Lee Hamilton
I can think of no task more important for the future of American democracy than teaching young people about our system of government and encouraging them to get involved in politics and community service. This has been a passion of mine for a long timeduring the 34 years I served in Congress, and continuing since I retired from the House in 1999 and established the Center on Congress at Indiana University.
When we fail to educate our children about our history and our system of representative government, we miss an opportunity to enrich their lives, and we miss an opportunity to enrich our country through their involvement. Civic education helps people reach their full potential. It challenges a young person to develop an idea, ask a question, take a stand, speak in public. Civic education can foster positive social interaction within schools and communities, teaching the skills, dispositions, and traits of character that encourage people from varied backgrounds and with different views to listen and to seek common ground. Civic education is the surest antidote to cynicism and apathy, because it shows a young person that he or she can, indeed, make a difference.
America faces challenges today that are so serious they can be downright frightening. A financial crisis, two wars, the threat of terror, and global warming are piled on top of our traditional struggles with economic inequality, access to health care and quality education, racial division, and crime. The more challenging our problems become, the more we need our younger generation to be able to work together to solve them. Human beings dont automatically obtain the skills and knowledge they need to address serious public problems. We must learn to be active citizens, and that takes guidance and experience.
Engaging Young People in Civic Life shows that civic education is much more than the traditional high school class about how a bill becomes a law important as that may be. It includes all the ways that we prepare young Americans to address our great national challenges. It means moderated discussions of controversial issues in classrooms, which can teach youth to deliberate civilly
Engaging Young People in Civic Life
and responsibly about serious matters. It means young people taking part in student governments and scholastic news media; becoming involved in city governments or working with the police to prevent crime; serving their country at home and abroad; and participating in politics as campaign workers, canvassers, and voters.
These opportunities are far from luxuries. They are essential to the preservation and development of our democracy. As Benjamin Rush, a signer of the Declaration of Independence and one of the first advocates for public education in America, argued, There is but one method of rendering a republican form of government durable, and that is by disseminating the seeds of virtue and knowledge through education.
Rush might be concerned about the durability of our republic today. In the 2006 National Assessment of Education Progress, two-thirds of students scored below proficiency in civics. Not even a third of eighth graders surveyed could identify the historical purpose of the Declaration of Independence. Less than a fifth of high school seniors could explain how citizen participation benefits democracy.
These statistics are averages. They conceal very serious disparities in civic education, as Joseph Kahne and Ellen Middaugh show in their important chapter in this book. It is not much of an exaggeration to say that we reserve civic education for successful students in high-scoring schools. The very teenagers who most need opportunities for civic learningthose who will not attend college and who live in our most stressed communitiestend never to be included in current-events discussions, service projects, and other experiences that would develop their civic skills.
We invest billions of public dollars in the further education of college students, which often includes opportunities to develop their civic skills, knowledge, and confidence. But those Americans who do not or cannot attend college are eligible for almost no civic education beyond the little they received in high school. No wonder there are stark gaps between youth who attended college and those who did not in almost every form of civic engagement, including voter turnout, volunteering, and group membership.
One of the damaging myths about civic education and civic engagement is that young people dont care. Stereotypes about youth as apathetic or irresponsible are demonstrably false, and they contribute to an educational system that is much too narrowly focused on preventing kids from dropping out or getting in trouble with the police. Many young Americans want opportunities to contribute, lead, and address serious problems. When we give them such opportunities, they thrive. When we deny them the chance to contribute, we alienate them and waste their human gifts.