Reconnecting Education to Democracy: Democratic Dialogues

Mr. Westheimer Mr. Kahne, guest editors of this special section, note lack of consensus regarding means goals of civic education in U.S. While there is increasing tendency to view democratic citizenship in terms of service patriotism, authors in this section argue that there are many more dimensions of civic engagement for which schools should be preparing students. FOR MORE THAN two centuries, democracy in United States has been predicated on citizens' informed engagement in civic political life. For much of that time, public schools have been seen as essential to support development of such citizens. know of no safe depository of ultimate powers of society but people themselves, Thomas Jefferson wrote in his famous 1820 letter to William Jarvis, and if think [the people] not enlightened enough to exercise their control with a wholesome discretion, remedy is not to take it from them, but to inform their discretion by education.1 Belief in fundamental importance of civic education for democracy has been long-standing. But if educators can agree that schools have a role to play in educating democratic citizens, they can't seem to agree on that means. Indeed, has most strongly characterized recent discussions of democracy education -- in particular those that followed attacks on World Trade Center Pentagon -- has been a striking lack of consensus about democracy requires of citizens of schools. The very same efforts that are applauded by some are viewed as the problem by others. We are living in a teachable former Secretary of Education William Bennett wrote in Wall Street Journal one year after September 11th.2 He believes that an appropriate response to September 11th begins with . . . moral clarity, clarity that calls evil by its true name that should point students to what is good right true. Other educators believe this is a teachable moment, too. But, unlike Bennett, they see opportunity to explore difficult unresolved issues in politics, religion, international relations. Hoping to address ignorance of many students when it comes to international affairs, they prefer a curriculum that broadens Americans' traditional mindset. For example, Janet Myers, a Missouri English teacher, believes that we have to understand is going on in minds of terrorists, seems real rational to them.3 Or consider recently released high-profile Carnegie report, The Civic Mission of Schools, which details concerns about democracy civic disengagement suggests how schools might improve situation. Many, such as David Broder of Washington Post, praised report for focusing educators' attention on need to stem erosion of political participation by young people.4 Others, such as Fordham Foundation president former Assistant Secretary of Education Chester Finn, gave report a C- faulted it on same grounds -- its emphasis on helping students develop capacities commitments needed to engage in political activity influence public policy.5 Finn argued that report should have emphasized nonpolitical activity, such as being a good neighbor or community volunteer. Students are no more in agreement on good citizenship means than are teachers, policy makers, politicians. When asked it means to be a good citizen, one student from a focus group conducted in urban California school replied, Someone who's active stands up for they believe in. If they know that something's going on that is wrong, they go out change it. But a student from a different urban California school told us that to be a good citizen, you need to follow rules, I guess, as hard as you can, even though you want to break them sometimes. Like cattle. This lack of consensus around civic goals of schooling underscores challenge complexity of deciding want schools to accomplish how to make this happen. …