What people value and how they judge political events are

We Are Not The Same:

Individual Differences in the Quality of Political Judgment

Abstract

An attempt is made to examine the logic underlying how people evaluate social and political phenomena. Adopting a structural pragmatic approach, two hypotheses are explored: (1) with certain caveats, an individual will evaluate very different issues in the same structured way; and (2) different individuals' may evaluate the same issue in structurally different ways. To test these hypotheses, a highly varied group of 48 subjects were interviewed in-depth on three topics: (a) the public display of homoerotic art, (b)

U.S. intervention in Bosnia, and (c) helping a friend or relative. The results strongly support the hypotheses. The paper concludes with a consideration of the relationship of this research to work on political attitudes, political cognition and cognitive development.

We are not the same Page 1

What people value and how they judge political events are questions of ongoing interest to political science. Typically the analysis of political values focuses on people's attitudes. In empirical studies, subjects are presented with issues or events of current public interest and asked to express their opinion, usually in some close-ended bipolar format. While acknowledging the value of this work, the research reported here is oriented differently. Rather than looking at attitudes, the final product of a reasoning process, an attempt is made to examine how people evaluate political phenomena. Attention thus turns to what people focus on when evaluating an event or policy and how they judge it. This is investigated through in-depth interviews in which subjects are asked in an open-ended fashion to identify what is important to consider when judging an event and to explain why these factors are significant or valuable.

We adopt a structural pragmatic view of political reasoning, one that draws on the developmental theories of Jean Piaget, L. S. Vygotsky and Jurgen Habermas. We focus on the logic underlying people’s evaluations of political phenomena and how the quality of this logic may vary across individuals. To capture this variation, we define three types of political reasoning and evaluation. We then report empirical research that investigates the adequacy of this typology.

We conclude with a discussion of the relationship of our work to three other approaches to political judgment: the survey research on political attitudes, the social psychological research on political cognition and the developmental psychological research on social and moral reasoning.

A Structural Pragmatic Perspective

Building on the developmental psychologies of G.H. Mead (1932), Jean Piaget (1970,

Inhelder and Piaget 1958, 1970) and L.S. Vygotsky (1962; 1978; Luria, 1978), we view reasoning as a purposive activity, an attempt to operate on the world. This involves placing objects (e.g. persons or things) and actions in relation to one another in the attempt to achieve a

We are not the same Page 2 goal. In this process, these objects and actions are rendered meaningful relative to one another and come to be represented in a particular way. This pragmatic conception of thinking is supplemented by a structuralist claim that there is a distinctive quality to how a person reasons and therefore to the kinds of meanings (conceptual relations) and representations that person will.

Consequently, the various specific representations, understandings, evaluative judgments and action strategies an individual constructs will all reflect a common underlying structure or logic.

Although a person may have differing levels of interest in or information about different topics

(e.g., a local policy matter and her relationship with her best friend), there will be structural similarities to the kinds of questions she asks, the answers she finds satisfactory and the evaluations she makes. For example, a person may reason in such a way that she tends to focus on specific events and tends to render them meaningful by connecting them to a single antecedent cause. According to the more structuralist aspect of our approach, this person’s reasoning strategy should be in evidence whether she is explaining Muslim hostility to the US, the persistence of poverty in America, or the unhappy mood of her co-worker.

Despite this emphasis on cognitive structure, we do not view reasoning as simply a psychological process, a quality of mind, but as a radically social psychological one that incorporates both the subjective intent and understanding of the individual actor and the regulative force and cultural definitions of the social context. Thinking is something that a given person does and therefore necessarily reflects her cognitive qualities or capacities. However, at the same time, how a person thinks also reflects the social direction and meaning that inhere in the social organization of action and the cultural narratives to which the individual is exposed.

The latter effectively how regulate how actors can talk to and behave towards one another in everyday social interaction. As a result, the individual’s attempt to operate upon and with other

We are not the same Page 3 people (and consequently how she thinks about them) is necessarily affected by these social practices and definitions, even if, as is often the case, she does not fully understand their social meaning. Consequently, the way she makes sense of the world is necessarily socially guided as well as personally constructed. In the interplay between the individual’s attempt to subjectively construct her own thoughts, purposes and actions on the one hand and her attempt to follow the rhetoric and action strategies dictated by the environment on the other, a dynamic tension is created. It is a tension between what she spontaneously constructs and thus fully understands and what she assimilates from her environment, but may only partially comprehend.

Over time, the aforementioned tension may produce a developmental transformation in the individual’s thinking. Following Jean Piaget (1970), we suggest that this cognitive development occurs, in part, through “reflexive abstraction.” This is a psychological process in which the individual begins to recognize the inadequacies of her way of understanding. This leads to a shift away from the unreflective use of specific knowledge to a reflective consideration of how one gains and uses knowledge. This leads to the development of a new way of reasoning, one that is less egocentric and more integrative and abstract. An example is the transformation in the quality of reasoning that typically occurs in the transition from childhood to adolescence or, alternatively, the change in reasoning that may be produced by a university education.

There is also a more social dimension to cognitive development, one that involves the internalization of cultural definitions and social regulations of action. This occurs in what L. S.

Vygotsky referred to as the “zone of proximal development,” (Vygotsky, 1978; Wertsch, 1991;

Valsiner, 1992; Hogan and Tudge, 1999). This zone consists of action patterns and/or ideas that are too complex to be constructed by the individual herself and yet are simple enough that the she can recognize and imitate the basic elements of what is being presented. As a result, individuals

We are not the same Page 4 can adopt speech patterns and action strategies that enable them to participate effectively in discourses and interactions that they do not fully understand. An example might be a student who can draw on the rhetoric of a theory to participate appropriately in a classroom conversation even though systematic probing might readily reveal (to the student as well as the teacher) that the concepts are misunderstood by the student using them. As in this example, the use of socially modeled rhetorical or action strategies has two effects: (a) more immediately, individuals can effectively operate (and thus think and act) in ways that they do not fully understand; (b) more long term, this “use without understanding” provides both a guide and an impetus for the development of the individuals’ reasoning.

In this view of cognitive development, culture and social structure may expand or reduce the possibilities for that person’s cognitive development. Environments are structured differently and therefore place different kinds of demands on and introduce different kinds of opportunities for the individuals who inhabit them (Habermas, 1979; Chilton, 1988; Kegan, 1994; Wilson,

1992; Nicolopoulou and Weintraub, 1998; Rosenberg, 2002). As a result, individuals may achieve different levels of development and consequently may reason in fundamentally different ways. We will explore these differences in our empirical research.

A theoretical caveat must be introduced here. Although emphasizing the structured quality of thinking, we do not claim that a given individual will always think in the same way.

Changes in the structure of an individual’s social context may elevate or reduce the quality of that person’s reasoning. In addition, a particular social context may cue responses, emotional commitments and understandings that were constructed at earlier stages in a person’s development. (For more on emotion and cognitive development, see Dupont, 1994; Kegan, 1994;


Noam and Fischer, 1996.) However we do suggest that, given the requisite time and interest, an adult will generally think at the highest or most advanced way she has developed.

Extending the cognitive developmental tradition of Piaget, Vygotsky and Mead to the study of political thinking, Rosenberg described three types of political reasoning: sequential, linear and systematic. They represent a developmental trajectory in which thinking becomes increasingly integrative, de-centered (less dependent on the individual’s egocentric view of the immediate situation) and self-consciously interpretative. Several studies were conducted to examine these developmentally based differences in adult political thinking. Typically subjects both participated in an experiment and were interviewed in-depth about two or three very different events.. The results provided strong evidence that a given individual reasoned about substantively very different issues (e.g. the dynamics of a pendulum’s oscillation and the

American air strike on Libya) in the same way and that different individuals might reason about the same issue in structurally different ways (Rosenberg, 1988a, 1988b, Rosenberg, et al. 1988).

More recent research has demonstrated the effect of cognitive structure on the processing of television news (Braunwarth, 1997); tolerating social and ethnic differences (Hanks, 1998), and responding to aggressive political messages (Golec, 2002).

Here we build on Rosenberg’s typology and go beyond considerations of political understanding to an analysis of judgment and evaluation. In so doing, we expand the definition of the three types of reasoning to include an analysis of differences in the quality of the values individuals hold and in how they deploy those values to evaluate political phenomena. Three types of evaluation, sequential, linear and systematic, are described below.

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Types of Political Evaluation


Sequential evaluation - feeling and needing

Sequential reasoning is embedded in the immediacy of present circumstances and the unfolding of current events. The most elementary of the three forms of reasoning discussed here, sequential reasoning is distinguished by its shifting focus, its dependence on appearances and its relative lack of clear causal and categorical considerations.

Sequential evaluation consists of currently evoked feelings and needs. The orienting questions are: What does this feel like? Do I want what’s happening now to continue? Embedded in present experience or cued by memory, this evaluation depends on sensory experience (e.g., pain and pleasure). These sensed emotions or reactions are understood as an aspect of the sequence of events in which they are evoked. In this regard, subjective and objective dimensions of experience are not well distinguished. The objective dimension is infused with subjective feeling and that feeling is identified with the objective condition under which it is elicited. The connections here something of the kind posited by more traditional forms of learning theory.

Sequential evaluations are inextricably linked to concrete present events. The needs and feelings that constitute sequential evaluations are produced as events occur. At times, events in a single sequence may elicit different feelings. These simply co-exist in the context of the sequence.

For example, the performance of a religious ritual may produce both fear and a sense of comfort.

Evaluative responses are not only by evoked directly by present events, but also by the connection of present to remembered events. Feelings associated with a current event may be readily shaped when the memory of past event whose memory is cued by present circumstances may readily be associated with present events. Response to a current event may be readily be influenced by the feelings associated with a past event whose memory is cued by the present event. Alternatively, present circumstances may produce responses that then may be associated

We are not the same Page 7 with remembered events, changing how they are evaluated. In this way, prior evaluative associations (except where learning trials are traumatic) may readily be reconstituted through new learning. Consequently, sequential evaluations and the internal dispositions they produce are quite fluid or changeable.

The objects of sequential evaluation, the things that are understood to require judgment, are concrete events. Specific objects or persons are considered with reference to the specific events in which they participate. As a result, actors may be evaluated quite differently in different contexts. From the perspective of other types of thinking, sequentially structured evaluation may therefore appear unreliable and a person who evaluates sequentially may appear moody or spontaneous in a manner often regarded as child-like. More abstract and categorical entities such as the self, groups, behavioral rules or ideas are not natural objects of sequential reasoning or evaluation. They typically will be ascribed little or no value, except perhaps in concrete contexts in which the voicing of support for these ideas is associated with either pleasant or aversive results. Social identity is simply not an issue for sequential evaluation.

Based on the individual's direct experience of feelings, sequential evaluations are quite egocentric. Social influences do, however, enter in several important ways. First, the experienced sequences that are at the heart of sequential reasoning and evaluation often are part of interaction patterns that are organized by existing social institutions. Second, sequential evaluation may involve the unself-conscious internalization of the expressed feelings and reactions of others. When observed in the course of events, the feelings or wants expressed by another person may be understood as attributes of the event itself. These observed feelings may then cue a match to memories of one’s own feelings and consequently evoke a similar reaction. The result is an empathic response, one that is produced by the confusion of the other's feelings with one’s own.


Third, sequential evaluations may be affected by labeling. For example, the terms “good” and

“bad,” as used and reinforced by other people, may acquire a reward value of their own. When attached to events by others, these terms may affect the sequential thinker's own evaluations.

The following excerpts exemplify aspects of sequential evaluation. The first, drawn from a discussion of stealing to help another, is an example of an evaluation where the question cues a remembered sequence that is associated with negative reinforcement. Notably the learned sequence is applied in a way that is unaffected by an attempt to introduce a new hypothetical outcome.

Intrv.: Oh, okay. Let’s say that... how about if you didn’t have the money… Would you be willing to steal the drug? Break into the doctor’s office to get the medicine for your brother?

Subj.: No.

Intrv.: How come? Why not?

Subj.: Because my parents raised me, you know, not to steal. It’s wrong. I got busted when I was a young kid because we were... Me and two other kids were horsing around one day and we busted into this place and messed it up, you know.. the juvenile hall line. I learned my lesson real quick.

Intrv.: Okay. You mentioned you wouldn’t steal the drug, in part because you learned your lesson when you were a kid. What if you knew that somehow you could steal the drug and never get caught?

Would you be willing to do it?

Subj.: I’d be tempted but I don’t think I’d do it.

Intrv.: How come? You wouldn’t get caught, there’d be no price to pay.

Subj.: Yeah, but in my mind it would still be wrong.

Intrv.: And why’s that?

Subj.: It would still be the wrong thing to do. Because it would still be stealing and you may not get caught now, but further down the line you’re libel to do something else and get caught.

The following is an example of evaluation in an empathic consideration of the another’s pleasure. When asked for justification, the initial claim of pleasure are simply reiterated. Moreover the response, cues a memory and the initial question is left behind as the subject retells the story which leads off in a direction of its own.

Intrv.: Now... it’s kind of an interesting thing that your brother plays Santa. Do you think it’s a good thing that he does that?

Subj.: Oh yeah. He enjoys it. He loves it.

Subj.: That he has so much fun doing it. He enjoys talking to the kids and like, most Santas, they try and... like South Coast Plaza last year, they had Santa. And they had kids and, you know, rush them through. Get your picture taken, next kid. And Rob says you can’t do that with the kids. The kids, you have to... When they put them on Santa’s lap, the kids want to tell Santa what they want and you’ve got to listen, you’ve got to talk to them, you know, and try to quiet them. He says, “I found out the last couple years that sometimes its better if the kid doesn’t sit on Santa’s lap, if he just stands next to Santa.” “Some kids you know are between two and four,” he said, “two year olds will have nothing to do with Santa. When you’re getting to the age of four, it’s fine, it’s cool.”


The next excerpt (from a discussion of the display of homoerotic art) has several hallmarks of sequential evaluation. The request for justification yields a loose train of associations that follow on one another. An additional request leads to a simple reiteration of the bad sequence. When asked about causal relations in the sequence, it is apparent that these are not part of normal consideration. There is difficulty in maintaining the boundaries of the topic, allowing children to see the exhibit, as subjective associations with child pornography lead the respondent in his own direction.

Intrv: Do you think these photographs should be displayed or not?

Subj.: No, I don’t.

Intrv.: How come?

Subj.: Well, because for one thing it’s a regular art museum, parents are going to bringing their kids in, the kids don’t need to see this type of thing. They see enough violence and everything on TV. And they’ve been raising a big stink here lately on this bit on the Internet with these people are contacting kids over the Internet and a lot of the kids are running away from home, and so on. And

I think it’s wrong. I think really that the sexual attitude that the country now is more liberal than it was. More easy going. And they accept the homosexuality, same sex type marriages and stuff like that. And this is fine. But when you start bringing kids into it, no.

Intrv.: Okay, why not?

Subj.: Because, to me, the kids don’t deserve to see this. The parents don’t need to see this.

Intrv.: Why not?

Subj.: In a way this is obscene. You’re bringing maybe a ten or twelve year old kid into a photograph like that and it’s going to ruin the kid for the rest of his life. The kid may not realize at the time that they’re doing anything wrong but later on in life it’s going to affect him.

Intrv.: How do you think it will affect him?

Subj.: I have no idea... I’ve never really gone into it with anybody, but I’ve talked to people who’ve.... I talked to a cop that was on a raid to a child pornography ring up here in L.A. and he’s a veteran of twenty years and he said it turned his stomach to see some of these pictures.

In the last example, the object evaluation, foreign policy, is too remote for significant judgment. Request for evaluation merely cues a remembered story sequence.

Again that sequence cues others and again the original concern is readily left behind.

Intrv.: So should we have gotten involved the way that we did to try stop the conflict, or are we better off not to get involved and let events just take their course. What do you think we should be doing?

Subj.: Well, I figured we were going to get involved when it first broke out.

Intrv.: How come?

Subj.: Because of the United Nations and that a lot of the countries, as you said, all the separate, the

Bosnians, the Serbs, the Croatians, and all, were going to ask for help from the US to try and avoid all the conflict that they’ve got over there now. And there’s still going to be fighting. They’re like the Middle East. They’re like Palestine and Israel. They’re going to be fighting for the next twenty years the rate they’re going. They keep talking about peace, but nobody wants peace. Everybody wants this piece of land, this is considered part of Israel, this is considered part of Palestine.

Palestinians want their own home land, separate from Israel and the other Arab states, and they’re

We are not the same Page 10 still fighting. They talked peace five, ten years ago and they’re still fighting over it. That one little strip of land, that Gaza strip or where ever it is in there.

Intrv.: Well, and what about Bosnia…?

Linear Evaluation: personal preference, normal practice and social norms of actions

Linear thinking emerges through a reflection upon and objectification of the means of sequential thinking. Thus it involves abstracting actors and action from the observable flow of events. As a result, linear thought focuses on specific actions, actors and objects. Unlike in sequential thinking, a given actor or action can be considered across different event contexts and a number of actors or actions can readily be considered simultaneously. Evaluating circumstances in a linear manner, a person decides what she specifically wants to do, the desirability of categories of persons, objects or actions, and the normative appropriateness of sequences of actions.

Linear evaluation may be viewed as a three-step process. Initially there is a primary evaluation of a novel object (an action or actor) that involves linking the object to some already valued outcome. This may occur in several ways. First, evaluation may be established on the basis of personal experience of the immediate satisfactions or dissatisfactions associated with the object. Second, evaluation may depend on social judgment. Here the object is evaluated in a manner that reflects the judgments of other people. Third, evaluation may focus on an entire sequence of actions. The sequence is evaluated either with regard to regularly recurring patterns of action one has observed (what is normal) or with regard to what the culture defines to be appropriate (what is good). As such, linear evaluation tends to be the more conventional than either sequential or systematic evaluation. These patterns and norms are themselves not subject to evaluation.

Once established, the initial evaluation leads to a secondary creation of value. The value of the action in question tends to flow to those actions or actors to which it is subsequently

We are not the same Page 11 related. This relationship may be established through a causal link. For example, if an action is positively valued, actors who initiate or receive the action may be positively valued. The relationship may also be categorical. For example, if an actor is positively valued, all the attributes of the actor (e.g. its actions, beliefs, preferences) may be positively valued. Similarly if a group is positively valued, then all members and activities of the group will tend to be positively valued. In either case, there tends to be a singular, univalent judgment of social categories (a person or group is thus judged overall to be either good or bad, or likeable or not). The result is definition and evaluation often imply each other in linear thought - common concrete identity or categorization produces common evaluation, and common evaluation produces common identity categorization. This suggests that the social categorization and identification processes discussed by social psychologists Hogg and Abrams (1988) may be understood as manifestations of specifically linear evaluation.

The third step in the evaluative process is that of application. Linear evaluations, both primary and secondary, exist apart from immediate experience and are applied to it. In this regard, linear evaluations appear to be driven by specific behavioral rules and social conventions and the resulting judgments tend to be relatively enduring. When new actions and actors are linked to actions or actors already evaluated, the tendency will be to judge the new objects in a manner consistent with the old. Where there is a value conflict, it consists of a practical conflict.

A typical example would be where a single act has both desirable and undesirable consequences.

Generally this will be resolved by attempting to render the countervailing consequences more consistent by redefining, diminishing or eliminating them. (In this light, the dissonance reduction behavior documented by social psychologists (e.g., Abelson, et al. 1968) may be understood as an expression of linear and not systematic or sequential evaluation.)


The following interview excerpts exemplify linear evaluation. The first involves the assertion of a conventional rule that is not itself subject to evaluation when judging an act of stealing. Its value is just “obvious.”

Intrv.: Okay. So here’s the scientist...Who has created this cure. And it’s sort of hard to tell what he has in mind. It seems like he’s doing it for profit. Um, do you think it’s a reasonable justification that you need the drug and he’s not willing to meet that social obligation?

Subj.: Um, no I don’t think that justifies stealing.

Intrv.: Why not?

Subj.: I think stealing is stealing, whether it be $1.50 off your taxes or um taking a box of cookies from the supermarket, I mean it’s stealing. You want it now. I mean I you know I, it would be pretty hard for me to justify stealing, the constant, just stealing.

Intrv.: Why is that so important?

Subj.: Well, it’s just not the right thing to do, I mean (laughs) I mean for things that are obviously wrong to do, you know everybody’s parents have told them not to steal which obviously is unacceptable behavior, so to try to justify it by creating a circumstance in which it seems more permissible, I don’t think it makes it anymore right.

The second is example drawn from a discussion of displaying controversial art of where a conventional rule is understood as natural or normal.

Intrv.: What do you mean by the basics?

Subj.: Things like freedom of expression. You know, freedom of speech. Those are very basic human rights.

Intrv.: Why is that?

Subj.: Um one is that humans have the ability to express themselves. You know, they’re born, most individuals at least, um are born with the ability to express themselves. And to speak and to write for that matter. Um, and to censor that, those very human characteristics. Just I don’t think it’s a very good idea at all.

Intrv.: Why not? What are the consequences to that?

Subj.: Well the consequences of that is that we go to a very homogenous society and that wouldn’t be very fun at all.

The third excerpt is an example of the difficulty of understanding (when talking about

Bosnia) an evaluative perspective that involves anchoring values and conventions of practice that are different than one’s own.

Subj.: I think we have an obligation to diplomatically try to and I don’t think the President has done this or not, so I don’t think Warren Christopher has been effective enough, I just can’t believe that in

1990s, we can’t reason with people to stop fighting. And it’s just so stupid, we have case study after case study on different types of wars that can show them that there isn’t a benefit, you know.

The people die, countries go broke, um and governments fall apart. So I just can’t believe that we can’t reason with these people to negotiate some sort of peace treaty?

Intrv.: Well if the combativeness of the situation, the cultural differences in their opinion…

Subj.: They’re weird.

Intrv.: Maybe that um dynamics of the situation prevents their recognizing a solution, and experience would seem to show that it’s been difficult to achieve a lasting peace.


Subj.: But if this, but if the solution is to break up the country, that’s a solution you know? If indeed they don’t want to live in harmony together, well let’s solve that problem. You know, there’s just so much out there to do and to be done, I just can’t believe that those people want to spend the next several years playing this war. And through mediation, I just can’t believe that we can’t resolve this.

The fourth excerpt is an example of the assuming a necessary connection between good practices and outcomes when discussing business practices.

Subj.: Um, excuse me …there is a happy medium which we call democracy where people should think about their social obligations when they are practiced in business. I mean I think businesses that only focus on their economic priorities eventually do fail.

Intrv.: Why is that?

Subj.: Because I think um I just can’t imagine that a business would be able to succeed without thinking about um the social realities of, you know in this country. I think it would have a tremendous effect in the employees of that business, and um I just it’s hard for me to picture an organization that doesn’t realize its social obligation just because we have so many problems right now. I mean even when you talk about um big corporations such as IBM, you know oil companies, they do understand about giving back to the community. I mean they understand that it’s part of their economic development strategies to give back to the community…. So I think it’s very important for businesses and individuals running those businesses to think about their social obligations. I mean I cannot imagine how a business could succeed with, um, its only intent being profit.

The last excerpt from a discussion of foreign intervention exemplifies valuing something in terms of its concrete effects. It is also an example of bolstering. When a negative consideration is introduced, the subject responds by bolstering (adding new positive effects) and mitigating

(reducing the negative effect).

Subj.: I mean there’s great benefits to us to bring peace in the world, and financially, socially, we will all benefits of having peace everywhere.

Intrv.: Um, just sticking to that for the moment, um assuming that our intervention could result in ultimate peace, what about the costs involved. Um, in terms of whether those troops remain there, um it could end up hurting the US economy quite a bit. So that people like you would earn less money. Does it make sense to you to avoid that situation?

Subj.: Um, (pause) it seems to me that wars are actually good for the American economy. It certainly causes a boom in some of the defense activity that support a lot of private businesses, and it makes a heck of a lot of people feel good about their country when we’re in a war for whatever reason.

Um, and you know we seem to forget a lot of their problems when we’re at war. I don’t see it as being that negative with an economic impact. I mean maybe in the long run it would cause us to increase taxes but um maybe a short term thing.

Systematic evaluation - judgment of function and consideration of principle

Systematic thinking is the most sophisticated form of thinking of the three analyzed here.

It emerges with the objectification of the reasoning and evaluation characteristic of linear thinking. The concrete anchored relationships of linear thought are no longer the result of

We are not the same Page 14 thinking but its starting point. Consequently systematic evaluation begins with a reflection upon the specific beliefs, preferences or conventional practices that are espoused by a person or a group. These personal beliefs and social conventions are then interpreted, that is they are located within a system (e.g. a personality system or a social system). The result is a relativistic determination of the subjective or the cultural meaning of a specific interaction, preference or norm. Following this interpretation, a judgment is made regarding its contribution to the well being of the system in question. The judgment is a functional one. The value of the interaction, value or belief is evaluated relative to the role it plays in the maintenance of the coherence, elaboration and development of the particular personality or social system of which it is a part.

When the relationship between two or more systems is at issue, judgment focuses on the appropriate form that such relationships should take. Typically this entails a consideration of the quality of the systems involved and the need to maintain the integrity of them all. Principles of exchange are defined in this manner and specific patterns of interaction, beliefs and values are judged accordingly.

Proceeding in the above fashion, systematic thinking naturally distinguishes between two levels of evaluation, one of social preference and the other of ethical judgment. The first focuses on an individual's preferences or a group's conventions. These concrete specific preferences and behavioral norms are understood as an expression of the particular personality of the individual or the particular culture of the group in question. This leads to a relativistic conception of specific preferences and behavioral norms. This systemic view also leads to a consideration of the positive and negative aspects of a person or group as mutually supporting elements of the whole of an individual’s personality or a community’s social life.


At the second level of evaluation, there is a focus on the overarching requirements of systemic functioning or inter-systemic relationships. The emphasis here shifts to the systemic consequences of the specific interactions and evaluations being judged. This raises general ethical questions regarding what systems are understood to require. Examples of concerns raised at this level include the integrity of individuals or communities, the openness and good sense of argument, and the obligation of individuals or groups to respect and/or to care for one another.

Unlike more concrete considerations, these general ones have a more universal quality. Once defined, these general functional requirements of personality or community constitute the basis for judging the value of a specific interaction, preference or norm to the person or group in question. Thus while recognizing that a person creates the meaning and value of a specific preference she expresses, more general claims can still be made regarding the effect of the preference on the integrity of that person or on the quality of the relationships she may have with other people. In this manner, the relativistic consideration of the particular values expressed by an individual may be overridden by universal ethical considerations.

Some interview excerpts that exemplify systematic evaluation follow. In the first there is the invocation of a norm of motherhood, but rather than begin treated as a given, it is justified in terms of the condition of special dependence of a child on its parents.

Intrv.: Assume that your daughter is very sick and cannot pay for help….Would you give her the money?

Subj.: Oh absolutely.

Intrv.: Why?

Subj.: I think my relationship with Heather is very like one of unconditional love, and the second is if you’re somebody’s mother, I think it’s as if a certain level of total loyalty that you have to them.

And it’s as much as it’s more for me an emotional connection than an ethical connection, the ethical rule. It’s not that I think I should give her the $10,000, instead my relationship with her is that I wouldn’t hesitate though to give it to her. I mean there have been a lot of things. I mean I commuted for three years to law school living in Irvine, because I thought she should be more near her father. Well that’s a very small advantage in her life and a very large disadvantage for me in my life, and I think that was important for me to do. I think that when you have a child, they’re very much in your care. To me, the child only really has his mother and father to be devoted to him. And you don’t have anybody else that’s absolutely necessary yours. And, therefore, to me there’s a very large level of loyalty that you want to offer them.


The second two excerpts (the first dealing with stealing and the second with the display of art) are further example of reflecting on a convention, putting it in the context of other conventions and then attempting to use some higher order principle in order to prioritize conventions and determine how and when to apply them.

Intrv.: But you don’t think you should be allowed to steal either?

Subj.: It depends. I mean it depends on the situation, I know that the ethical rule is, I don’t think there’s an absolute ethical rule that… Let’s put it this way, I think there’s an ethical rule that it’s wrong to steal, but I think the wrong of stealing can be balanced against other wrongs so that, and I don’t know that, I mean absolute ethical rules don’t particularly interest me. I do think, I think that there should only be rules to the extent that if everybody faces these rules, we don’t do things we would otherwise like to do. But I think if by looking at it in a rule-free environment, then I can concoct a rule myself rather than having an absolute rule you know laid down by law in some simple fashion. And in that sense, my ethical rule would be that you have to weigh the harms to people.

So there’s no absolute wrong of stealing. It may be legitimate if the balance of harm is in line, doing the action.

Subj.: What we really have to be concerned about is first of all, artistic…Freedom of artistic expression has to do with being able to be critical in expressing what’s happening in society. And I think we always have to safeguard its freedom, not any particular work of art, but the freedom to have legitimate expression and criticism. Basically, I think it’s the expression of ideas and criticisms of society, I think that’s what free speech is all about. But we also have to realize that you know we live in a society which has certain power imbalances, and that there are certain individuals and groups of people who are going to be harmed because they have no power….We have to recognize when we tromp on the less powerful and that includes blacks, gays, children, and all kinds of other people that can’t really stand up and defend themselves. Now part of the function of art is to take non-mainstream views, and to bring them up and say hey this is it. But if you have an exhibit that shows the denigration of Blacks, essentially what you have is you have an additional weapon. It’s not really an interesting expression that criticizes or illuminates society,

The last excerpt (discussing war) entails a reflection on the genesis of conventional rules and an attempt to construct a principled basis for rule making.

Subj.: In my example, I’m saying okay you’ve got an international community that says the rules of war and that you should not resort to war of any kind, internationally or domestically, to solve your conflicts. Therefore, war as you define war in some way is illegitimate.

Intrv.: So the rules of war are there are no rules?

Subj.: Right. No, I’m not saying that there are, but in my example, if the international community finds it that way, then I think it’s legitimate. Then I think it has certain legitimacy then to intervene and stop it. If we were to evolve a level, that would be legitimate. But I think where we are right now in our international community is that we have some sort of rules of war that say you know thou shalt not have, thou shalt not try to wipe out an entire population, thou shalt not kill and disproportion a number of civilian, thou shalt negotiate in good faith; you seem to have these concepts of what’s allowable and what’s not allowable. And we feel that these have been breached and so, therefore, we can intervene And I think if the international community feels that’s legitimate, which I think from a pragmatic point of view, what I want to see go on in the world is the negotiation of legitimacy.

Subj: (continuing later) I think the line you have to draw is the difference between, you know, a significant military oppression of a group and a situation in which the military conflict is

We are not the same Page 17 damaging a large number of people. And the situation in which a government is trying to regain peace and stability. I don’t have any good rules about where to cross that line. And I don’t think there are any really good rules. And you know what the difference is between revolution and crime?...I have my own concepts about who’s the aggressor and who’s not, but again I think that it’s something that has to be worked out in the international community.

RESEARCH METHOD

The research focuses on two hypotheses regarding the nature of political evaluation: (1) that an individual's evaluation of very different phenomena will reflect a single underlying structure (sequential, linear or systematic), and (2) that different individuals will evaluate the same social and political phenomena in structurally different ways.

Subject population . Forty-eight adults participated in the study. With the aim of exploring the full range of political evaluation, subjects were selected according to factors that might cause or reflect differences in development. These included level of education, income and responsibilities on the job. Three groups of sixteen subjects were interviewed. The first group included subjects that had a high school education or less, earned less than $20,000 a year and performed jobs that involved little planning or supervision of other workers. The second group included subjects that had some college education, earned between $25,000 and $35,000 a year and did have limited responsibility for short-term job planning or for supervising a few coworkers. Subjects in the third group had at least some postgraduate education, earned more than

$60,000 a year and had employment that gave them control over a number of other people or responsibilities for long-term planning.

Data collection . Subjects were interviewed individually at length. The interviews were taped and then transcribed. Each interview consists of several parts. To begin, subjects were surveyed using close-ended questions in order to collect basic demographic data (on age, ethnicity, occupation, education, etc.). Subjects were then interviewed in-depth on three topics: a personal issue, a domestic political issue and a question of foreign policy. Discussion of the

We are not the same Page 18 personal issue focused on a significant other chosen by the interviewee. The issue was whether the interviewee would be willing to give up her life’s savings or steal to save that other person's life. In the second part of the in-depth interview, the subject was asked to consider a domestic social and political topic. The focus here was on the controversial homoerotic photography of

Robert Mapplethorpe and the attempt of a town council in a overwhelmingly conservative city to ban a public display of his work in a local museum. The third part of the in-depth interview focused on a foreign policy issue. The question presented was whether the United States should continue its involvement in Bosnia. The issues were chosen not only because of their different content, but because it was presumed that they would vary in the amount of interest they evoked and the amount of relevant knowledge subjects had at their disposal. As such the comparison of individual subjects’ reasoning response across these three issues provides a particularly stringent test of the singularity of the structure of an individual’s reasoning.

The aim of the interview was to have subjects express themselves sufficiently such that a subsequent interpretation of the quality of their reasoning and hence the meaning of their statements would be possible. The guiding methodological presumption is that the meaning of a simple statement or judgment is inherently ambiguous. So for example the statement, “I like the

Republican Party,” in response to the question, “Which of the two parties, Democratic and

Republican, do you like the best?” may have structurally quite different meanings depending on the thinking of the respondent. For example, for someone reasoning sequentially the question addresses an institution, a political party, that is not readily understood and has no clear personal immediate reward value. Any preference expressed is likely to be momentary, one cued by a remembered experience in which a party member was involved or a party preference was expressed. It is likely to be unstable and have no issue content whatsoever. A product of linear

We are not the same Page 19 reasoning, the response may reflect a categorical connection made between the party and a positively valued group (e.g., intellectuals or evangelicals) or individual (e.g. a party leader) or causal connection between the party and a positively valued action (e.g. taking a strong stand on crime) or outcome. In the context of systematic thinking, parties are likely to be evaluated in terms of sets of issues positions they express and the relative role in they play in the political life of the country. In this regard, a party preference is likely to be less a matter of social identification and more a reflection of the respondent’s general ideological perspective. Clearly the same statement has different meaning in these three cases and as a result the stated preference: (1) will have different kinds of implications for other preferences, (2) will be affected by different kinds of conditions, and (3) will have different implications for action.

With these considerations in mind, the interview was conducted so as to lead the interviewee to make a number of related assertions and judgments. Subjects’ evaluations of all three issues, personal, domestic political and foreign policy, were probed extensively. (To deal with the possibility of a total lack of information, the interview regarding the domestic and foreign policy issues was preceded with a brief description of the relevant facts relevant. If additional information was requested or appeared necessary, it was provided.) The probing included the use of follow-up questions to explore the subjective meaning of the expressed values and associated justifications. This typically involved questions such as “What do you mean by

____?” and “You mentioned that ___ is important to you. Why is it so important?”

Probing also involved the introduction of additional scenarios to challenge and thereby clarify the subjects’ expressed values. These scenarios were framed so as to highlight sequential, linear or systematic considerations. For example in the interview about the exhibition of homoerotic art, a subject who favored the allowing the exhibition would be asked to consider: (1)

We are not the same Page 20 if she saw the photographs and found them personally repulsive (sequential concern), (2) if a fairly chosen panel of experts found the photographs to be of no artistic value (linear concern), and (3) if an exhibition of racist art demanding Hispanics should be exhibited in a city with a large Hispanic population (systematic concern). In the interview on foreign intervention in

Bosnia, a subject favoring intervention would be asked to consider: (1) that Bosnia is a little country of no possible benefit to the US and intervention may place the subject herself or her loved ones in immediate danger (sequential concern), (2) cultural prescriptions such as “We should not be the world’s policeman” and “We should not interfere in the private business of another country” (linear concern), and (3) that social and political values are culturally relative and therefore any intervention by us may be no more than an unwarranted attempt to impose our values on other people (systematic concern). Apart from a providing a means for further probing, the aim of presenting differently structured counter-scenarios was to discover if, by the nature of the questions posed and counterclaims made, the interviewer could lead the subject to reason at different levels during the interview. In this manner, the introduction of these counter scenarios provides a more demanding test of the structural consistency of subjects' evaluative reasoning.

The interview typically required two hours. The order in which the topics presented was randomly varied from interview to interview. The interview procedure is demanding on the interviewer, requiring that she pay attention both to the content and the structure or logic of what is being said. In recognition of this considerable time was spent educating the interviewers in the theory and working through several trial interviews to insure that sufficiently rich data (instances wherein interviewees made a number of interrelated claims and the meaning of these were sufficiently probed).


Data analysis . For purposes of coding, each of the three parts (personal, domestic political and foreign policy) of each subject’s interview was coded in a double blind fashion. In a manner consistent with theoretical approach adopted, the coding was interpretative. It required considering multiple examples of the specific claims a particular interviewee made and how, in the course of making arguments or elaborating points, she related these claims to one another.

The interpretation of these examples involved a recursive going back and forth between specific observation and general abstract characterisation. On the one hand, this involved focusing on specific instances of claims that were made and how they were strung together in a particular argument or description. These examples were then drawn upon to make inferences about the underlying quality or logic of the interviewee’s reasoning and the understanding she constructed.

On the other hand, the interpretation involved making tentative assumptions regarding the quality of the interviewee’s thinking in order to make inferences about the subjective meaning of the particular claims she made and the quality of the specific conceptual linkages that she established among them. The result was a bootstrapping activity in which specific observations informed general characterizations and the general characterizations informed the specific observations.

Such an interpretative exercise requires a thorough understanding of the guiding structural pragmatic theory and the typology of thinking styles. Coders were trained accordingly. To supplement the training in the theory and its application, a set of coding categories was provided to guide the analysis of each part of the interview. We emphasize that these were intended as a supplement to, not a substitute for, the requisite theoretical and methodological training. The utility of this interpretative coding procedure is reflected in the acceptable level of inter-coder reliability achieved. Each part was analyzed by at least two coders who were blind to each other's coding, the identity of the interviewee, and the interviewee’s score on other topics. Inter-coder reliability was


88%. In the 20 cases of disagreement (out of 144 total), the coders met and an agreement was reached. The coding categories are presented in Appendix 1.

RESULTS

The aim of the empirical research was to explore two hypotheses. The first is that a general structure underlies the way in which an individual evaluates social and political issues. To test this hypothesis, subjects were asked to evaluate three very different questions: one involving a close personal friend, relative or lover, another involving the display of controversial art in a conservative community, and a third involving American involvement in Bosnia. The analysis of the transcripts indicates that forty-two or 88% of the forty-eight subjects evaluated the three different situations in the same manner. When considering this result, it should be kept in mind that this high level of cross-situational consistency is evident across topics about which subjects were likely to have highly variable levels of information and interest.

The claim regarding the structural consistency of subject’s evaluations was also supported in a second, albeit more indirect way. The reader will remember that in each section of the interview, alternative scenarios were introduced that were specifically designed to stimulate structurally different considerations. To the degree to which the quality of the individual interviewee’s evaluations did not change in response to these manipulations, a single reliable assessment of the structure of the subject’s evaluation of the situation becomes possible and assessments of different coders should more readily coincide. This was clearly the case as indicated by the inter-coder reliability of 88%. For 124 of the 144 separate texts (the 3 different parts of the interview for each of the 48 subjects), coders came to a single and common judgment of the structure of the individual subject’s evaluation despite the attempts that were made to induce the interviewee to consider the same question in qualitatively different ways.


The second hypothesis examined was that different individuals might evaluate the same issue in structurally different ways. In this part of the analysis all 48 subjects were included. Six of the subjects were scored at the same level on only two of the three parts of the interview. For the present purposes, these six were assigned an overall score based on their performance on those two parts. Our results indicate that different individuals did evaluate the same issues in qualitatively different ways. Eleven of the subjects responded in a sequential manner, twentyseven responded in linear manner and ten responded in a systematic manner.

It is worth noting that alternative interpretations of these results are suggested by a social learning theory. We comment on two briefly. The first suggests that differences in reasoning could be attributed to differences in exposure to relevant information. The greater the exposure, the more complex one’s reasoning about the issue at hand. However this cannot provide a persuasive account of the results obtained. Although we might reasonably assume that all adults have extensive and comparable exposure to a significant other and to the meaning of stealing, the results indicate that when asked to reason about these very familiar matters, different adults did so in qualitatively different ways. Moreover, in an overwhelming portion of the cases, a given adult evaluated three very different topics, helping a significant other, displaying Mapplethorpe’s art and American involvement in Bosnia, in the same way although we might reasonably assume that their interest in and information on these topics varied significantly.

A second interpretation focuses on differences in formal training and suggests that those with similar educational background would use the same language and concepts to make sense of various issues. The evidence does suggest that training is partly related to performance on the interviews. There is a rough, but only a rough, relationship between educational level and type of evaluation. In other research, the matter was addressed directly. Subjects who had virtually

We are not the same Page 24 identical training (e.g., students in the same year at the same university majoring in the same field) were asked to perform a task related to their training. Despite these similarities in background, there were significant differences in thinking about the task. Whereas none of the subjects reasoned sequentially, roughly two-thirds reasoned linearly and one-third reasoned systematically (Rosenberg 1988a; 1988b). This said, it would be important to explore the relationship between socialization influences and cognition. A key concern would be to develop a measure of the quality of formal training that go beyond a count of years of education.

In a different vein, some attitude research suggests that, even if our analysis of types of judgment is correct, it is not particularly relevant to important instances of political thinking. The key claim here is that the quality of people’s judgmental processes depends on how much attention and effort they devote to the situation at hand. A good example of this is the distinction made by Petty and Cacioppo (1986) between more casual, schema driven “peripheral” processing and more coherent, logical “central processing.” Drawing on this literature, some political scientists have suggested that given citizen disinterest in politics, most political judgment, especially that involved in voting, would be peripheral (e.g. Marcus, Neumann &

MacKuen, 2000). While agreeing with this conclusion, we suggest that unlike the models offered in social psychology, our analysis points to qualitative differences in “central processing” and thus in the ability to reason when conditions foster greater attention and effort.

CONCLUSION

Adopting a structural pragmatic approach to the study of political reasoning, we defined three types of political evaluation, sequential, linear and systematic. To test this typology, we conducted in-depth interviews with a diverse group of 48 adults. The results of the research provide strong support for the claims that (1) an individual's political evaluation has an underlying

We are not the same Page 25 structure which determines her judgment of both political (domestic and foreign) and nonpolitical phenomena (the personal decision to help a close friend or relative), and (2) different individuals may evaluate the same phenomena in structurally different ways. Furthermore, the results suggest that these structural differences in evaluation are well captured by the threefold typology of sequential, linear and systematic political reasoning.

In conclusion, we consider the implications of our research for three other political psychological approaches. We begin with the survey based research on political attitudes and knowledge. Most of this research is predicated on the assumption that a statement of preference has a generally common meaning, one that is anchored in the objective qualities of the attitude object. Thus the statements such as “I strongly support George Bush for President” or “I am against government subsidies for private education” are assumed to have meaning by virtue of their referential connection to an objective entity, in this case the person of George Bush, or the policy of government support for private education. With meaning thus anchored in a commonly represented reality, the research effort focuses on what is regarded to be the more variable affective component of the attitude, the intensity of the preference expressed. To this end, a variety of measures have been developed including Likert scales, rank orderings to “feeling thermometers.” When the cognitive component of an attitude is addressed, the focus turns to the adequacy of the representation of the attitude object. Individual differences are conceived as differences in knowledge rather than meaning and are assumed to reflect differences in exposure to information or differences in attention or memory of the individuals exposed.

While acknowledging the value of this research, our approach suggests that greater attention should be paid to the subjective meaning of an attitude. In our view, not only the intensity or the valence of an attitude, but also its meaning, may vary significantly between

We are not the same Page 26 subjects. For example, consider the assertion “I am against racism.” As constructed by someone reasoning in a systematic fashion, racism is likely to be understood in quite general and abstract terms, as a form of interpersonal relationship which categorizes people by their physical characteristics and regulates social interaction to the benefit of some and the disadvantage of others. The negative evaluation of racism will be based on functional considerations (e.g. it creates disruptive and violent divisions within a society and therefore is dysfunctional for the society as a whole) or on principled ones (e.g. individuals are personality systems and the relationship between people therefore must be based on reciprocal respect for the integrity of those systems; racism violates this standard). As a product of linear reasoning, the assertion “I am against racism” takes on a qualitatively different meaning. Rather than a type of interpersonal relationship, racism is likely to be understood as a concrete category of actions that are commonly regarded as racist (e.g. making certain kinds of demeaning remarks about blacks or Jews, or engaging in certain kinds of behaviors such as not allowing members of those groups entry into a club or not giving them equal treatment on the job). Thus defined, racism is likely to be rejected either because prevalent social norms dictate that specific behaviors toward particular groups are unacceptable or because authoritative or valued other people stipulate that this is the case.

It is important to recognize that this difference in the systematic and linear construction of the attitude “I am against racism” has clear implications for predicting the conditions under which the attitude will be expressed or changed. In the case of the systematic reasoning, the construction of racism and the grounds of its denial are conceived in quite abstract and general terms. The understanding is therefore not tied to the specific circumstances under which the attitude was first developed. Consequently the anti-racist attitude is likely to generalize the consideration of novel interactions, behaviors or group divisions that are subjectively interpreted to be exemplars of a

We are not the same Page 27 racist mode of interpersonal exchange. Similarly the attitude is likely to change only if the face of argument that demonstrates that racism is consistent with maintaining a given social system or with a principled understanding of interpersonal relations. Unlike its systematic counterpart, linear reasoning defines racism and denies it in rather concrete and specific terms. Thus we would expect that anti-racist attitudes would be subjectively linked to the particular terms in which they were initially learned and therefore apply only to the original acts and groups in question. The inclusion of novel acts and new groups would require additional learning. This type of reasoning might account for evidence that suggests that although the intolerance of specific targeted groups in the U.S. (e.g. blacks) has decreased, intolerance in general has not (e.g., Sullivan et al., 1982).

Our research also has implications for the research on political cognition. Like in our approach, this research emphasizes the subjective construction of meaning and explores the processes whereby individuals recognize and integrate the information made available to them.

Despite this similarity, our approach differs in three important respects. Following work in social psychology, the research on political cognition is oriented by the assumption that cognition is best understood as a complex of information processing mechanisms, including dissonance reduction

(e.g. Abelson, et al., 1968), attributional errors (e.g., Jervis, 1976), schema processing (e.g.,

Conover and Feldman, 1984) and heuristics (e.g., Quattrone and Tversky, 1988). In constrast, the structuralist dimension of our approach suggests that there is a general mode of cognitive functioning that underlies an individual’s various cognitive strategies and structures the various specific definitional, evaluative or problem-solving strategies that person employs. This suggests that rather than studying attributional, dissonance or other cognitive mechanisms in isolation, research should also focus on how the different mechanisms may be related to one another.


Second, and in complementary fashion, our structural pragmatic approach does not adopt the orienting assumption of most political cognition research that all people cognize in basically the same way. Thus we do not conclude that all individuals are equally likely to reason in a heuristic driven, dissonance distorted and attribution-flawed manner. Instead we suggest that there are qualitative differences between individual in their general mode of cognition and this will be reflected in qualitative differences in the specific information processing mechanism they employ. Thus we hypothesize that the evidence of cognitive dissonance and attributional errors do not describe the reasoning of all individuals, but rather reflect the linear reasoning characteristic of the lower division college students typically used in those experiments. In this vein we would further hypothesize that neither sequential nor systematic reasoning would be likely to generate these kinds of judgmental or inferential mechanisms.

Third our structural pragmatic approach suggests a more socio-historically relative conception of political cognition. Reflecting the individualist and biological biases of the cognitive psychology upon which it draws, much of the work on political cognition assumes that the information processing mechanisms studied are characteristic of the species and thus typical of all individuals in all societies. Whereas the substance of what people consider will certainly vary with the socio-historical circumstance, the basic nature of how they process information will remain the same. Viewed from a structural pragmatic perspective, this psychological universalism fails to recognize the full significance of the interplay between structures of social exchange and structures of cognitive functioning. Structural pragmatism emphasizes that the social context determines the nature of the social tasks the individual must perform to effectively interact with others and thereby stimulates the development of cognitive functioning. Insofar as different social environments are more or less complex and therefore differ in the quality of the

We are not the same Page 29 social tasks they set, we expect they will tend to foster more or less cognitive development and therefore the populations inhabiting these different environments will evidence significant differences in the basic quality of their cognitive functioning.

Finally we turn to the research most closely related to our own, the developmental psychological research on the social and moral reasoning such as Kohlberg’s work (1981/4) on moral reasoning, Turiel’s work on social reasoning (1983) and Kegan’s work on adolescent psychopathology (1994). Our research clearly builds on the insights of this other work. In addition our evidence of cognitive structure and individual differences is consistent with the results of this other research. That said, our research differs in three respects. First, our work has a different substantive focus. Whereas Kohlberg focuses on moral reasoning and Turiel and Kegan focuses on social reasoning, our research addresses specifically political reasoning and issues. In this regard, our research complements their work in developmental psychology.

Of greater theoretical interest, our analysis offers a more formal definition of the structure of each type of reasoning. Following the example of Kohlberg’s analysis of moral reasoning, many of developmental psychologists (Kegan is an exception) differentiate types of reasoning in a way that conflates the underlying structure of a way of reasoning and the substantive considerations to which that form of reasoning gives rise. In our view, this explains their tendency to characterize reasoning in a domain specific ways (e.g. reasoning about physical objects, social reasoning, moral reasoning, etc.). Lacking a concept of structure that is independent of content and an understanding of how structure and content then operate on one another, Kohlberg and his students lack a theoretical basis for the domain distinctions they make. In a prima facie way, the problem of distinguishing domains of thought becomes evident when we consider the difficulty social scientists and philosophers have defining criteria for differentiating social, moral and

We are not the same Page 30 political phenomena. In more strictly cognitive developmental terms, the problem with stipulating distinctions among cognitive domains on substantive grounds becomes evident when we remember that the construction of these kinds of distinctions is itself a cognitive developmental achievement. (Sequential reasoning does not produce nor sustain these distinctions. Linear thinking may operate to sustain these distinctions if they are prevalent in the culture, but cannot generate them on its own. Only systematic thinking can construct these content domains and use them to guide judgment.) We have defined types of reasoning more formally and therefore can more readily theorize about cognition in a way that is free of content and therefore applies across substantive domains. This is evident in the present effort in which we hypothesize and provide supporting evidence that the individuals’ judgment will reflect the same underlying structural qualities whether they are evaluating a relationship with a significant other, the display of controversial art in a city museum or the conduct of American foreign policy.

Finally we adopt a more explicitly social psychological perspective. Although Piaget,

Kohlberg and scholars following in their tradition recognize the importance of the environment as a necessary stimulus to development, relatively little theoretical attention has been paid to the analysis of those environments or to the interplay between them and the cognition of the individuals who inhabit them. For example, Piaget does little more than acknowledge that society is necessary for the development of formal operations and in so doing seems to assume that all social environments are essentially equivalent. Taking the more social psychological and sociohistorically relative position of the neo-Marxist psychology of Vygotsky (1962, 1978; Wertsch,

1991), we suggest that theoretical attention be paid to the existence and cognitive consequences of differences in social structures of interaction across and within societies. We argue that these social structures do penetrate how we think in a way that offers an alternative guide to cognition.


This suggests that insofar as societies (or groups within a society) are structured in different ways, the ways of thinking most prevalent among the actors in these different settings will also be structured differently.

To conclude, the structural pragmatic perspective suggests a rather distinctive approach to political psychological research, one that helps capture the complexity of political reasoning as an activity that is structured both by cultural definitions and social institutions on the one hand and by subjectively constructed understandings and purposes on the other. The present research has focused on the psychological dimension of political life by attempting to characterize the different forms of subjective judgment. Future research must examine the implications of these differences for political behavior. Suggestive examples of this are provided by Golec’s (2002) study of politicians’ approach to political conflict, Wilson’s (1992) analysis of Chinese cultural development and Reykowski’s (2007) political psychyological studies of democratization. Work on the relationship between moral reasoning and political activism is also suggestive (e.g., Haan,

Smith and Block, 1968; Tygart, 1984; and Muhlberger 2000). Future research should also directly explore the interplay between social context and subjectivity posited by the theory. For example, the current interest deliberative democracy with its assumptions about the reasonable nature of group discussions and the rational nature of subjective reasoning offers fertile ground for the empirical study of the interplay between culture and institutional contexts on the one hand and the cognitive capacities of individual participants on the other.


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APPENDIX 1 – CODING CATEGORIES

The following coding categories were provided as guided guidelines that were used in conjunction with exemplary excerpts of the kind included in the text. Given the requirements of the interpretative method, the categories and excerpts were not stand alone devices, but were used in conjunction with training in the theoretical approach and its empirical research application.

(1) The interview section focusing on stealing to help a valued other.

SEQUENTIAL . The focus is on sequences of events and the feelings they evoke. Evaluation is guided by these reactive, circumstantial and egocentric feelings. Thus stealing may be judged negatively because it leads to a sequence of being shot at, being caught, going to prison and feeling miserable. Alternatively, stealing may be evaluated positively because it involves in saving another who “I love.” Probing reveals that this is a matter the positive rewards the other confers (“she does nice things for me or “makes me feel good”). The sequential nature of the evaluation is also reflected in the consideration of how a “bad” sequence of events may be repaired by returning events to their original position. This might involve suggesting that the stolen drug be returned or that the druggist just make some more. An empathic confusion of the other's feelings and one’s own in a given scenario may lead to evaluations based on what is reinforcing for that other person. Thus another person’s pain or fear may consequently lead to a decision to steal. Occasionally the language of higher order (linear or systematic) concerns may be used, but the rhetoric is understood in sequential terms. For example, reference may be made to the role imperative of a husband to a wife. However if that the relationship is dissatisfying and the other person is no longer liked, such role concerns evaporate in the face of negative reinforcements. Similarly the issue of “fairness” may be invoked, but in sequential reasoning this simply means “getting what I want.” Justifications for evaluations are typically not offered spontaneously. In response to direct questioning, the subject may respond by simply reasserting the initial claim or reverting to saying it is just my preference.

LINEAR . The focus is on specific actors and concrete observable actions that are evaluated as desirable, good or correct. This may involve a establishing a causal connection between the act and valued outcome. Thus the act of stealing that leads to saving a significant other’s life may be judged to be a good act. Similarly a person who chooses to do a bad act, stealing, may be evaluated as a bad person. Actions, actors and outcomes may be also evaluated by the category to which they

We are not the same Page 37 belong. Where judgment leads to contrary evaluations of the same objects, an attempt is made to render them consistent by mitigating the significance of either the positive or the negative considerations. Thus following the evaluation of the choice to steal as a good act, the introduction of negative considerations (such as the harm to druggist) are mitigated (the harm is minimal) and additional positive benefits may be introduced. Linear evaluation may also introduce moral considerations by invoking concrete standards of how one should specifically behave in the circumstances in question. Here appropriateness is determined by reference to a particular cultural convention, role requirement or normal practice. Thus, the act of stealing may be negatively valued because it entails breaking the law. Alternatively, it may be positively valued insofar as it conforms to the norm that friends should help one another. Typically only one convention can be considered at a time, thus the introduction of an alternative may effectively change the frame of reference and thus lead to a change of judgment. These conventions or normal practices are the bases of justification rather than its object. The rhetoric of higher order concerns may be introduced, but these are understood in linear terms. Thus a concern for justice may be voiced, but this is typically equated with doing what is socially correct, that is following an accepted conventional procedure for allocating rewards (e.g., an eye for an eye, or taking turns).

SYSTEMATIC . The activity of stealing is seen as one trajectory of activity or one interaction interwoven among several others including helping another person, placing oneself at risk and depriving another of her property. At this first level of consideration, actions may have multiple effects and be assessed complexly - that is as having positive and negative ramifications. These are assessed relative to the personal preferences of the people involved and the social and legal conventions that apply. At a second level, these various dimensions of the interaction are judged by their systemic consequences. Thus, the act of stealing or the failure to steal may be evaluated in terms of its effect on the integrity and coherence of the personality or self-definition of the thief or her beneficiary. Alternatively, the needs of the community, as an organization and regulator of social life, might be invoked. In this context, the theft may be judged by its implications for the functioning of the community as a cultural as well as a social system. The law governing theft may be judged similarly. These pragmatic considerations may be complemented by moral ones that revolve around the relations between systems - either at the same level (individual to individual) or at different levels (individual to community). Here general principles of human sociality are evoked and then applied deductively to the judgment of particular situations and social conventions. For

We are not the same Page 38 example, this may involve an assumption of individual integrity and mutual obligation leading to the view that breaking the law by stealing is legitimate under certain conditions. The issue of fairness may also be constructed in these principled terms.

(2) The domestic political interview section - displaying art that violates community values .

SEQUENTIAL . The focus is on the unfolding story of the exhibition of Mapplethorpe’s work and judgment is made in terms of the feelings evoked or the desires satisfied or frustrated. Although removed from immediate experience, the story may evoke feelings if it cues the subject's own affectively charged past experience. The painting will accordingly be judged in these egocentric terms. For example, the exhibition may be negatively valued because other photos of homosexuality have evoked personal disgust in the past. Alternatively if the subject empathizes with the observed or imagined feelings of characters in the story (through a confusion of one’s own feelings with the other's feelings), she may evaluate the exhibition with regard to how it makes others feel. Thus the exhibition may be negatively valued because it leads to people being upset or hurt. The labeling of the displaying of the art as “good” or “bad” may also affect evaluation of the overall sequence. Thus, the exhibition may simply be regarded as “bad” because it involves photos of homosexuality and the latter is “obscene” or “wrong.” It is not necessary to understand why it is

“bad,” it is just labeled as such. Evaluations are not normally justified and the request to justify a preference typically just leads to a reiteration of the initial claim. Because sequential reasoning involves playing out sequences of events, questions and an initial response that cues the elements of other sequences leading the subject away from the initial issue being addressed. Judgment here will tend not to focus on concerns such as the community or social norms. These are little understood or valued. When they are mentioned, it is merely a matter of repeating slogans.

LINEAR . The specific actions and actors presented in the interview are evaluated in terms of their linear causal or categorical links to other actions and actors (which may be remote in space and time) that have already been evaluated as preferable (or not) or social desirable (or not). For example, the exhibition may be negatively valued because it causes reactions or results that are unwanted (e.g. people will withdraw support from the museum) or because it is categorically associated with objects (e.g. art) or people (e.g. homosexuals) that are negatively valued. Claims of correct behavior may also be introduced. These might include the notion that artists have the right to express themselves, people have the right to choose what they see, the decision regarding

We are not the same Page 39 exhibitions is the proper preserve of the museum director, people ought to be exposed to new things, etc. Cultural mores, social traditions, moral imperatives and law all enter in here on an equal footing as conventions regarding correct performance of roles and rituals. These judgments tend to be global and univalent. For example, once the photographs are judged to be bad because they depict a bad act, they may also be judged artistically worthless or aesthetically unattractive. Because they focus on specific action relations, these global judgments may be altered when the interviewer introduces alternative foci (e.g., the effects on other actors or the relation to other cultural norms).

The ensuing value conflict is confusing and will often lead to some form of dissonance reduction by bolstering or diminishing one or the other conflicting consideration.

SYSTEMATIC . The focus is on the various dimensions of the problem in light of the multi-sided relationships between the director, the artist, the city council and the public. At the same time, there is a clear recognition of the place and needs of the community as the system that both regulates social exchange and defines social meaning and value. The preferences of the various players and particular social conventions are regarded as first order concerns, ones that have significance, but must be judged in light of second order considerations. For example, the artist's desire to show his photographs or the prevalent cultural norm of freedom of expression will be evaluated in terms of the broader consequences for the integrity and functioning of the artist or the community. When applied to varying circumstances, these overarching values may lead to very different judgments of the same activity enacted in different systemic contexts. Thus, the exhibition of photographs may be deemed appropriate and functional in the context of a multicultural progressive city with a significant homosexual population, but unnecessary and destructive in homogeneous, traditional city. A number of functionally valued considerations may be considered simultaneously (e.g. freedom of speech, the need to maintain equality) in judging appropriate rules of action and how they should be applied. There is also a self-reflective recognition that the subject’s response constitutes one possible evaluation of the situation and thus judgments tend to be more tentative and perhaps conditional on interaction with others.

(3) The foreign policy interview section - American intervention in Bosnia.

SEQUENTIAL . Typically international affairs are too removed to evoke much understanding or judgment. If they do, the focus is on specific isolated concrete sequences of unfolding events seen on television or vividly narrated by others. Such a sequence of events may be judged consequential to the degree to which it is associated with pleasurable or painful sensations or feelings. The ensuing

We are not the same Page 40 confusion of other-event-self may yield an empathic response. Thus being able to observe an

American soldier's joy at hitting a target or a mother’s pain at the maiming of her child on television may evoke comparable feeling in the observer. A sequence of events may also evoke feelings of another sequence that was personally experienced as rewarding or painful. For example, a description of Serbia “bullying” the Bosnian Muslims may evoke a memory of a sequence in which the subject was herself bullied. The two sequences may be subjectively fused and the international events may be judged accordingly. An evaluation may also be expressed if the expression of the evaluation is itself embedded in a pleasurable sequence. For example, if other people have rewarded the subject for condemning the Serbs, then she will do so even if she does not fully understand who the Serbs are or what they did. Again preferences are not typically justified and requests for justification will tend to lead to storytelling that often leads off topic.

LINEAR . The focus is on action and actors as discrete units of analysis to be evaluated as good, desirable or correct. These concrete objects are evaluated in three ways. First, they may be judged in light of the already evaluated causes and outcomes with which they are associated. Thus intervention may be negatively valued because it will cost money and lives or because other nations will regard us negatively as a result. Second, actions and actors may be evaluated by their categorical associations. For example, American intervention may be regarded as a good thing because the U.S. is a good country and therefore the things that it does are good. Similarly, the

Serbs are viewed as part of the group of Russian allies. If this group is negatively valued, the Serbs will be also. Third, actions are evaluated by the degree to which they conform to concrete behavioral norms. For example, American intervention in Bosnia may be negatively valued because it is linked to the norm that one should not meddle in other people’s private business. Once made, linear evaluations tend to yield global, unidimensional evaluations of the actors or actions considered. This overall evaluation is often sustained even in the face of specific contrary evidence by reinterpreting, diminishing or simply ignoring the information being considered. For example, the Muslims, already regarded as a good people, may be observed to engage in a bad act (torturing

Serbs). To maintain a consistent evaluation, this act may be redefined as a good act (it helped stop

Serbian aggression) or Muslim responsibility for the act may be reduced (the circumstance forced them to do it).

SYSTEMATIC . The focus is on interactions, conventions of behavior, and cultural values and definitions. Objects of evaluation would thus include the mutual aggression of Serbs and Croats, the

We are not the same Page 41 convention that Europe should look after affairs in their own “backyard,” or the value of national sovereignty. On the one hand, these are evaluated by examining them in relation to the functioning of political systems. For example, the systematic thinker might evaluate the conflict in Bosnia in terms of the stability of political systems in the region. In this light, the assertion of Serbian power could be judged to have a disintegrating effect on the stability of the area and be judged negatively.

Alternatively, American involvement might be evaluated in terms of its consistency with the cultural values of the United States. Thus involvement might be seen as an affirmation of the

American way of life and judged positively. On the other hand, interactions and conventions may be judged by the application of general principles of how systems ought to interrelate. Thus, the idea of assassinating the Serbian President might be judged to be an effective military option, but ultimately condemned because it does not conform to a principle of international exchange based on free and open negotiation oriented to establishing cooperation.

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