Civics Education

Thoughts from the Middle

Civics Education

By

Robert Fischer

“Democracy must be born anew within each new generation, and education is its midwife.” John Dewey

To be honest, I have procrastinated on this article.  Writers block is real.  I struggled to find the words that adequately convey the serious nature of civics education. 

Introduction

How many of you have taken time to read our Constitution?  If you were lucky, you were probably required to become familiar with at least parts of it when you were in either junior high or high school.  You may have even taken a Constitution exam in order to graduate.  I am not too sure how many of us remember what we were taught, and actually practice, civic involvement.  I am even more concerned that the younger generations, who had less exposure to civics, are letting our democracy slide into the hands of the few.  What has happened to civics education and citizen activism? 

A Brief History

Our founding fathers envisioned a democratic nation where the average citizen participated in the election of representatives who voted their constituents’ views.  They repeatedly stated that a public education to prepare our youth for active participation in our self-government was essential to the survival of a healthy democracy.  Citizens should be able to debate using critical thinking.  Name calling and “one lane” thinking were not considered to be valuable skills!  These great minds wanted our educational system to teach responsible and informed engagement in government affairs.

George Washington said, “A primary object . . . should be the education of our youth in the science of government.  In a republic, what species of knowledge can be equally important?  And what duty more pressing . . . than communicating it to those who are to be the future guardians of the liberties of the country?” Thomas Jefferson believed that an educated population was essential to keeping the government in check.  He said, “ I know of no safe depositor of the ultimate powers of society but the people themselves, and if we think them not enlightened enough to exercise their control with a wholesome discretion [freedom of choice], the remedy is not to take it from them, but to inform their discretion by education.  This is the true corrective of abuses of constitutional power.”

Civics Education Today

Our founders wanted not only an electorate that would understand the concepts of self-government, but who also could be critical in their thinking, and able to debate issues with passion– not anger.  One sided belief was not good for the country.  Fifty years ago, it was not uncommon for American high schools to have three civics oriented courses.  (http://neatoday.org/2014/90/02/the-testing-obsession-and-the-disapperaing-curriculum-2/)

Today, most schools only have one civics course.  All 50 states require some form of government class; however, many of these offerings are nothing more than preparations for state mandated constitution tests.  The attention is on rote memorization rather than meaningful interaction with the subject matter.  Students should be required (or at least encouraged) to look at pending legislation, learn to debate (seeing both sides of an issue), study superior and Supreme Court decisions and their impact, and perhaps volunteer for community activities. 

What Can Be Done?

The National Education Associates suggests the following actions:

• Provide formal instruction in government, our history, and democracy that is more than rote memorization to pass a Constitution test.
• Include discussion of current events in classroom discussions.
• Find ways to allow students to experience what they learn in the classroom – e.g., simulated elections and debates.
• Encourage community involvement.
• Expand the role of student government organizations.  Give the students real issues and real power to find solutions.
• Support teachers who talk about politics and current events.

Unless we provide the information and tools needed to make our democracy work, we will end up losing that which we cherish most — our freedom.

The Consequences of Non-Action

We are already seeing the consequences of our failure to maintain adequate civics, history, and social sciences in our curricula.  Social media, one sided (biased) publication, blogs, and media companies have been all too successful in selling misinformation.  These successes are obvious.  Unsupported views regarding COVID 19 are not only widespread, but also accepted as “gospel” by many.  The same may be said of the “Great Lie!” regarding a stolen election.  The power of the success can be seen in efforts to overturn state elections in the case of the “Great Lie,” and the widespread use of alternative medication such as hydrogen peroxide, animal de worming medication, and Clorox to treat COVID.

Many people do not know how to evaluate information.  Instead the mantras formed from this misinformation are “I know my rights!” “I have my freedom of choice!” and other statements that indicate a failure to understand the whole of our founding fathers’ thinking. While the Constitution (Bill of Rights) sets out the rights of the people in relation to their government, it is also clear that the rules which govern our nation are established by the majority over the minority.  Compromise was often the best way to establish law. Without this understanding there is no democracy.  Minority views must be acknowledged, but the law stands until there is enough support to have it changed. 

It is the responsibility of the government to ensure the safety of its citizens.  This is accomplished through laws and directives.  The mask mandates and vaccination guidelines regarding COVID have been established to protect the majority of Americans.  Election laws have clearly established that the Electoral College voted for President Joe Biden.  Donald Trump lost. 

Failure to accept directives regarding COVID, or the results of the Presidential Election, is pushing Americans toward a state of anarchy. 

The Potential Remedy

If America is to remain a great democracy, the precepts established by our founding fathers must be secured.  In order to achieve this, our schools must return to placing proper emphasis on civics, history, and social science.  Our future generations must understand how our government is designed to work.  This includes not only their rights, but also their obligations, and our system of rule of law. They must have an appreciation of our history.  This includes both great achievements as well as failures.

For further discussion on this issue consider reading, “Universities Are Shunning Their Responsibilities to Democracy,” The Atlantic, Ronald J. Daniels, October 3, 2021.