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The Subway Test

~ Joe Pitkin's stories, queries, and quibbles regarding the human, the inhuman, the humanesque.

The Subway Test

Tag Archives: democratic republic

Donald Trump is a Selective Event

25 Tuesday Mar 2025

Posted by Joe in Musings and ponderation, Politics, The Time of Troubles, Utopia and Dystopia

≈ 7 Comments

Tags

democracy, democratic republic, Donald Trump, Politics, primary succession

I don’t intend to dehumanize the man. At the bottom of all the chaos he’s catalyzed, Donald Trump is an ordinary mortal. He is a criminal and grifter and predator, but despite all that he remains a human being.

But Donald Trump is also an erupting supervolcano, defacing a continent. He is a plume of gigatons of methane released into the atmosphere by the melting of clathrate ices. He is a comet striking the earth.

In less poetic terms, the Donald Trump presidency is the civic equivalent of what evolutionary biologists call a selective event: a dramatic or even catastrophic change that exposes the organisms of a community to powerful natural selection. Some organisms may survive; many will not. There is a lot about America that I’ve taken for granted my whole life which will disappear, I suspect. I can lament the loss; I can make myself angry thinking about how as a country, we’ve brought the catastrophe down on ourselves. But there’s no sense hand-waving past the magnitude of the changes upon us.

Nor do I have anything to gain by despairing about the situation we face. It’s still important for me to read the news and to engage with the political process, if only because I believe that facing reality is an ethical stance towards the world.

Though it can be fun for science fiction authors to make predictions, I decline to speculate now about what the United States will be like in ten years or even five. Even without the metastasis of Donald Trump, the changes of the next few years would have been cataclysmic: not necessarily all bad, or even mostly bad, but nonetheless deeply altered. As artificial intelligence penetrates ever further into our lives, as the vise grip of anthropogenic climate change tightens the screw one more turn, our lives over the next ten years would have been profoundly different even if the United States had not elected a strongman more in the tradition of a 19th century Latin American country than of a republic with a free press and mature civil society.

Here’s what I will say, though: if America looks unrecognizable after the civic catastrophe of Trumpism, it’s worth establishing for myself–as well as for my students and descendants–what values I will hold to regardless of what’s left of the country when the dust has cleared.

I had the great fortune of doing ecological work on Mount St. Helens from 2009-2011, thirty years after the eruption of 1980. My field site was an area called the Pumice Plain, directly in the pyroclastic flow of the volcano, where 40 meters of 300º-730º C pumice had sterilized the mountainside. For a moment, the Pumice Plain was as barren as the surface of the moon.

And yet, the story of how life reestablished itself on Mount St. Helens was as interesting and impressive as the story of how the Pumice Plain destroyed the forest it replaced. Within a year of the eruption, researchers had found a single dwarf alpine lupine, Lupinus lepidus, had taken root on that barren moonscape:

A descendant of the tough little flower in question.

By the time I got to the Pumice Plain, there were a million of these unassuming, scrappy lupines growing there, as well as Sitka willow saplings and young cedars and Douglas firs and Western hemlocks. Darwin’s entire entangled bank of invertebrates and birds and mammals and amphibians trawled over the new plant life there, trying to work their ecological niches.

I believe that regardless of the forces arrayed against it, democracy is a similarly inexorable force. Whatever remains after the eruption of the years of Trumpism–whether they last from 2016-2028 or from 2016-2116–my allegiances are with the forces of democracy and pluralism. This bedrock commitment stems as much from my faith as a Quaker as it does from my having grown up in a democratic country, and it informs all other civic values that I’ll speak to in coming posts.

A Message for My Students

12 Tuesday Jan 2021

Posted by Joe in Politics, The Time of Troubles, Utopia and Dystopia

≈ 2 Comments

Tags

coup, democracy, democratic republic, Donald Trump, insurrection, sedition

I found myself facing an unexpected challenge as a teacher this week: I had to make a case, for the first time in my life, in favor of democracy as a form of government. It was a hard, and surprisingly emotional, writing task. I don’t know whether it reassured any of my students or shook anyone awake, but I’m glad I wrote it nonetheless.

US Capitol, photo Robert Easton

After she read it, my wife suggested I post it more broadly. So, for anyone who happens to chance across this blog, here is what I wrote my first-year writing students this Monday:

Welcome to week 2, fellow scholars:

While I have been meaning to experiment more with video announcements, I felt that this week, given everything that has been happening in our nation, it was important to me to write out my announcement. Writing helps us to clarify our thoughts, to identify what we really believe, and I can’t think of a time in my life when it was more important to me to clarify to my students what I believe.

I have some information about how the course is proceeding, but before I get to that, I want to begin by addressing the elephant in the room. Last week’s violence at the United States Capitol is unprecedented: never before in the history of the republic has a mob of citizens taken over the seat of American government. While I am sure we all have our own strong feelings about what has happened and what is happening now, I want to make sure that students understand my values and expectations as regards this class.

Let me make my allegiances clear at the outset: I believe in democracy. I am committed to government of the people, by the people, for the people. That principle is much easier to talk about than to practice, as Abraham Lincoln could surely have told us when he coined that phrase in the Gettysburg Address. Make no mistake: our country has a daunting amount of work ahead on questions of race, of political representation, of equal justice and opportunity. But, regardless of the difficulty involved, life in a democratic republic is preferable by far to life in any of the various authoritarian or totalitarian alternatives to democracy.

It is this commitment to democracy that brought me into my career: I would not teach at a community college if I didn’t believe that people can learn how to participate fully in a democratic republic. We study rhetoric, the ancient art of argument, for many reasons, but chief among them is so that we can learn to represent our interests with dialogue rather than with violence. If we do not have enough citizens who can make that simple—yet very difficult—commitment to dialogue over violence, the country will falter. We will not recognize the country that results, I promise you.

What does all of the above say about what happens in this class? In this class, I will guide my teaching practice by the following value: Every student, regardless of age, gender, ethnicity, race, nationality, religion, sexuality, ability, or political beliefs, is welcome here, as long as they conduct themselves with respect for all other students in this class community. In other words, I am making two commitments to you:

  1. No matter who you are, you are welcome here, and
  2. I insist that you treat one another with mutual respect.

Much of what we read, write about, and talk about in this class will relate to social or cultural issues which are by their nature political. Whether your political beliefs on these issues are similar to mine, or similar to the beliefs of others in the class, will have no bearing on your grade or your place in this class. As I said above, all are welcome here. However, I also expect that when you encounter someone else in this class with different political, cultural, or social beliefs than you, you will speak with that person as an equal, as someone worthy of your respect, as one who has as much right to participate in this classroom community as you do. Because part of my job is to maintain this classroom community in a way that provides a healthy learning environment for all, I will not tolerate behavior that belittles, ridicules, or otherwise disrespects any student or their beliefs. I trust you, as fellow scholars and as decent human beings, to commit yourselves to an environment of mutual respect.

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