
It was a reasonably good day.
Students A and B are journalism, Student C is international studies, Student D and E are both pharmacy students (I wish E was in philosophy, but oh well).
Instructor (me): Today, we're going to extend what we've learned about necessity and essentiality to politics. Now, politics is a personal topic--but that its personal doesn't mean its not subject to careful, cautious, rational analysis. The foundation of any political movement is a philosophy, a philosophy is bound by reason, a political movement that defies reason is poorly defined and that hinders it greatly.
So, to start---
Student A: Politics isn't so hard to get, is it?
Instructor: It can be. How do you mean?
Student A: Well, can we talk about our politics?
Instructor: You can talk about anything you like... does everyone want to just take the day and debate personal politics?
Muttering: Sure. Yeah. O.k.
(cut ahead)
Student B: The President's cancer. We're killing innocent people in Iraq, he knew we should have gone over there, he just didn't care. Soldiers are dying for oil.
Instructor: So, whose to blame?
Student B: The President. And his cabinet.
Instructor: Why is the President able to be accountable? Or, another way to put it, whose fault is it that we elected him?
Student B: ...ours? But we didn't elect him. That's the electoral college thing.
Instructor: Why do we have an electoral college?
Student C: Isn't it something to do with rural and urban voting? And communication stuff?
Instructor: Not what I was getting at, but good points. Once upon a time, voting was a little more cumbersome--physically demanding. This is a communication age, though. We elect more efficiently, maybe we don't need the electoral college anymore. I don't know. I'm not a political scientist.
Student B: So, its their fault. Because they can do whatever they want? Vote however they want.
Instructor: Maybe. But by allowing an electoral college to exist, we are giving it a sort of consent, aren't we? Kind of like making everyone vote on paper instead of auto-calculating machines. One system seems plainly better, but if we aren't getting rid of the other, aren't we effectively saying "let it work that way, then"?
Student B: So, its our fault, is what you're saying? Iraq is the people's fault because the people voted--or allowed for the system by which the President was voted for?
Instructor: Its possible, isn't it?
Student D: But we didn't make any of those decisions. We didn't know he was going to do that. How can we be responsible for his actions?
Instructor: How? Well, its a bit like parents and children, isn't it? How can a parent be responsible for the child's vandalism?
Student D: They took on that responsibility by becoming parents. Its part of the package. Don't want to be responsiblef or a kid, don't have one.
Instructor: So, if we don't want to be responsible for the President's actions... maybe we should consider not having one.
Student E: Well, its a democracy, right? The President is only as powerful as we let him be. He can only do what we let him do. I think people should vote smarter, so things like this don't happen.
Instructor: That's probably a very reasonable position to have.
Student B: (vehemantly) But, politicians are all liars and cheats. Bush is just evil.
Student D: Evil's a pretty big word.
Student E: I don't think he's evil.
Student B: How can you say that? He LIED about the 9/11 reports, he lied about the WOMD intelligence. He started a war over spite.
Instructor: Those are possible, but not necessarily true. Important footnote.
Student D: "Not necessarily true"... yeah. He's a person, too. He's got kids. Chances are he's just trying to do what's best for the country. Protect his family and loved ones just like anyone else would. He's just willing to do what it takes to make that happen. My Dad lied about drugs when I was a kid, said they were just about poison, but he did it because he loved me. He wasn't evil.
Instructor: That gets into the ethical possibilities of lying. Not subject to this discussion, if that's alright--that's another huge issue. So, where do we stand?
Student B: I'm not voting for him.
Instructor: Why not?
Student B: Because I don't want to be responsible for another war, no matter the reasons why. And I'm encouraging others not to vote for him either, because we share that responsibility.
Instructor: Very reasonable approach. I'm inclined to agree. But, are there reasons to re-elect?
Student C: Possibly. He may genuinely be trying to do the right thing, even willing to do the wrong thing to do it... does that make sense?
Instructor: I think it does. Also, very reasonable approach.
Student E: So, is there any way to know that someone's just a horrible corrupt politician?
Instructor: I'm sure its possible, because its not impossible by definition... it'd be hard to prove, either way. And something unproven...
Student D: (thinking hard) ...its dangerous... to call that true.
Instructor: Well, it can be dangerous is better way to put it.
..........................
It was a reasonably good day.
Students A and B are journalism, Student C is international studies, Student D and E are both pharmacy students (I wish E was in philosophy, but oh well).