The President’s Speech and the First Day of School
President Obama gave a wonderfully supportive and challenging message to schoolchildren yesterday. That there was ever a debate over whether students should see the speech in school is
silly and tells us quite a bit about the divides in this country. However, the debate regarding whether the speech should have been shown on the first day of school – some schools did not return to classes until yesterday – is more interesting. Some, including many in Henrico County, Virginia, where I live, argued that the first day of school is too hectic to be interrupted with a message of support from the President of the United States. If the argument is serious, rather than an attempt to avoid dealing with the merits of the speech, it is troubling. Teachers, parents and children are required to expend a significant amount of effort before the first day of school ostensibly to make sure that everyone will be ready to learn on the first day of school. Though the first day of school is always hectic, so are late-opening snow days and many other days. The task for schools was to get schoolchildren together for 15-20 minutes to watch a message of encouragement from our First Role Model. If that is a monumental or impossible task for school officials, I shudder to think what would happen if a real emergency occurred on the first day of school. Similarly, I am surprised that school administrators would readily admit their logistical limitations to parents given that some school districts – such as Henrico County’s next door neighbor, the City of Richmond – did not find the presentation of the speech terribly onerous, with some schools even hosting dignitaries who encouraged students in the same vein as President Obama.
ica, Professor Gates told NY Times Columnist 



reasoning and language and eschews, at least formally, the strategy that change should (or even can) come about because new “evidence” leads to abandoning the dedicated values of the society. Dedicated reasoning and language, though not formally closed, renders inter-discourse reasoning virtually impossible. That’s one reason ideological wars occur. One or both of the ideological factions refuse to credit the other guy’s dedicated language worthy of reconstruction and ratiocinative compromise. Deliberative communities seek fallibilistic change through a non-Enlightenment conception of practical reason. According to this pragmatist conception of practical reason, members of deliberative communities jointly attempt to formulate political truth independently of any a priori or non-deliberative standards of the right and the good. By contrast, dedicated communities seek what they regard as the truth about reality and insist upon adhering to those cultural and social givens or icons of their communities which express this truth.
of dedicated features, which values each citizen equally as a member of the community. This has implication for at least three conflicts in political and constitutional affairs. Since no irreducibly dedicated premises are possible in this civic discourse, dedicated arguments are impossible without translation into deliberative terms. This implies a particular conclusion to the debate about religion in the public square, namely, that dedicated religious discourse must be translated into its deliberative counterpart, if it has one, before it is suitable for use in public justification. Similarly, concerning multicultural conceptions of the right and the good, communitarian democrats can accept only those multicultural conceptions translatable into deliberative discourse. And, finally, communitarian democrats must guard against constitutional atrophy, the process by which initially deliberative structures become dedicated through lack of vigilance, criticism, and challenge. In a communitarian democracy, atrophied deliberative structures may be just as inefficient, unfair, and resistant to change as some decidedly dedicated structures and must be similarly avoided.