TRUMP SUPPORTERS PART 3: Why? An education population is necessary for democracy

The founding fathers were convinced that education was a critical component for democracy to work. They also believed that an aristocracy of wealth was the demon that could wreck democracy. To that end they believed education ought to be available to every citizen, that it be public, and free of religion and ideology. It was a cost worth bearing.

Samuel Adam wrote to James Warren in 1779, “If Virtue and Knowledge are diffused among the People, they will never be enslav’d. This will be their great security. (I take comfort that his grammar seems on to on a par to mine.) Thomas Jefferson wrote frequently to his colleagues about the essential role of education for a democracy to work, for instance, this letter to Joseph Cabell in 1818: “A system of general instruction, which shall reach every description of our citizens, from the richest to the poorest, as it was the earliest, so will it be the latest, of all the public concerns in which I shall permit myself to take an interest.” The writings on the importance of education are rampant among the conversation and correspondence of the early promoters and creators of democracy.

In light of that you would think that civics, teaching about our government and how it works would be very prominent in our educational system. It’s not. Only 9 states plus the District of Columbia require of yearlong course in civics in our country. In 30 states such as Iowa where I taught civics, a half a year is required.  And, 11 states just say “posh and fiddle” and require no civics education at all. (“The only good government is no government.” See previous simple statement in part II.)

The results of the paucity of education are apparent. If you asked folk at random, as Jimmy Kimmel is prone to do, only 26 of a hundred good citizens can list the 3 branches of government. (Hint, they are not Elm, Hickory or Oak.) Given this lack of understanding it is not a surprise that on 18% of our citizens trust the government. Lately we have pushed math and writing at the expense of civics. These subjects after all are important in getting jobs and reaching our material goals. Civics? No so much unless you are a lobbyist, then you will make big bucks. (Oligarchy pays, at least some people.)

For those states that do teach civics they appear to emphasize data: The Bill of Rights, systems of governments, and some awareness of local and state voting processes. Among the curriculums examined 0.0% taught about experiential learning or local and national problem solving methods. We may be critical of government but we lack critical analysis of the issues (they are not the same thing.)

Along this line only half on the states give school credit for community service.

There are good materials available for teaching civics. The Southern Poverty Law Center has material for teaching tolerance as a basic American value. If tolerance was indeed an American value and was practiced think our different that past four years or the past 40 years could have been.

In my humble opinion civics should be required in every state, preferable a year long course. I think it should include: 1)instruction on civics, government, law, economics and geography, 2)daily discussion of current events and the encouragement of everyone to speak, (I’d also toss in lesson on listening skills as well), 3)service opportunities and credit for them, 4)extra curricular activities, 5)student participation in student government, 6)simulations of democratic processes, 7)literacy about the new media resources (and old) and judging their credibility, 8)Action civics (you figure that out), 9)the social and emotional effects of government of those governed, 10)finally, the social climate for changes and reform of government.

I will refrain from engaging in a long tirade of the advantages of liberal arts education vs the trend towards “how’s this class going to make me bucks?” education which is making higher education lower. Or another spiel on valuing trade schools equally to college education and the need for teaching not just teaching of trade “skills” but trade etiquette and civility or, - civics for the trades.

Until the next time.