As a scholar concerned about the value of democracy within contemporary societies, especially with respect to the challenges presented by increasingly complex (and hence risky) technoscience, a good check for my views is to read arguments by critics of democracy. I had hoped Jason Brennan's Against Democracy would force me to reconsider some of the assumptions that I had made about democracy's value and perhaps even modify my position. Hoped.
Having read through a few chapters, I am already disappointed and unsure if the rest of the book is worth the my time. Brennan's main assertion is that because some evidence shows that participation in democratic politics has a corrupting influence--that is, participants are not necessarily well informed and often end becoming more polarized and biased in the process--we would be better off limiting decision making power to those who have proven themselves sufficiently competent and rational, to epistocracy. Never mind the absurdity of the idea that a process for judging those qualities in potential voters could ever be made in an apolitical, unbiased, or just way, Brennan does not even begin with a charitable or nuanced understanding of what democracy is or could be.
One early example that exposes the simplicity of Brennan's understanding of democracy--and perhaps even the circularity of his argument--is a thought experiment about child molestation. Brennan asks the reader to consider a society that has deeply deliberated the merits of adults raping children and subjected the decision to a majority vote, with the yeas winning. Brennan claims that because the decision was made in line with proper democratic procedures, advocates of a proceduralist view of democracy must see it as a just outcome. Due to the clear absurdity and injustice of this result, we must therefore reject the view that democratic procedures (e.g., voting, deliberation) themselves are inherently just.
What makes this thought experiment so specious is that Brennan assumes that one relatively simplistic version of a proceduralist, deliberative democracy can represent the whole. Ever worse, his assumed model of deliberative democracy--ostensibly not too far from what already exists in most contemporary nations--is already questionably democratic. Not only is majoritarian decision-making and procedural democracy far from equivalent, but Brennan makes no mention of whether or not children themselves were participants in either the deliberative process or the vote, or even would have a representative say through some other mechanism. Hence, in this example Brennan actually ends up showing the deficits of a kind of epistocracy rather than democracy, insofar as the ostensibly more competent and rationally thinking adults are deliberating and voting for children. That is, political decisions about children already get made by epistocrats (i.e., adults) rather than democratically (understood as people having influence in deciding the rules by which they will be governed for the issues they have a stake in). Moreover, any defender of the value of democratic procedures would likely counter that a well functioning democracy would contain processes to amplify or protect the say of less empowered minority groups, whether through proportional representation or mechanisms to slow down policy or to force majority alliances to make concessions or compromises. It is entirely unsurprising that democratic procedures look bad when one's stand-in for democracy is winner-take-all, simple majoritarian decision-making.
His attack on democratic deliberations is equally short-sighted. Criticizing, quite rightly, that many scholars defend deliberative democracy with purely theoretical arguments, while much of the empirical evidence shows that many average people dislike deliberation and are often very bad at it, Brennan concludes that, absent promising research on how to improve the situation, there is no logical reason to defend deliberative democracy. This is where Brennan's narrow disciplinary background as a political theorist biases his viewpoint. It is not at all surprising to a social scientist that average people would fail to deliberate well nor like it when the near entirety of contemporary societies fails to prepare them for democracy. Most adults have spent 18 years or more in schools and up to several decades in workplaces that do not function as democracies but rather are authoritarian, centrally planned institutions. Empirical research on deliberation has merely uncovered the obvious: People with little practice with deliberative interactions are bad at them. Imagine if an experiment put assembly line workers in charge of managing General Motors, then justified the current hierarchical makeup of corporate firms by pointing to the resulting non-ideal outcomes. I see no reason why Brennan's reasoning about deliberative democracy is any less absurd.
Finally, Brennan's argument rests on a principle of competence--and concurrently the claim that citizens have a right to governments that meet that principle. He borrows the principle from medical ethics, namely that a patient is competent if they are aware of the relevant facts, can understand them, appreciate their relevance, and can reason about them appropriately. Brennan immediately avoids the obvious objections about how any of the judgements about relevance and appropriateness could be made in non-political ways to merely claim that the principle is non-objectionable in the abstract. Certainly for the simplified thought examples that he provides of plumber's unclogging pipes and doctors treating patients with routine conditions the validity of the principle of competence is clear. However, for the most contentious issues we face: climate change, gun control, genetically modified organisms, etc., the facts themselves and the reliability of experts are themselves in dispute. What political system would best resolve such a dispute? Obviously it could not be a epistocracy, given that the relevance and appropriateness of the "relevant" expertise itself is the issue to be decided. Perhaps Brennan's suggestions have some merit, but absent a non-superficial understanding of the relationship between science and politics the foundation of his positive case for epistocracy is shaky at best. His oft repeated assertion that epistocracy would likely produce more desirable decisions is highly speculative.
I plan on continuing to examine Brennan's arguments regarding democracy, but I find it ironic that his argument against average citizens--that they suffer too much from various cognitive maladies to reason well about public issues--applies equally to Brennan. Indeed, the hubris of most experts is deeply rooted in their unfounded belief that a little learning has freed them from the mental limitations that infect the less educated. In reality, Brennan is a partisan like anyone else, not a sagely academic doling out objective advice. Whether one turns to epistocratic ideas in light of the limitations of contemporary democracies or advocate for ensuring the right preconditions for democracies to function better comes back to one's values and political commitments. So far it seems that Brennan's book demonstrates his own political biases as much as it exposes the ostensibly insurmountable problems for democracy.
Taylor C. Dotson is an associate professor at New Mexico Tech, a Science and Technology Studies scholar, and a research consultant with WHOA. He is the author of The Divide: How Fanatical Certitude is Destroying Democracy and Technically Together: Reconstructing Community in a Networked World. Here he posts his thoughts on issues mostly tangential to his current research.
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