civic education – Sheila Kennedy

Insights And Prescriptions

Evidently, I’m not the only person who writes more about problems than solutions–and gets criticized for it. I recently came across a column by someone named Scott Galloway that began with a similar concession.

Galloway began by acknowledging criticizism for focusing on tech, business or social problems, and not proposing solutions. “Well, guilty as charged, I suppose. But let me say two things.

First, these problems flow in part from failures of perception and awareness. My cohort of economically successful people vastly overestimates our own contribution to our success. Society has been telling us that our nice homes and fancy cars must mean we’re hard-working geniuses, and why should we argue the point? The flip side is also true. Society tells those who’ve been dealt a bad hand, who’ve never caught a break, that their failure must come from a lack of grit, an incapacity to dream big. I believe that just pulling the veil of hype that’s been laid across our unequal society is part of the solution to that inequality….

Second, to be blunt, things are really fucking bad. The dashboard of threats, from inflated asset values to irreversible climate change to armed assaults on government proceedings, is flashing red and getting worse. If I spent my entire public life pointing out the risks we face, I would never run out of material.

Those points made, Galloway also points to the ways in which America is, truly, “exceptional.” Certainly not perfect, but he acknowledges a point I have frequently made: what sets us apart is that this nation wasn’t born out of ethnicity or dynastic conquest, but on the foundation of an ideal, what I’ve referred to in my own books as “The American Idea.” Galloway says that fact does set us apart; “it holds a special promise. It remains a promise unfulfilled, but one I believe is within our grasp.”

He says that “we’ve gotten closest to realizing our ideals when we’ve balanced ruthless capitalism with the ballast of a strong middle class. We’ve drifted off that course” and he follows that observation with five recommendations to help us find it again. Those recommendations are: simplification of the tax code; reform of Section 230 and incarceration policy; imposition of a one-time wealth tax; and a rebranding of nuclear power.

You can read his reasoning for each of these prescriptions at the link. I have no particular dispute with any of them, although I would add–and prioritize– more civic education and support for the nation’s public schools, and a concerted effort to counter the “veil of hype” he refers to in his opening paragraphs.

So long as well-to-do and financially comfortable Americans can reassure themselves that their economic good fortune is a reflection of superior merit–that poor folks are disadvantaged because they are lazy or lack “middle-class values” and not because of structural and/or systemic social barriers they’ve encountered–we will fail to achieve the very real promise of a country that–despite all its imperfections–has aspired to an ideal of equality of opportunity.

A friend of mine used to remind me that curing disease requires both an accurate diagnosis and an appropriate prescription. An accurate diagnosis of our social ills has to go beyond the obvious manifestations–observations along the lines of “oh look, there are homeless people sleeping under that bridge.” It requires us to figure out just why those people are homeless, and why our society has failed to provide appropriate interventions.

As Galloway notes, social media currently feeds some of our more dysfunctional and harmful impulses. What is it about our legal framework that allows or incentivizes its use to convey misinformation and disinformation, and what changes to that framework are most likely to ameliorate the situation?

In other words–and in defense of those of us constantly pointing to problems that need fixing–we need to accurately diagnose the roots of our problems, and then consider what prescriptions might cure them.

But in order to come up with an accurate diagnosis, we do need civic literacy–an accurate understanding of our history and the institutions that shaped–or failed to shape–that history.

Comments

Civic Education– One More Time

In a recent essay, Robert Reich asked a supremely important question: how do we educate for the common good? His answer echoed my own belief–reiterated constantly on this blog and elsewhere– that we need to do a much, much better job of civic education.

Reich began

I think about those 19 children who were murdered in their classroom on Tuesday, and feel the need to go back to basics — to the common good. Given the the difficulty of enacting sensible laws to reduce gun violence — which reflects in part the deepening split between Americans who believe in democracy and those who are throwing in their lot with Trump authoritarians — the question I keep coming back to is: what can we can do to rekindle a sense of common good?

One of the most important initiatives would be to restart civic education in our schools.

Reich anticipates the nay-sayers, who will undoubtedly point out that our public schools are under a fierce and unremitting attack from the Right, putting school boards, educators, and students “in the crosshairs of culture warriors.” But he suggests that– paradoxically– “this might be exactly the right time to push for civic education.”

Why is the time right? And why does Reich link civic education to the common good? What’s wrong with the status quo?

Among other things, the essay points to what is a hot-button issue for me: the widely-accepted belief that education is basically a consumer good–that it is indistinguishable from job training.

Today, most people view education as a personal (or family) investment in future earnings. That’s one reason so much of the cost of college is now put on students and their families, and why so many young people graduate with crippling college loans. (When education is seen as a personal investment yielding private returns, there’s no reason why anyone other than the “investor” should pay for it.)

As regular readers of this blog know, that equation of education with an investment in future earnings drives me absolutely up the wall. Not only is genuine education a far broader benefit to the individual, it is–as Reich writes–a public good that builds the capacity of the nation to govern itself.

Franklin and America’s other founders knew how easily emperors and kings could mislead the public. The survival of the new republic required citizens imbued, in the language of the time, with civic virtue. “Ignorance and despotism seem made for each other,” Jefferson warned. But if the new nation could “enlighten the people generally . . . tyranny and the oppressions of mind and body will vanish, like evil spirits at the dawn of day.”

Reich traced the history of public education, and the civic motivations of those who insisted upon its importance:

The person most credited with founding American public schooling, Massachusetts educator Horace Mann, directly linked public education to democracy. “A republican form of government, without intelligence in the people,” he wrote, “must be, on a vast scale, what a mad-house, without superintendent or keepers, would be on a small one.” Mann believed it important that public schools educate all children together, “in common.” The mix of ethnicities, races, and social classes in the same schools would help children learn the habits and attitudes of citizenship. The goal extended through higher education as well. Charles W. Eliot, who became president of Harvard in 1869, believed “the best solution to the problem of national order lay in the education of individuals to the ideals of service, stewardship, and cooperation.”

The essay concludes with what Reich calls the six elements of civics education. I particularly liked numbers 5 and 6:

Such an education must encourage civic virtue. It should explain and illustrate the profound differences between doing whatever it takes to win, and acting for the common good; between getting as much as one can get for oneself, and giving back to society; between seeking personal celebrity, wealth, or power, and helping build a better society for all. And why the latter choices are morally necessary.

Finally, civic virtue must be practiced. Two years of required public service would give young people an opportunity to learn civic responsibility by serving the common good directly. It should be a duty of citizenship.

A concerted emphasis on civic virtue might eventually change the nature of America’s social incentives, which now are disproportionately weighted toward rewarding greed and celebrity. And–again, as regular readers know, I have long been an advocate for a year or two of mandatory public service.

As Reich concedes, there’s no guarantee that improving and focusing on civic education will lead to more civil and informed discourse, or make us more able to enact sensible legislation.

But it sure couldn’t hurt.

Comments

YES!

Finally, people are seeing the connections. (And this time, I’m not talking about the extent to which America’s problems are grounded in suspicion and hatred of “the Other”–although recognition of that phenomenon has also grown.) I’m talking about civic literacy.

A recent report from the Washington Post began

It has been a bad 12 months for the practice of civics in America.
The U.S. Capitol attacked by thugs. An alleged plot to kidnap a state governor. Bogus claims of widespread election fraud. Violent protests in the streets. Death threats against public health officials. And a never-ending barrage of anger and misinformation on social media directed at, and by, politicians, leaders, pundits and an increasingly bitter and frustrated populace.

As the battles have raged, trust in institutions — government, media, the law — has plummeted.

So how did we get here? And how do we get out?

The article quotes researchers who draw a direct line from our current “civics crises” to America’s long-standing failure to teach civics. Schools do–and have done–a poor job of teaching American government, history and civic responsibility. Priority has been given to development of marketable skills and STEM education. (You can tell which subjects legislators and school systems consider important by looking at which ones are subject to the high-stakes testing that is now widespread. Most systems do not test for civics.)

Now, a diverse collection of academics, historians, teachers, school administrators and state education leaders is proposing an overhaul of the way civics and history are taught to American K-12 students. And they’re calling for a massive investment of funds, teacher training and curriculum development to help make that happen.

The Educating for American Democracy (EAD) initiative will release a 36-page report and an accompanying 39-page road map Tuesday, laying out extensive guidance for improving and reimagining the teaching of social studies, history and civics and then implementing that over the next decade.

If I wasn’t a really old broad, I’d do a cartwheel!

The “road map” attributes the extensive distrust of America’s democratic institutions to the public’s “dangerously low” civic knowledge. When it comes to understanding how America’s government is supposed to function, large majorities are functionally illiterate. The report doesn’t pull punches–it finds that neglect of civic education is a major cause of our civic and political dysfunction.

As readers of this blog know, I’ve been singing this song for the past ten years. The Center for Civic Literacy at IUPUI–which I founded–had documented both the inadequacy of American civic education and the deleterious effects of civic ignorance. (If you want to beat your head against that wall, use the blog’s search function, type in “civic literacy,” and prepare to be inundated with posts and academic papers.

it isn’t simply a matter of devoting more time to civics–it’s also a question of teaching the subject matter effectively.

The report calls for an inquiry-based approach that would focus less on memorizing dates of wars and names of presidents and more on exploring in depth the questions and developments, good and bad, that have created the America we live in today and plan to live in well beyond the nation’s 250th anniversary in 2026. What students need, the report argues, is not a laundry list of facts, but a process that produces a better understanding of how the country’s history shaped its present.

As one teacher was quoted, teaching civics has too often been like preparing students to do well in a game of Trivial Pursuit“– a list of items that you could recite on a multiple-choice test. What students need, however, is a much better understanding of how systems work and how individuals can participate in the processes of electing, debating, governing and consensus-reaching.

The new focus on educating students to become more knowledgeable citizens calls for an investment in teacher training, curriculum development and an approach that would emphasize teaching of history and civics to the same degree as STEM and English language arts courses.

It’s past time.

Comments

Effective Civic Education…In Hong Kong

What is the purpose of civic education?

I could argue–indeed, I have argued–that people who don’t understand the basic structure of their country’s government lack personal efficacy. They don’t know where to go to get their problems with officialdom solved, for one thing.

The argument focused on democratic self-government is obvious: people who don’t know how the system is supposed to work aren’t prepared to cast informed votes.

These observations are true, but incomplete. A recent article in the New York Times reminded me that civic ignorance also aids and abets autocracy. The article reported on Beijing’s belief that civics education has contributed to the uprising in Hong Kong .

HONG KONG — They are sitting in orderly rows, wearing neatly pressed uniforms. But in this class, as they debate the merits of democracy and civil rights, Hong Kong high school students are prompting Beijing to worry that they are increasingly out of control.

The mandatory civics course known here as liberal studies has been a hallmark of the curriculum in Hong Kong for years, and students and teachers say the point is to make better citizens who are more engaged with society.

But mainland Chinese officials and pro-Beijing supporters say the prominence of the city’s youth at recent mass protests is the clearest sign yet that this tradition of academic freedom has gone too far, giving rise to a generation of rebels.

It is certainly the case that both university and high-school students have been active participants in the current protests. And according to the article, students are planning class boycotts intended to ramp up pressure on the government to enact universal suffrage and fully withdraw the contentious extradition bill that triggered the current uprisings.[Update: the government has fully withdrawn the extradition bill, so to that extent, the protests were successful.]

On the mainland, China approaches education as indoctrination.

China’s ruling Communist Party has long seen education as a crucial ideological tool for nurturing loyal citizens. Under Xi Jinping, the country’s authoritarian leader, the party has ramped uppatriotic education on the mainland, helping shape one of the most nationalistic generations of youth that the country has seen in years.

The U.S. has its share of “patriots” who also believe that the nation’s schools should be a venue for inculcating the “proper” perspectives and values. We have an even larger percentage of lawmakers who equate education with job training, and dismiss the importance of a liberal education and the creation of knowledgable , participating citizens.

We have far too many politicians who would enthusiastically agree with Xu Luying, who was quoted in the article:

“There is indeed a problem with the national education of Hong Kong’s youth,” said Xu Luying, a spokeswoman for the Chinese government’s Hong Kong and Macau Affairs Office, at a news conference last month. “Passionately loving the country and passionately loving the motherland should be taught in the first class in school.”

In fact, the critique of Hong Kong’s civics course sounds depressingly familiar. In recent surveys, Republicans have soured on higher education, and make similar accusations.

Many educators and democracy advocates in Hong Kong say the course teaches students to be analytical and objective, even when it comes to examining the party’s flaws. To present a distorted version of history, they argue, is to undermine the intellectual rigor of a system that has consistently ranked among the top in global education indexes.

“They want to make young people dumber and less aware,” said Hoi Wai-hang, 38, who has taught liberal studies for 10 years.

But pro-Beijing officials have accused liberal studies of stoking anti-mainland sentiment.

Some, like Mr. Tung, the former Hong Kong leader, blame the curriculum. Others, including the Hong Kong Island Chaoren Association, a community organization with pro-Beijing views, blame the teachers. The group said in July that students should not have to take liberal studies classes at school because they could be swayed by the political beliefs of their teachers.

The conflict over civics instruction in Hong Kong has highlighted what the article calls “the increasingly untenable contradiction” between academic freedom as a core value and ideological control.

That contradiction isn’t limited to China and Hong Kong.

Comments

Buy This Book!

I think I may be in love with Al Franken. In fact, I think he’d be a great President! (Of course, next to the one we have, my cat would be a great President–and I don’t have a cat. Still…)

I just finished reading Al Franken: Giant of the Senate. I recommend it highly–and not only for its humor. (But the humor is great.)

The book tells the story of Franken’s improbable voyage from Saturday Night Live (and other venues for less than decorous humor) to the U.S. Senate, and it is more informative than most textbooks if you want to learn about the political process, the operation of the United States Senate, the day to day job description of a Senator, and the pros and cons of a variety of thorny political issues.

As the flyleaf says, “it’s a book about what happens when the nation’s foremost progressive satirist gets a chance to serve in the United States Senate and, defying the expectations of the pundit class, actually turns out to be good at it.” It’s also “a book about our deeply polarized, frequently depressing, occasionally inspiring political culture, written from inside the belly of the beast.”

The book is a testament to democratic decision-making and public service, written by a mensch. (Google it.) Franken’s self-deprecating storytelling, his willingness to credit his staff and his family and even his constituents for his accomplishments, is particularly refreshing at a time when America’s Commander-in-Chief insists on taking personal credit for any event that is even remotely positive, whether he had anything to do with it or not. (Any day now, I fully expect him to take credit for the sun rising in the morning.)

If the real Al Franken is the same person who comes across in this book, he’s a great guy–down to earth, level-headed, self-aware–with a great sense of humor. (Genuine humor, when you think about it, requires a sense of proportion and an appreciation of reality.) Evidently, you can speak truth to power without being an asshole; you can be a committed progressive and still get along with equally committed conservatives; and you can take seriously your obligation to represent the people who live in your state without being a sanctimonious prig.

You can also learn how to be an effective “insider” without getting co-opted by “the system.”

The best thing about this book? It restored my faith in the possibilities of democracy. (Note the word “possibilities.”) Given Franken’s candid reporting on the current state of our nation, democracy is far from being realized, but it does remain a (tantalizing) possibility.

Buy the damn book.

Comments