The Sustainist

Power of Executive Order

In this presidential election year for the U.S., I thought it would be appropriate to examine and learn from what past presidents did using their power in the form of the executive order. 

On February 19, 1942, President Franklin D. Roosevelt signed Executive Order 9066, authorizing the Secretary of War to prescribe certain areas as military zones, clearing the way for the deportation of Japanese Americans to internment camps. As a result, approximately 120,000 men, women, and children of Japanese ancestry were evicted from the West Coast of the United States and held in internment camps across the country.  Over two-thirds of the interned — about 70,000 people — were American citizens. Many of the rest had lived in the country between 20 and 40 years. Most first generation U.S. born Japanese Americans, (the nisei), considered themselves loyal to the United States of America.

 

In December 1944, the internees were released and returned “home” to find that they had lost their homes, businesses, property and savings. To this day, no Japanese American citizen or Japanese national residing in the United States was ever found guilty of sabotage or espionage. Persons born in Japan were not allowed to become naturalized US citizens until 1952.

On February 19, 1976 (34 years later) President Gerald Ford rescinded Executive Order 9066.  In 1980, President Jimmy Carter signed legislation to create the Commission on Wartime Relocation and Internment of Civilians (CWRIC) to conduct an official governmental study of Executive Order 9066, related wartime orders, and their impact on Japanese Americans in the West and Alaska Natives in the Pribilof Islands.  In December 1982, the CWRIC’s report, Personal Justice Denied, concluded that the incarceration of Japanese Americans was based on "race prejudice, war hysteria, and a failure of political leadership". The Commission recommended legislative remedies consisting of an official government apology and redress payments of $20,000 to each of the survivors; a public education fund was set up to help ensure that this would not happen again (Public Law 100-383). On August 10, 1988, President Ronald Reagan signed the Civil Liberties Act of 1988 which was based on the CWRIC recommendations, On November 21, 1989, President George H. W. Bush signed an appropriation bill authorizing payments to be paid out between 1990 and 1998. Forty-eight years after the unjust incarceration, the surviving internees began to receive redress payments and letters of apology.

A president who has prejudice against a group of U.S. residents, fused by war hysteria, could put 120,000 innocent people, 2/3 of whom were citizens, in concentration camps!  It took 3 subsequent presidents’ actions, to redress this injustice.  Of course, their actions were the accumulation of countless hours of community activists working and lobbying our political leadership’s behavior of the internees over a period of 48 years.

In preparation to go to the polls in November, I would recommend the people of the United States, to study this ugly episode of the U.S. history, (see study process below), and learn from it the importance of electing a president who will make sure that this kind of shameful injustice against our own citizens will not happen again.

"Executive" Order No. 9066

Authorizing the Secretary of War to Prescribe Military Areas

Whereas the successful prosecution of the war requires every possible protection against espionage and against sabotage to national-defense material, national-defense premises, and national-defense utilities as defined in Section 4, Act of April 20, 1918, 40 Stat. 533, as amended by the Act of November 30, 1940, 54 Stat. 1220, and the Act of August 21, 1941, 55 Stat. 655 (U.S.C., Title 50, Sec. 104);

Now, therefore, by virtue of the authority vested in me as President of the United States, and Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War, and the Military Commanders whom he may from time to time designate, whenever he or any designated Commander deems such action necessary or desirable, to prescribe military areas in such places and of such extent as he or the appropriate Military Commander may determine, from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion. The Secretary of War is hereby authorized to provide for residents of any such area who are excluded therefrom, such transportation, food, shelter, and other accommodations as may be necessary, in the judgment of the Secretary of War or the said Military Commander, and until other arrangements are made, to accomplish the purpose of this order. The designation of military areas in any region or locality shall supersede designations of prohibited and restricted areas by the Attorney General under the Proclamations of December 7 and 8, 1941, and shall supersede the responsibility and authority of the Attorney General under the said Proclamations in respect of such prohibited and restricted areas.

Franklin D. Roosevelt

The White House,

February 19, 1942

Dialogue Process: Inform participants that the Executive Order 9066 by President Franklin D. Roosevelt of the United States will be read three times. After each reading, participants will be invited to share their reflections using the Mutual Invitation process. Invite participants to capture a word, a phrase or image that stands out for them from the document while the text is read out loud the first time. Using Mutual Invitation, invite each person to share his or her word, phrase or image briefly. Review the history of this Executive Order by reading the content of this blog to participants. Invite someone to read the document a second time. Invite participants to take the time to reflect on the question: What caused the political leadership of the time to create this executive order? Using Mutual Invitation, invite each person to share his or her reflection. Invite participants to consider the following question while listening to the document again: As a result of studying this document, what are you called to do, especially if you are a citizen of the United States? Using Mutual Invitation, invite each person to share his or her reflection

Reflection Questions for Proper 8 (Year C) 2 Kings 2:1-2, 6-14   What did you learn from this story about leadership? Psalm 77:1-2, 11-20   What does it mean to meditate on the acts of God? Galatians 5:1,13-25   How do you live by the spirit? Luke 9:51-62   What does it mean to follow Jesus?

Upcoming Opportunities to Study with The Sustainist and learn more about Holy Currencies and Gracious Leadership: July 18-22, 2016 Los Angeles, CA Holy Currencies: Incubating Sustainable Missional Ministries     Gracious Leadership: Racial Reconciliation KI Associates Conference (by Invitation only) August 4-6, 2016 West Linn Lutheran Church, West Linn, Oregon Holy Currencies: Stewardship 365 October 23-27, 2016 St Columba Center, Memphis, Tennessee Gracious Leadership: Racial Reconciliation Catalyst Training Register at www.kscopeinstitute.org

Eric H. F. Law
Kaleidoscope Institute
For competent leadership in a diverse changing world
www.kscopeinstitute.org                

 

Come and I Will Give You Rest

So many of my friends expressed a deep sense of weariness since the horrific shooting at Pulse, the gay nightclub in Orlando.  I think this weariness might have come from the feeling of powerlessness to change the U.S. society to make it more sustainable. The massacre in Orlando was extremely troubling because it is the work of four deeply divisive principality and powers: gun violence, homophobia, racism and terrorism.   For those of us who have been working for change for a very long time dating back to the Civil Rights movement, we are tired and weary and we feel the burden weighing down on us. 

At a time like this, we need community to which we can go and rest – a place where we can bring our friends and foes, and our quarrel, a place where we can share our rage, our wounds and our battered morals; a place where we can express our fear, our loss, and our sorrow; a place where we can name our frail and faded hope of a just tomorrow; a place where we can ignite the flames of hope so that we can revive our cold, burnt-out souls and our yearnings for a sustainable future for our communities and nation.

I would invite my readers to provide and develop such communities in your work and ministries so that we can have nurturing support for real dialogue that can achieve mutual understanding and potentail reconciliation moving toward greater wellness.

I few years ago, I wrote a song about this weariness and I would like to offer it here again:

(You can download the song by Eric H. F. Law and Theodicy Jazz Collective from iTunes, Amazon and CDBaby)

Come and I Will Give You Rest

by Eric H. F. Law

For too long I’ve sung the freedom songs                 

For too long I’ve marched to right the wrongs
But nothing ever really changed
Evil’s pattern simply rearranged
And I’m tired; I’m falling
All my hopes are stalling
Then I hear a gentle voice calling:

Come, come to me, all of you who are weary
Come, as you are, all of you who are heavy laden
Come and I will give you rest
Come

For too long I’ve run the righteous race
Could this world be running out of grace?
And I’m afraid we’ll lose our souls
In this world of merciless controls
And I’m tired; I’m falling
All my dreams are crawling
Then I hear a gentle voice calling

Come, come to me, all of you who are weary
Come, as you are, all of you who are heavy laden
Come and I will give you rest
Come

Take my yoke upon you and learn from me
My yoke is easy
My breath is breezy
Breathe my spirit in you; discern from me
I’m not judgmental
My heart is gentle
With the common passion that we share
We will ease the burden that you bear

Come with your friends, with your foes, and your quarrel
Come with your rage, with wounds and your battered moral
Come with your fear, with your loss, and your sorrow
Come with your frail, faded hope of a just tomorrow
Come with your cold, burnt-out souls and your yearning
Come, I’ll ignite flames of hope and we’ll keep them burning

Come and I will give you rest
Come and I will give you rest
Come

Reflection Questions for Proper 7 (Year C) 1 Kings 19:1-4, (5-7), 8-15a   How do you hear the voice of God in times of trouble? Psalm 42   What does it mean to put your trust in God? Galatians 3:23-29   What does it mean for us to be children of God through faith? Luke 8:26-39   How does this story connect with our society today?

Upcoming Opportunities to Study with The Sustainist and learn more about Holy Currencies and Gracious Leadership: July 18-22, 2016 Los Angeles, CA Holy Currencies: Incubating Sustainable Missional Ministries     Gracious Leadership: Racial Reconciliation KI Associates Conference (by Invitation only) August 4-6, 2016 West Linn Lutheran Church, West Linn, Oregon Holy Currencies: Stewardship 365 October 23-27, 2016 St Columba Center, Memphis, Tennessee Gracious Leadership: Racial Reconciliation Catalyst Training Register at www.kscopeinstitute.org

Eric H. F. Law
Kaleidoscope Institute
For competent leadership in a diverse changing world
www.kscopeinstitute.org                

 

Justice and Justices

In 1951, a class action suit was filed against the Board of Education of the City of Topeka, Kansas in the U.S. District Court for the District of Kansas. The plaintiffs were thirteen Topeka parents on behalf of their twenty children.

The suit called for the school district to reverse its policy of racial segregation. Separate elementary schools were operated by the Topeka Board of Education under an 1879 Kansas law, which permitted (but did not require) districts to maintain separate elementary school facilities for black and white students in twelve communities with populations over 15,000.

Brown v. Board of Education of Topeka, is a landmark decision of the United States Supreme Court overturning its earlier ruling, declaring the establishment of separate public schools for black and white students inherently unequal.  The decision of the Supreme Court was unanimous which meant that all 9 justices agreed.

Brown did not, however, result in the immediate desegregation of America's public schools, nor did it mandate desegregation of public accommodations, such as restaurants or bathrooms, that were owned by private parties, which would not be accomplished until the passage of Title II of the Civil Rights Act of 1964. However, it was a giant step forward for the civil rights movement, placing the weight of the Federal Judiciary squarely behind the forces of desegregation.

As the people of the United States move toward the November election, one of the things that voters need to consider in the Presidential election is: Who will this president appoint when a Supreme Court Justice retires in the next four years?  Brown v. Board of Education demonstrated the power of the Supreme Court to undo injustice and steer the country toward greater sustainability for future generations. The choice of president will impact the makeup of the future Supreme Court. As you study the excerpt from the ruling on the Brown v. Board Education, consider: Which presidential candidate will have the capacity to appoint future justices, who will make the kind of decisions that the Supreme Court made unanimously in 1954?

EXCERPT FROM THE UNANIMOUS SUPREME COURT DECISION ON THE CASE: BROWN VS. BOARD OF EDUCTION DELIVERED BY CHIEF JUSTICE WARREN ON MAY 17, 1954.

Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.

We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does. . . .

Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law, for the policy of separating the races is usually interpreted as denoting the inferiority of the negro group. . . .

We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.

Dialogue Process: Inform participants portions of the excerpt from the Supreme Court decision on the Brown vs. Board of Education will be read three times. After each reading, participants will be invited to share their reflections using the Mutual Invitation process. Invite participants to capture a word, a phrase or image that stood out for them from the document while the text is read out loud the first time. Using Mutual Invitation, invite each person to share his or her word, phrase or image briefly. Invite participants to consider the following question as the text is read a second time: What did you learn from this document about the role of the Supreme Court and the wellbeing of the people of the Untied States? Invite someone to read the document a second time Using Mutual Invitation, invite each person to share his or her reflection the questions. Invite participants to consider the following question while listening to the document again: As a result of studying this text, what are you being called to do or change (as person living in the United States) today? Using Mutual Invitation, invite each person to share his or her reflection.

Reflection Questions for Proper 5 (Year C) 1 Kings 17:8-16 (17-24)   What did you learn from this story about living in abundance? Psalm 146   What does it mean to have hope in God? Galatians 1:11-24   How does this text inform you about authority? Luke 7:11-17   What does it mean to encounter Jesus?

Upcoming Opportunities to Study with The Sustainist and learn more about Holy Currencies and Gracious Leadership: July 18-22, 2016 Los Angeles, CA Holy Currencies: Incubating Sustainable Missional Ministries     Gracious Leadership: Racial Reconciliation KI Associates Conference (by Invitation only) August 4-6, 2016 West Linn Lutheran Church, West Linn, Oregon Holy Currencies: Stewardship 365 October 23-27, 2016 St Columba Center, Memphis, Tennessee Gracious Leadership: Racial Reconciliation Catalyst Training Register at www.kscopeinstitute.org

Eric H. F. Law
Kaleidoscope Institute
For competent leadership in a diverse changing world
www.kscopeinstitute.org