Civics educators, community leaders, and scholars gathered at the Hoover Institution on Thursday, March 13, for the iCivics Civic Learning Week National Forum to share stories, ideas, and insights on strengthening civic learning in an era of increasing political polarization. Discussions centered on the dual imperative of expanding civic knowledge and fostering civil discourse—both of which are essential for sustaining a healthy democracy and building trust in institutions.
Presented by iCivics, the Hoover Institution, and Hoover’s Center for Revitalizing American Institutions (RAI), the day’s events emphasized the importance of ensuring that people of all generations have the knowledge, skills, and dispositions necessary to actively participate in America’s experiment with democratic self-governance. Panelists and participants explored how trust and cooperation can be cultivated within an informed citizenry, ensuring that civic education not only imparts essential historical and institutional understanding but also nurtures respectful dialogue across ideological divides.
Remarking on how civics instruction today appears to dwell less on educating pupils about how government actually works, RAI Director Brandice Canes-Wrone told attendees improving civics education is the place to start.
“At RAI we believe an important part of revitalizing American institutions is rectifying these situations by contributing to efforts to revitalize civics education.”
The National Forum brought together civic learning leaders from across the country to discuss civic learning innovations, to explore efforts to improve research and practice, and to amplify the critical role civics plays in sustaining and strengthening democracy.
Making the Case for Pluralistic Civic Learning
Looking at how civics—both in and out of the classroom—can help youth understand the value of pluralism in their lives, Jane Kamensky of Monticello, Benjamin Klutsey of the Mercatus Center, and Hoover Senior Fellow Josiah Ober discussed how individuals today should feel confident enough to share viewpoints their peers might disagree with, and understand the importance of their participation in democracy.
Klutsey described the importance and challenges related to pluralism, and Ober spoke of his work with the Stanford Civics Initiative, where undergraduates are required to take courses that involve civil disagreement and dialogue.
Kamensky said that the value of civil debate and dialogue is that they can open individuals’ minds to the possibility that a position they originally held may be wrong and persuade them the counterpart they initially disagreed with may be right.
What Kind of Citizen Am I?
Senior Fellow Chester E. Finn Jr., who heads the Good American Citizenship Working Group within RAI, spoke about a new online self-assessment tool currently in development. The self-assessment involves a ten-minute survey that allows users to reflect on their civic values and knowledge, as well as their preferred forms of engagement within their communities. Finn says it can become a valuable tool for educators, researchers, and the general public, as it enables access to cohort- and population-level data about conceptions of citizenship and has the potential to spark broad reflection upon enduring civic tensions and what it means to be a citizen.
Pluralistic Civic Learning in Practice
In describing how the skills acquired in pluralistic civic learning can be applied in practice, Hahrie Han, director of the Stavros Niarchos Foundation Agora Institute, moderated a discussion with Distinguished Hoover Fellow Gen. Jim Mattis, Sharon McMahon, CEO of The Preamble, and State University of New York (SUNY) Chancellor John B. King that provided valuable examples from their own lives and career pathways. Speaking about his forty-three years in the US Marine Corps, Mattis emphasized the importance of civilian control of the military, why political biases should not be part of the warrior ethos, and the value of public service in general. McMahon stressed the need for understanding the deep complexity and nuance of figures in history, such as some of America’s Founding Fathers, who on the one hand heralded the principles of freedom and democratic rule but on the other were often themselves slaveowners. Chancellor King suggested that civic engagement was a critical aspect of fostering engagement and understanding. He highlighted SUNY’s Empire State Service Corps as an example of how national service exposes students to different communities and perspectives.
Civics and the Classroom
In the first of a two-part discussion involving youth and educators, Ashley Woo from RAND Corporation presented findings from a research study involving surveys of teachers, in which she and her colleagues sought to understand how state policies restricting instruction on the topics of race, gender, and sexual orientation are negatively impacting teaching. She explained that the study highlighted two key implications: Many teachers avoid social and political topics, and when they do teach these topics, their approach often aligns with public preferences. Second, the study recommends that schools and districts should address these topics in a factual evidence-based perspective, in communication with parents, and in a manner that allows for viewpoint diversity and fosters students ability to engage in civil discourse.
In the second part, Noorya Hayat of the Center for Information and Research on Civic Learning and Engagement (CIRCLE) at Tufts Universit explored how early civic learning prepares young people to be engaged citizens and lifelong voters.
Using data from a survey of 18-34 year-olds conducted after the 2024 election about their experiences in high school, Hayat said that respondents who felt a sense of belonging and were able to express their opinions in school were more likely to feel confident participating in civic life.
Youth and Young Adults and Civics: In Their Own Words
The concluding section, moderated by Rajiv Vinnakota of the Institute for Citizens and Scholars, explored the civic preparedness of the younger population, with Vinnakota asking participants to comment on how young people perceive the value of American democracy.
Speakers included students attending university and high school and young adults now in the workforce. Many expressed concern about the level of political polarization among youth today, and they discussed the various ways in which people with different views can be brought together through civics education and related activities such as debate teams and clubs. One speaker criticized the tendency of young people to ascribe the ideas people express to explain their whole identity, leading people engaged in healthy debate to begin to view those they disagree with as opponents or enemies.
The US at 250
In afternoon remarks, former US Treasurer Rosa Rios, who now leads America250, a nationwide initiative to commemorate the 250th anniversary of the United States, told attendees about plans to get as many Americans as possible involved in ceremonies and celebrations for the 250th anniversary of America’s founding in 2026. She reflected on her own humble beginnings as one of nine children living in Hayward, California, and expressed hope that the semiquincentennial celebrations could encourage children of today to dream big, consider a life of public service, or otherwise feel proud of their country and work to continue its success.
Investing in Our Nation’s Future
In this session, Daniel Stid of the American Enterprise Institute, Kathryn Bradley of the Purpose of Education Fund at the Stuart Foundation, Louise Richardson of the Carnegie Corporation of New York, and Hanna Skandera of the Daniels Fund discussed the value of civic education and related programming offered primarily at the K–8 grade level, and the role foundations and philanthropic organizations play in expanding civics at all levels. They also entertained how civics programming could emphasize active participation at the municipal level of government to counteract polarization. One suggestion was to integrate discussions related to quality-of-life issues at the local level, such as repairing roads or improving sanitation, into civic learning, noting that doing so cuts across party lines and can help bridge divides within communities.
Breakout Sessions for Civics in Practice
In the afternoon, attendees had the opportunity to join one of nine breakout sessions, each related to a topic vital to the future of civics education. Topics included civic learning in the religious context, information literacy in the age of artificial intelligence, and research on the impact of civics education on daily life.
In one session, Hoover fellows Douglas Rivers and Benjamin Ginsberg discussed the 2024 presidential election outcomes. They detailed the broad shift to the right among the electorate last November, including among roughly 3,000 of the 3,200 US counties, where vote share shifted to Trump from the previous election. And they stressed that this development is “about more than who sits at the top of the ticket.” Both Rivers and Ginsberg said understanding this general trend rightward in the electorate reinforces the need for politically unbiased civics education.
The Role of Civic Leaders in the Movement for Civic Learning: Condoleezza Rice in Conversation with Utah Governor Spencer Cox
Hoover Institution Director Condoleezza Rice spoke with Utah Governor Spencer Cox about the role leaders play in setting the scene so young people can learn about civic learning and develop the practice of civil debate, and how public office holders can better demonstrate that type of behavior to the public in a polarized political environment.
Cox said he tries to demonstrate civility by example as governor. He has appeared in ads with his political opponents, urging the public to vote or to see those whom they disagree with as equals worthy of consideration.
He also stressed that for children in schools, it appears that, for decades, educators have largely not encouraged the growth of young people to become informed citizens. He urged teachers to demonstrate to students of today that it is their duty to be informed about current events and civics. Lacking the ability to discern fact from fiction, an electorate can be susceptible to pernicious campaigns of misinformation and conspiracy theories.
Further, both Cox and Rice agreed that the best teachers when it comes to imparting civic wisdom are the ones who embrace complexity, encourage curiosity, and expect critical thinking as opposed to conformity from their pupils.
Rice recalled an avowed pacifist who wanted to attend Rice’s Stanford class on national security. For the first assignment, Rice said, the student submitted a paper that was filled with few cogent arguments, so she gave him a “shape Stanford students aren’t used to,” otherwise known as a C grade.
Even if she didn’t personally agree with the student’s viewpoint, Rice said, the fact that teachers and students don’t always see eye-to-eye about a topic doesn’t mean a teacher should excuse a student’s sloppy thinking or poorly formed arguments.
She remembered telling the pacifist student that her goal as his teacher was to make him the best-prepared pacificist out there.
