Doing Democracy Differently: Teaching Deliberative Democracy in the Secondary Classroom – March 11-12, 2023

Posted on January 20, 2023 by richwbrown

On March 11 & 12, 2023, the Hannah Arendt Center for Politics and Humanities at Bard College (New York) and Democracy Without Elections (DWE), a member-run nonprofit organization in the US that promotes the use of randomly selected deliberative bodies, are offering a course to teachers for recertification credit called Doing Democracy Differently: Teaching Deliberative Democracy in the Secondary Classroom.

This college level training course for high school educators to be held in New York City will encourage teachers to include the study of randomly selected bodies and other democratic reform initiatives in their secondary school civics curriculum. The hope is that the course will both raise awareness in high schoolers of new democratic tools and fuel their active participation in future democratic reform.

The DWE Education Group has for the last year been exploring ways to initiate young people into the movement advocating for deliberative democracy, citizens’ assemblies, democratic lotteries, and other randomly selected deliberative bodies. Recently, the committee received a $10,000 grant earmarked for tuition support for teachers enrolling in this training course. They also have been searching for partners and reached out to Stanford University, Bard College, and Colorado State University, who all have strong connections to the democratic reform movement. The goal was to find an academic host for the training course who could offer college credit to interested teachers as well as connections to large numbers of potential participants.
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Sandel: “Summon Chance to Chasten Meritocratic Hubris”

Posted on January 1, 2022 by Conall Boyle

Millions of YouTube viewers will be familiar with Michael Sandel of Harvard University’s lectures on Justice. He has been described as “a philosopher with the global profile of a rock star”, so it is greatly encouraging when in his book The Tyranny of Merit he emphatically endorses the use of lotteries for admission to elite universities.

His condemnation of actual existing Meritocracy is well worth a read, not least the societally damaging effects of hubris and self-worth among the elite ‘winners’; and the despondency and nihilistic voting for Brexit and Trump by the ‘losers’ and indeed all the non-credentialled.

In Chapter 6 makes a heartfelt and extended plea for the extensive use of lotteries for admission to not just Ivy League, but all selective colleges and universities. This Sandel says would “summon Chance to chasten Merit”.

I’m sure most readers are familiar with the American S.A.T. (Standardized Attainment Test), a sort of IQ test inflicted on 18-year-olds. This, Sandel suggests, could be used to establish a threshold for entry into the selection lottery and nothing else. This level of ‘Merit’ should be no more onerous than that imposed when the SAT was originated in the 1940s.

From this device Sandel argues that winners will be saved much  stress and avoid much of the (wasted?) effort of working towards the impressive list of activities that fills out their application form. Losers will gain too. No more rejections, and being made to feel  inadequate, despite losing narrowly. Much more psychologically healthy all round!

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The Irish Times: Colleges expect spike in random selection

Posted on September 4, 2021 by Conall Boyle

The Irish Times reports:

Colleges expect spike in random selection: High-points courses in health, law, pharmacy and science most likely to be affected

A system of lottery entry for equal-scoring candidates has been in place in Ireland since 2009. It seems that this year’s exceptional circumstances (Covid) has led to a ‘spike’ in its use.

Perhaps the headline should have read:

For those scoring equally high points, despite (a Covid-related) spike in top scores, random selection (a lottery) will sort out who wins a place

The article continues:

Universities fear they will have to restrict entry to more high-points courses on the basis of “random selection” this year due to record-breaking Leaving Cert results.

Results this year climbed to a new high with a sharp increase in the number of students securing top H1 grades.

Senior university sources expect they will have to introduce more random cut-off points for entry into high-demand courses such as medicine, dentistry, law, pharmacy and science when CAO offers issue on Tuesday next.
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School entry lottery in Nepal

Posted on July 14, 2021 by Yoram Gat

The Himalayan Times reports:

Lottery to attend public schools: NSEP should aim for this
By Simone Galimberti, Jul 13, 2021

Recently St. Xavier’s School, a prestigious educational institution in the country, conducted the selection process for students for the new upcoming school year. It is a rigorous and transparent process that sees thousands of families hoping to get their children admitted to a sound environment focused on the “whole” development of the student.

Despite the strict selection criteria with tests and various requirements, the senior management of St. Xavier’s School was forced, given the high number of applications, to also include in the process, at least for some of the places available, a sortition procedure to finalise the names of admitted students. In order to assure the highest levels of integrity, in what is ultimately a lottery for those who had already met the eligibility criteria, the entire process was broadcast live on TV nationally.
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A hit-piece against Lottery admissions

Posted on June 21, 2021 by Conall Boyle

Prof. Jonathan Turley is an American legal scholar. In an article on his blog, he sounds the alarm regarding proposals to admit students to U.S. universities at random.

“Just Blind Chance”: The Rising Call For “Random Selection” For College Admissions

Random selection is not generally an approach that most people opt for in the selection of doctors or even restaurants or a movie. However, it appears to be the new model for some in higher education. Former Barnard College mathematics professor Cathy O’Neil has written a column calling for “random selection” of all college graduates to guarantee racial diversity. It is ever so simple: “Never mind optional standardized tests. If you show interest, your name goes in a big hat.” She is not the only one arguing for blind or random admissions.

Blind selection is the final default position for many schools. Universities have spent decades working around court decisions limiting the reliance on race as an admissions criterion. Many still refuse to disclose the full data on scores and grades for admitted students. If faced with a new decision further limiting (or entirely eliminating) race as a criterion, blind selection would effectively eliminate any basis for judicial review.
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Lotteries instead of point-scores on exams: A great quote from Peter Stone

Posted on March 2, 2021 by Conall Boyle

A story in the Irish Times (25th Feb 2021). This is a paywalled link. The full text of the article appears below.

The Leaving Cert is not fair. Why not just replace it with a lottery?
Joe Humphreys
Unthinkable: We can no longer plead ignorance of the inner workings of our State exams

‘I think recognizing the wider role luck plays in society is very important,’ says TCD political scientist Peter Stone.

The Leaving Cert has had an untouchable status in Irish life. It may be a brutal memory test but it is our brutal memory test – a rite of passage nearly as old as the State itself.

In the past 12 months, however, the bonnet has been lifted on this national treasure and we can no longer plead ignorance of its inner workings. The attempt to manufacture a distribution of grades under pandemic conditions equivalent to those produced by the annual exams has spotlighted long-running questions of fairness.

As a test of ability, the Leaving Cert is fair in the narrow sense that a bobsleigh race between Jamaica and Norway is fair. Contestants do not start with the same advantages, and the format – which lends itself to a parallel grinds industry – gives an extra edge to students from better-off families.

However, there’s a second matter of fairness surrounding the appropriateness of using the Leaving Cert to determine who gets what college places. This must be considered against the backdrop of stark figures showing that, on average, a third-level graduate earns much more over her or his lifetime than a worker who doesn’t have a degree – at least €100,000 more, according to one conservative estimate.
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Students in Bolivia Prefer Sortition to Elections

Posted on June 5, 2018 by Jonathan Crock

Here’s the abstract for an interesting new article, “Democracy Transformed: Perceived Legitimacy of the Institutional Shift from Election to Random Selection of Representatives,” in Journal of Public Deliberation:

Authors:

Simon Pek, Gustavson School of Business, University of Victoria

Jeffrey Kennedy, Faculty of Law, McGill University

Adam Cronkright, Democracy In Practice

Abstract

“While democracy remains a firmly-held ideal, the present state of electoral democracy is plagued by growing disaffection. As a result, both scholars and practitioners have shown considerable interest in the potential of random selection as a means of selecting political representatives. Despite its potential, deployment of this alternative is limited by concerns about its perceived legitimacy. Drawing on an inductive analysis of the replacement of elections with random selection in two student governments in Bolivia, we explore stakeholders’ perceptions of the legitimacy of random selection by investigating both their overall support for randomly selecting representatives as well as the views that inform this support. Overall, we find that random selection is indeed accepted as a legitimate means of selecting representatives, with stakeholders broadly preferring random selection and recommending its use in other schools—views which are informed by a critical assessment of random selection’s relative merits. Moreover, we find that perceptions may be affected by contextual factors that extend beyond individuals’ own values. Our findings thus contribute to work on random selection, its contextual embeddedness, and on the values underpinning democratic structures.”

Link to download the article: https://www.publicdeliberation.net/jpd/vol14/iss1/art3/

 

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“The flag should be held by a student who has achieved and not randomly”

Posted on November 16, 2017 by Yoram Gat

It was reported in August that a lottery is going to be used in Greece to distribute the distinction of carrying the flag. This decision is now being taken to court:

A group of parents wants the state’s highest administrative court, the Council of State, to overturn a decision by the ruling Radical Left SYRIZA for flagbearers in school parades to be chosen by lottery and not to the best student as had been the custom.

SYRIZA doesn’t believe in excellence in education nor standards for university admissions but the parents who protested said the flag should be held by a student who has achieved and not randomly.

Education Minister Costas Gavroglou issued the lottery scheme but the parents said it is unconstitutional and was driven by ideology and not merit, nor by popular demand or social necessity. He said the lottery makes the process fairer even if it excludes top students for their work.

The random selection of “an Afghan boy” as flag bearer made him the victim of violence:
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Filed under: Distribution by lot, education, Press, schools | 15 Comments »

newDemocracy Funding Will Allow Look Into the Way Communities Experience Democratic Innovation

Posted on November 13, 2015 by SimonPek

Below is a release regarding an upcoming research project that focuses on the way that communities experience the shift from elections to randomly selected governance models, using Democracy In Practice’s work in Bolivia as a case study. Thought it might be of interest to the group!

A recent award of funding from the newDemocracy Foundation (nDF) will enable Democracy In Practice to conduct innovative empirical research into the way that communities experience change to their systems of government.

The research project, occurring under the auspices of Simon Fraser University in Canada and running from October 2015 to June 2016, will use Democracy In Practice’s student government-based projects as case studies to explore the shift from elected governments to those that are randomly selected and rotated. The research team will conduct empirical research to explore how various stakeholders – students, student government members, and teachers – experience and interpret the replacement of a hierarchical election-based student governance system with one based on random selection, rotation, and deliberation among equals. The projects that will be studied are now in their second year of operation in Cochabamba, Bolivia.

While the use of random selection to create more inclusive, representative and deliberative democracy has been a mainstay of democratic innovations around the globe, these innovations have largely been limited to temporary, one-off, complementary processes, and little is known about how these democratic structures would function as a standing feature of democratic governance. Research on the use of random selection in standing political bodies has to date been limited to theory, and so this empirical research project represents the first of its kind.
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Democratic experimentation meets democratic education in Cochabamba, Bolivia: a case study

Posted on April 4, 2015 by SimonPek

Founded in 2013, Democracy In Practice is a non-profit organization dedicated to democratic innovation, experimentation and capacity-building in an effort to contribute to government that is more inclusive, representative, and effective.

We present a case study which collectively examines the three pilot projects of Democracy In Practice’s student government program which ran February through November of 2014 in three schools in the Cochabamba area of Bolivia. This program involved replacing student elections with lotteries in which government members were randomly-selected to serve a given term before being replaced by a new group of randomly-selected students.

Program Overview

Implemented in three separate schools in the Cochabamba of Bolivia, the Democratic Student Government Program involved a dynamic and multi-faceted reinvention of student government. Most fundamentally, this reinvention involved replacing elected student governments with those that were randomly selected and rotated from within the student population. These governments of rotated, randomly selected students therefore operated continuously as standing decision-making bodies within the schools. Accordingly, the implementation of this program involved not only clear institutional change but also complex normative change, challenging conventional notions of governance as well as the regular practices and routines of both students and teachers. In this way, the projects explored here differ from other participatory governance initiatives that are typically temporary and limited to a particular issue.

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