Virtual Conference 1999
| program | discussion | feedback
|
 |
The American Political Science Association Task Force on Civic Education |
|
| Melvin Dubnick |
 |
| Whenever she is asked what her husband teaches, my wife
responds "advanced cynicism and general despair." Perhaps she is not far off the mark in her description of political science (or at least this political scientist). Despite that characterization, it would be a mistake to paint us using brush strokes similar to those applied to our colleagues in the "dismal science" of economics. Those familiar with the history of our discipline know that we are -- at our core -- a rather hopeful group. Our emergence in the United States is directly linked to the Progressivism of the late 19th century, and our intellectual roots in the enlightenment underpin a fundamental belief in the ability of humankind to overcome obstacles to the good life through reasonable thought and action. Yet, over the years our discipline has been built on a body of work reflecting observations of the political world that would give pause to even the most naively optimistic among us. In tone and content, many of our textbooks and lectures have become laced with cynicism and disappointment about the political system. But there is something in our "nature" as political scientists that won't let go of the hope that through the knowledge dissemination -- that is, through our writing and teaching -- we can make a difference, perhaps even change the political world into an arena where citizens and citizenship can thrive. For me, that natural inclination explains why the creation of an APSA task force on civic education in 1996 was so well received. As Elinor Ostrom's presidential organizational initiative, the Task Force on Civic Education in the Next Century includes members from a range of areas and perspectives within the discipline. What they share is a belief -- shared with the APSA's founders -- that we have a professional obligation to promote and enhance civic life through our research and teaching duties. There are disagreements about the specific form and content of our efforts; more important, there is also a consensus that civic education is a fundamental premise for our discipline and profession. Consider the debate surrounding the objectives of civic education. Stated in terms of extreme options, should we focus our efforts on developing strategies for instilling patriotic values in students, or should we be providing them with the critical skills needed for active engagement? Should we put our energies into revitalizing the civic norms and behavior of the past, or should we attempt to develop civic education curricula more relevant to the social norms and behavior of the MTV generation? The real and potential disagreements are many -- but there is little or no conflict over the need to do something about the current state of civic education. During its first two years, the Task Force has worked to define the problem of civic education and to articulate a position on our mission. Much effort has been devoted to bringing together the research on the issue of civic education and finding out what others have been doing to deal with this problem. We are at the point where an action agenda for the Task Force and the discipline might be emerging. Thus far, service education has received the most attention, but projects more directly related to classroom instruction and precollegiate education are getting more attention. At certain points in the process, our disagreements are likely to seem overwhelming. I am an optimist, however, in my belief that we have a common core interest in promoting citizenship. That belief will bridge the differences. Building that bridge -- or at least setting the foundations for such a bridge -- is a key function of the Task Force. |
|
conference links: program | discussion | feedback
{ Top of Page }
Teaching Politics is published by William J. Ball (ball@tcnj.edu)
