Educators across the land are preparing for Civic Learning Week in mid-March—with the capstone National Forum at the Hoover Institution on March 13—as the nation also gets ready for next year’s 250th anniversary of the Declaration of Independence. In anticipation of both—and recognizing the urgent need to rekindle civic literacy via our schools and colleges—Renewing Civics Education – Preparing for American Citizenship, a five-part podcast series, takes on the challenges of citizenship education: why it matters, what it needs to do differently, what shortcomings it must overcome. The series features distinguished members of Hoover’s Working Group on Good American Citizenship, led by Volker Senior Fellow Chester Finn.
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“Don’t Know Much About” . . . America?
As the United States of America approaches the 250th anniversary of its founding a year from now, the world’s greatest power faces a quandary: how to better instruct its citizens as to the republic’s origins and essence. In this kickoff to a limited series on how Americans can better learn about their heritage, leading up to March’s Civic Learning Week and at one-day national forum hosted by the Hoover Institution, Hoover Volker Senior Fellow (adjunct) “Checker” Finn, a leading voice on education reform, discusses his and his colleagues’ best efforts to reinvigorate civics education across the land, from K-12 through college.
High School Confidential (The Role of Civics in K-12 Ed)
Do high-school students – including those fortunate to attend America’s most prestigious universities – enter college with a solid understanding of American civics (i.e., the republic’s origin and design) or is it more a case of remedial learning? In this installment of Renewing Civics Education – Preparing for American Citizenship, Paul Peterson, a Hoover Institution senior fellow and Harvard University professor, reflects on his experiences teaching an introductory government course and offers thoughts on education reform – school choice, standardized testing – with Volker Senior Fellow (adjunct) “Checker” Finn, one of the nation’s preeminent authorities on education policy and innovation.
Can colleges and secondary schools teach American civics (i.e., an examination of the republic’s good and bad experiences) without being jingoistic? Peter Berkowitz, the Hoover Institution’s Tad and Dianne Taube senior fellow and teacher of a course in American conservatism that’s part of the Stanford Civics Initiative, contends that “patriotism” isn’t necessarily indoctrination. Still, reformers need to look beyond college and the late stages of high school. In a wide-ranging discussion with Volker Senior Fellow (adjunct) “Checker” Finn, Berkowitz suggests that the definition of “civics education” be widened to include core learning at the earliest stages of K-12 and a deeper look at how teachers approach their mission.
Cooperation, Not Compromise in the Classroom
Does a Stanford University initiative reinstating a century-old tradition of American civics learning offer a roadmap for the future of higher education? In this installment, Josiah Ober, a Hoover Institution senior fellow and a Stanford professor taking part in the Stanford Civics Initiative, discusses the path forward in citizenship education with Volker Senior Fellow (adjunct) “Checker” Finn, one of the nation’s preeminent authorities on education policy and innovation.
A “Middle-School Dance” of Trust
In an Information Age during which decentralized news and information have contributed to a greater lack of trust in government and traditional media outlets, is it possible to restore confidence in both institutions? Nick Mastronardi, a Hoover Institution veteran fellow and software innovator in the field of public-sector communications, discusses advances in data collection and artificial intelligence and a positive impact on government behavior with Hoover Volker Senior Fellow (adjunct) “Checker” Finn, one of the nation’s preeminent authorities on education policy and innovation.
