This is awkward. I’d been preparing some posts on the age of consent, and I decided to write a formal essay on ageism. Since the age of consent is a moral hot-button topic for some, I decided to frame the situation in a political framework instead. The setup isn’t much different, but it keeps people’s heads out of the gutter and removes the trigger that many people seem to pull. It’s awkward because none of these posts has yet been posted. Spoiler alert, I guess. I could delay this announcement, but I won’t. Here it is.

Full essay on Zenodo: Competency, Proxies, and Political Standing: A Conceptual Diagnosis or On the Rhetoric of Democratic Inclusion, https://doi.org/10.5281/zenodo.18063791

Democracy is often defended in lofty terms. We are told that citizens are rational agents, capable of judgment, autonomy, and reasoned participation in collective decision-making. Voting, on this story, is not just a procedure. It is the expression of agency by competent participants. That all sounds reassuring.

What’s curious is that no democratic system actually checks whether any of this is true.

There are no assessments of political understanding. No evaluation of judgment. No test of civic competence. You become a fully empowered political agent overnight, not because you demonstrate anything, but because the calendar flips. Turn eighteen. You’re in. This isn’t a minor oversight. It’s the central puzzle my recent preprint explores.

The Proxy Nobody Questions

Modern democracies assign political standing using proxies: simple categorical markers that stand in for more complex qualities. Age is the most obvious. It is treated as a substitute for maturity, judgment, autonomy, and responsibility. But here’s the key point: age doesn’t approximate competence. It replaces it.

If age were a rough indicator, we might expect flexibility at the margins. Exceptions. Supplementary criteria. Some attempt to track the thing it supposedly represents. Instead, we get a hard boundary. Below it, total exclusion. Above it, permanent inclusion. Capacity doesn’t matter on either side. The proxy isn’t helping institutions identify competence. It is doing something else entirely.

Competence Talk Without Competence

Despite this, democratic theory remains saturated with competence language. We are told that participation is grounded in rational agency. That citizens possess the capacities needed for self-government. That legitimacy flows from meaningful participation by autonomous agents. None of this is operationalised.

Competence is never specified, measured, or verified. It functions purely as justificatory rhetoric. A moral vocabulary that explains why inclusion is legitimate, without ever guiding how inclusion actually happens. This isn’t confusion; it’s design.

Why the Gap Doesn’t Collapse

At this point, a reasonable person might expect trouble. After all, if the justification doesn’t match the mechanism, shouldn’t the system wobble? It doesn’t. And the reason matters.

Political participation generates very weak feedback. Outcomes are mediated through institutions. Causal responsibility is diffuse. Success criteria are contested. When things go badly, it’s rarely clear why, or what a better alternative would have been.

Under these conditions, dissatisfaction becomes affective rather than analytic. People sense that things aren’t working, but lack the tools to diagnose how or where the system failed. Crucially, they also lack any way to recalibrate the link between competence and political standing, because that link was never operational in the first place. The system doesn’t aim for optimisation. It aims for stability.

Boundary Drawing Without Saying So

This structure becomes clearest when we look at boundary cases. Why eighteen rather than sixteen? Or twelve? Or twenty-one? There is no competence-based answer. Developmental research consistently shows wide overlap between adolescents and adults, and massive variation within age groups. If competence were taken seriously, age thresholds would be indefensible.

Historically, when competence was operationalised such as through literacy tests, the result was transparent hierarchy and eventual delegitimation. Modern democracies avoid that by keeping competence abstract and proxies neutral-looking. The boundary remains. The justification changes.

What This Does and Does Not Argue

This analysis does not propose reforms. It does not advocate competence testing. It does not suggest lowering or raising the voting age. It does not claim voters are stupid, irrational, or defective. It describes a structural feature of democratic legitimacy:

Democracy works by saying one thing and doing another, and that gap is not accidental. Competence language stabilises legitimacy precisely because it is never put to work. You may think that’s fine. You may think it’s unavoidable. You may think it’s a problem. The paper doesn’t tell you which to choose. It simply insists that if we’re going to talk seriously about democratic legitimacy, we should notice what role competence actually plays. And what it doesn’t.