ONE: VOTER EDUCATION
A: “REAL” DEBATES
This writer proposes the presidential candidates to have debates — “real” debates, not debate/Q&A exchanges, but ones with resolutions to be proven or disproven. And that these debates be not necessarily between the candidates, but between advocates selected by political candidates. And that these debates be not oral, but in writing — conducted over the Internet.
It is not proposed that such debates to replace the present debate/Q&A oral exchanges, but rather to supplement them; to precede them — in the same way that legal briefs precede oral arguments in a trial.
LINK TO RELATED PUBLICATION:
B: A VOTER’S RESPONSIBILITY
This writer proposes that the various states enact parameters for political debates by candidates and/or political parties that, if met, would would become required reading (or, with audio files, required listening) for voters. That is, such transcripts would be made available to voters, and, prior to voting, they would be required to attest to having read or listened to such material. Waivers, including waivers for conscientious objection, would be available. Should a citizen not comply, and not seek to avail him- or herself of any waivers, or to qualify for them, then such citizen is nonetheless still be free to vote, but be subject to 12-hour daytime solitary incarceration, with only voter materials (ones presenting opposing views) available for diversion.
AN ABSTRACT OF SUCH A LAW IS HERE.
RELATED PUBLICATION: “Let us raise a standard…” (to be revised; currently not in print. See Kirkus Review HERE.)
TWO: COMPETING EDUCATIONAL AUTHORITIES
This writer proposes that the content of secondary school textbooks be approved not by a single state authority, but by two — one representing the political majority, and the other, the political minority, with each having sole authority over an (electorally) proportionate amount of the curriculum. To put it another way, it is a replacement of “winner-determines-all” education with “winner-determines-the-greater-part” education. Such competing educational authorities could lead, on some matters, to competing curricula within the same classes, particularly with respect to classes for civics, history, economics, biology and English. Such a dual approach would allow more freedom in addressing sensitive or controversial topics, foster greater critical thinking by the students, and lay the psychological foundation for free speech.
Fireworks image courtesy of FreeFoto.com
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