Monday, April 22, 2013

Scalia's Symphony



            Antonin Scalia rose to the position of Supreme Court Justice in 1986. In twenty-seven years as a member of the only American court to have both original and appellate jurisdiction, Justice Scalia has consistently argued for his method of determination he calls “textualism”. Scalia’s major essay and responses were published in his 1998 book A Matter of Interpretation[1], this book also features objections from Gordon S. Wood (Professor, Brown), Laurence H. Tribe (Professor, Harvard) Mary Ann Glendon (Professor, Harvard) and Ronald Dworkin; who passed away on Valentine’s Day 2013, after a long battle with Leukemia at the age of 81. Textualism can be defined as a process of defining language and deducing the meaning based on “text and tradition” not “intellectual, moral, and personal perceptions”, which according to Justice Scalia would constitute a government of laws not men.
          Scalia opens his essay commenting on how when one begins to study general law it initiates a mental shift manifest in the methodology of analysis of information, and gives full sense to the cliché of “thinking like a lawyer”. Scalia marvels at some of the interesting ways common law can be contorted and combined with other statutes till the desired outcome is achieved. However, Justice Scalia’s job on the Supreme Court is not to judge common law but provide statutory interpretation.
            This is the first key distinction Scalia makes at the beginning of the essay; and it is the difference between common law, used more in smaller courts and most criminal trials; and statutory/regulatory interpretation which Scalia states is the primary job of the Supreme Court. This distinction plays a key role because textualism attempts to objectify, as much as possible, the text within the context to draw a conclusion that is logically consistent, even if circumstantially difficult. Justice Scalia provides the example of the case of Maryland vs. Craig[2]. The case had reached the Supreme Court level because of the appeal to the Sixth Amendment; the case was against an alleged child sex offender and the child was said to be so traumatized that they could not face the accused in court and thus set up a one-way television set for the testimony. That special accommodation directly conflicts with the clear language of the Sixth Amendment “...to be confronted with witnesses against him...”
           Scalia dissented in this case because it seemed so clear that text of the Sixth Amendment had been contradicted. The inherent nature of this case namely, child abuse, exponentially magnifies the emotional public response; however the prosecution did not want to put the child on trial, thus could not sufficiently satisfy the Sixth Amendment rights of the accused. Implied within his dissent is a harsh truth of constitutional and statutory interpretation, that Justices should not allow personal feeling of a case factor in the decision, to the point where the defendant is assumed guilty.
Supreme Court Justices are not moral arbiters but interpreters of legal language, same as a musician in a symphony interprets prewritten musical language. Within this analogy the Legislator and Constitution (Supreme Law) would be composers of the music being played by the symphony. It is true that the piece of music may have a solo; implying an individual’s interpretation, but a good musician will solo in key with the song so that the two remain fundamentally connected. Likewise judges read legal language and Justice Scalia believes they should stick to the script as much as possible; without the metaphorical solos. The intrinsic purpose of the Supreme Court however, is to be the highest court of the Republic. So it comes as no surprise that the cases they generally receive are not cut and dry decision, and even if we agree with the accommodation that was made in this case it is beyond any doubt a violation of the Sixth Amendment.        
            Justice Scalia goes on to warn about cases of this nature because they can seem innocent and even morally exemplary; but any case has the potential to grow insidiously and be spread into common law and throughout the legal system, to the point where false victims can make allegations without ever facing the accused. The preservation of liberty requires diligence and to contradict the language is in effect creating new statutes, this decision expands the influence of unelected judge’s decisions into a legislative role. Scalia fiercely rejects any type of legislative judiciary view and believes that his job is to officiate and know the rule book, not continually change the game as it goes. Without the core essence of textual intent the document is rendered completely useless, we might as well draft a new constitution every generation if we believe the application of the text to be dynamic.   
            Critics of textualism often say that strict interpretation of the Constitution slows down societal progress, instead of leading for social justice and other democratic ideals. This of course is hardly a coherent objection if one understands the purpose of the language in the Constitution to form a Republic, with certain individual rights guarded from popular legislation; acting as a stabilizing mechanism and underpinning the core values of the Republic.  Innovation of technology through creativity leads the trajectory of a society; the court’s job is to interpret the Constitution along the same lines as was textual and contextually implied. For example, the First Amendment has no mention of the internet or telephones among many others; yet when Congress attempted to pass the SOPA bill[3] the people killed the bill before it could even get to the Supreme Court. Again, Scalia seems to be pointing out the very nature of the role as Supreme Court Justice because if the people believe a bill violates their rights it generally will not make it the whole way to the Supreme Court. That is why the cases they do receive concerning Constitutional or statutory law must stay in tune with the Constitutional language and precedent.
            Throughout the essay Scalia makes the point that because the Supreme Court has such an odd relationship in respect to the notion of democracy, the Supreme Court has the potential to grow further away from the Judicial Review paradigm (which was not bestowed upon the Supreme Court at the conception of the constitution, and many framers were against the court having the power of Judicial Review). Reliance on Legislative History or Legislative Intent in Justice Scalia’s view is insufficient means to take a stance on a vote, and will inevitably lead to an even messier maze of cognitive dissonance and moral ambiguity.
            Justice Antonin Scalia has a very polarizing effect, recently I watched Rachel Maddow go on The Daily Show with Jon Stewart and accuse Scalia of “trolling” and just saying outrageous things for the publicity or shock value. One thing that must be acknowledged is his consistency in his methodology of a decision; which is the greatest quality one can look for in a person whose job it is to make interpretive decision, such as a referee. All that can be truly asked for is that a foul in the first quarter is called the same in the second quarter; likewise for judges a violation of a statute is a violation of a statute regardless of circumstance.
                            



Bibliography

"Maryland v. Craig." Supreme Court Ruling, Washington D.C., 1990. http://www.law.cornell.edu/supct/html/89-478.ZD.html

House of Representatives. "Stop Online Piracy Act." House Resolution 3261, Washington D.C., 2011.
                http://www.govtrack.us/congress/bills/112/hr3261

Scalia, Antonin. A Matter of Interpretation. New York: Princeton University Press, 1998.


[1] A Matter of Interpretation. Written by Antonin Scalia. 1998. New York City, NY. Princeton University Press
[2] Maryland v. Craig, 497 U.S. 836 (1990).
[3] Stop Online Privacy Act. H.R. 3261. Introduced October 26th, 2011 in the House.

Thursday, April 18, 2013

Education or Indoctrination?



1.)     What is your vision of a great public school? What are key characteristics of a great school?
Answer: My idea of a great school is somewhere where freedom of expression is encouraged and celebrated. One of the great points made during the movie was the fact that children are weeded out to find those who are most suggestible and submissive to the official story of events and the overall ideas pushed on us as students.  Overwhelmingly, the school system is as such. We are given left-brain information, told to hold onto it, and then regurgitate that information verbatim onto an exam paper. School's train children the opposite of what happens in real life; where they are given a test then learn a lesson...in school we are given the lesson the expected to pass the test. My senior year of High School I took an Art class at Tomball High School, I failed that Art class because the only types of things she wanted us to draw were Vincent Van Gogh landscape drawings. Throughout the semester my teacher used scare-tactics telling me that I would fail her class and wouldn’t graduate. I remember looking her in the eyes one day and asked “This is an Art class, right?”; “yes”; “Art is supposed to be creative…”; “yes”;  “what is creative about me drawing the exact same thing as everyone else?” This was supposed to be art, a right-brain activity, and here she is using fear-tactic (left-brained) and trying to make everyone conform to the same hierarchy (left-brain). Isn’t it interesting to see those schools cutting back on their budget, the first place they cut are music programs, art classes, theatre programs etc.; right-brain stimulation. Then generally, people who are engaged in these programs, specifically band are labeled as nerds and geeks.  My idea for reform of schools is to find balance between left-brain and right-brain stimulation. Especially in government, economics, history really anything other than math and science like chemistry, and physics which are largely objective.  Imagine Government classes where we are regularly encouraging kids to debate current issues other than abortion and immigration. Have them debate relevant issues that even mainstream media doesn’t touch. Point out and discuss the rampant voting fraud going on during the election; the differences, or lack thereof, between the “Republican” and “Democratic” nominees for President. We could do this for economics as well, I remember talking on and on in economics class my senior year about the Federal Reserve, yet it wasn’t till after that class I learned that it was a privately owned for-profit business enterprise, unregulated by any system of government. As Albert Einstein once said “It is amazing that curiosity survives a formal education.” The Orwellian term used, the “education system”, when we really dive into it the true motives of this system becomes plainly obvious, it is an “indoctrination system”; and will continue to be as such so long as we reward mediocre teachers with tenure, feed our children fast-food quality lunches, stifle independent thought while rewarding robotic regurgitation, and cut back on artistic (right-brained) programs even more. Another great point made during the movie was that for the price of incarcerating a person 4 years, we could send them to a private school for 13 years. But wait, believe it or not these Federal Prisons are also privately owned for-profit. Now what once seemed a mystifying misplacement of funds now comes into full conscious awareness. “Education” isn’t designed to create large groups of open-minded, critically thinking, emotionally balanced adults. It has been used as a means to further separate rich from the poor, to the point now where having just a high school diploma won’t get you a decent job.  Now we look at skyrocketing prices for Colleges and the overall price of living it’s no wonder the chasm between the rich and poor is growing on an exponential curve while the middle-class is dying. Then we look at those who do make it through this whole system have been in the system from age 5 to 22 and that’s just a bachelor’s degree which now is minimal. Doctor’s, PH.Ds, Masters, and most teachers will have been into the system till they’re almost 30, with close to a million dollars in debt, and relatively devoid of any independent thought. In the end my idea for a good school system is best described again by Albert Einstein “The aim of education must be the training of independently acting and thinking individuals who, however, can see in the service to the community their highest life achievement.” 
    

2.) Who is responsible for creating and sustaining great public schools? What is your role, and what needs to happen in your community to create more public ownership of your local public school?
Answer: I believe it is the responsibility of the county district to create schools and the states responsibility to provide funds for the schools. But at the core level, it is incumbent upon the parents to cultivate their child’s mind. Unfortunately, what we see on a growing scale is children entering schools and daycares at younger and younger ages. Also contributing to this, is the skyrocketing price of living; forcing both parents to work with no time to raise the children which allows for the state to get ahold of their child’s young mind and mold it to the official version of “education”. The challenge for parents isn’t necessarily to control the school system, but to make it a personal mission to push their children’s education as a continuous process not just while at school. This isn’t to be done in the same manner that the schools “educate”, giving children more worksheets, more deadlines, and stress would be the last thing children need to truly educate. We need to encourage kids to pursue right-brain activities like learning an instrument or drawing and coloring. Get them to turn off the TV and go outside and run around with their friends. Children get more than enough left-brain information during a school day, what we need is to break this cycle of 24-hours of left-brain information from Schools and TV.