The Three Monkeys as a Model for Formulating Government Policy?

It seems that the Bush Administration has decided that executive branch agencies have to behave like the three monkeys: Speak no evil, see no evil, and hear no evil. According to articles in today’s Washington Post and the New York Times newspapers, last October, 2007, members of Vice-President’s Dick Cheney staff edited out six pages of proposed Congressional testimony of Julie L.Gerberding, Director of the Centers for Disease Control and Prevention (“CDC”)where the CDC was going to point out that global warming caused by greenhouse gases emitted from fossil fuels are a serious threat to public health.

http://www.nytimes.com/2008/07/09/washington/09enviro.html?hphttp://www.washingtonpost.com/wp-dyn/content/article/2008/07/08/AR2008070801442.html?nav=hcmodule

 A former senior EPA official Jason Burnett who had served as chief adviser to the Administrator of the EPA,  Stephen Johnson, has asserted in a letter to Senator Barbara Boxer,  Chairwoman of the Senate Environmental Public Works Committee, that both Vice President Cheney’s office and the White House Council on Environmental Quality requested that he “work with CDC to remove from the testimony any discussion of the human health consequences of climate change.” Apparently in the current administration, protecting energy companies from increased government regulations of fossil fuel emissions by censoring scientific testimony as to the serious dangers caused by global warming, is more important than the health of the public.

 We all learn in our Civics class in high school that our country is a representative democracy, and that we have three co-equal branches of government.  When I read the Washington Post and New York Times articles it made me wonder how “equal” are the co-equal branches. This situation brought to mind the quote of George Orwell from Animal Farm, that “All animals are equal, but some animals are more equal than others.” The “editing” of the Congressional testimony was clearly an attempt by the Executive Branch to keep information away from the Legislative Branch.  When one branch of government keeps another branch of government from knowing relevant information it is keeping that information also from the people who elected that government. CDC is part of the Executive Branch, and by allowing a six page deletion of its proposed testimony, it is renouncing its duty to keep the public informed of health hazards.

 Maybe instead of teaching us in school that our government is made up of three equal branches our schools need to teach us how to actively participate in a democracy to preclude one branch of government from becoming stronger than the others. We need to learn how to get information from the government agencies that our taxpayer monies support.  The school system has to teach us how to use the Freedom of Information Act and any other administrative recourses that may be out there, at the state and federal levels, so that we may learn sooner rather than later what big government may not want us to know, or what big government may be too slow, or too unwilling, to recognize and respond to. 

Good Lord, Gabriela, you

Good Lord, Gabriela, you expect a real education? (I'm on your side, but we are going against the flow...)

I absolutely fell in love with your title...I haven't stopped reading your entries, but on the 4th was feeling...bitterish...so was happy to have the video titles to share yesterday. I just designed an avatar, on Yahoo Answers, of all places. (I got tired of crosswords, and sometimes need something light for a break.) That was fun! It's also probably as accurate as you get, only I haven't been that skinny in a long time.

Back to civics: the branches were never co-equal, the Court's always been the most conservative and weakest, with Brown v. Bd. of Ed. a turning point in the mid-'50's. The next half-century, until Day-O'Connor retired, was an ANOMALY. But since we DON'T get a really good education, but a very redacted (edited) one, the last several (2-3) generations have been taught that we really do have civil freedoms, rather than just the tools to fight for them.

Good on you for searching! Do read Zinn's Peoples' History of the U.S. and check PBS for the upcoming videos based on it. Do check out South End Press, a Boston collective that produces progressive books at cost, and do check out alternet.org's suggestion to subscribe to Progressive Book Club (you then select which organization gets 2 for each book that you buy).

We are still searching for ways to self-support on the internet - and, in case you hadn't noticed, the gov't encouraged little guys to get on the net and do the free R & D for the big guys - that isn't over, and soon we will be fighting over the net the way microbroadcasters tried to get a piece of the airwaves released by the switch to digital tech. (Instead, the "haves" doubled/tripled/whatever their assets, at no cost. The net is going to have a big fight, once the dinosaurs get their acts together.)

Also, I've noted you're in SF - I'm in Oakland, and we have super resources for real history here. Laney College, Oakland, SFCC, SFSU, SJS - all have good Labor Studies (ie, honest history and organizing...) UCB, too. I got my LS Certificate at Laney - there's a great deal of sharing (curriculum/teachers/fieldwork) among these depts. over the years, and I strongly recommend the Labor History Through Film class. SFCC would be less tuition.