Author Archives: Peter

About Peter

Associate Dean for Research and the Lincoln Filene Professor of Citizenship and Public Affairs at Tufts University's Tisch College of Civic Life. Concerned about civic education, civic engagement, and democratic reform in the United States and elsewhere.

support civics in Massachusetts #CivicsforMA #MAcivicsforall

Right now is a “virtual advocacy day” for Massachusetts S.2375, “an act to promote and enhance civic engagement. I’m doing my bit by blogging in support of the law–which will also need an adequate appropriation. The bill would:

  • Require that all public schools teach American history and civics education in accordance with the History and Social Science Curriculum Framework.
  •  Establish a “Civics Project Fund,” which shall be used by the Department of Elementary and Secondary Education (DESE) to implement the various requirements of the bill (including offering professional development and developing model curriculum). The fund will consist of appropriations and donated funds.
  • Mandate that every student in the Massachusetts public school system have the
    opportunity to participate in at least 2 student-led civics projects, at least one of which
    would be completed after 8th grade and would be a graduation requirement. Projects may be individual, small group, class-wide, or as part of required coursework.
  • Allow DESE, subject to resources, to establish regional civics councils to monitor and
    provide resources for civics education implementation throughout the commonwealth.
    DESE may also hold annual conventions for such regional councils to meet and assess
    the state of civics education, share best practices, and make recommendations to the
    Board of Elementary and Secondary Education (BESE).
  • Require DESE, subject to resources, to create tools aligned with the History and Social
    Sciences Curriculum Framework to support districts in implementation .
  • Require DESE, subject to resources, to establish the “Edward Moore Kennedy and Edward William Brooke III Civics Challenge,” which shall be available to all eighth-grade public school students. Student participants will present civics projects for evaluation and recognition.
  • Direct the Secretary of the Commonwealth to establish a “High School Voter Challenge” in which every public high school may nominate one or more students to serve as voter outreach coordinators. Designated “high school voter challenge weeks” will be used to hold voter registration drives for students who are eligible to register or pre-register to vote. The Secretary will also be responsible for disseminating information to cities and towns to promote youth membership on municipal boards, committees and commissions.
  • Require BESE to provide opportunities for educators to receive professional development.
  • Require DESE to convene a commission to develop a proposal for the establishment of a civic education and public service program for Massachusetts youth.
  • Require DESE to conduct a study on the implementation of the act.

See also: the first “civic ed” bill: 1642my exchange with Beth Rubin about policy for civics; and new overview of civic education

where youth stand on the 2018 election

On April 30, Reuters drew attention with the headline, “Exclusive: Democrats lose ground with millennials – Reuters/Ipsos poll.” The basis was a pair of online surveys of more than 16,000 registered voters under age 35 conducted in 2016 and 2018. In the 2016 survey, a generic Democratic House candidate beat a generic Republican by 28 points (55%-27%). In the 2018 survey, the lead had narrowed to 18 points (46%-28%). Among White men under 35, the generic Democrat lost 11 points between these surveys, and the generic Republican gained 10 points, putting the Republican ahead among this demographic group.

It is important not to overstate the decline based on this single comparison. Democrats have held a consistent and substantial lead in generic House candidate surveys since 2017. According to Reuters’ own tracking poll, in the week ending May 6, 2018, a Democratic generic House candidate led a generic Republican by 24 points (44%-19.6%) among 18-29s. In contrast, Reuters is currently showing a Democratic lead of only 6.3 points for all adults.

Over the whole period since June 2017, the Democratic ticket has always led the Republican ticket among 18-29s, and there is no sign of decline. Among age groups, under-30s have been by far the most favorable to Democrats.

On the other hand, there is no question that young Americans view the Democratic Party brand with some skepticism, and this creates headwinds for candidates in 2018. Reuters reports that 34% of under-25s think that the Democrats have a better plan for the economy, but 32% prefer the Republicans’ plan–basically a tie. Even as surveys show young people becoming more likely to identify as “liberal,” they also show declining willingness to identify as Democrats (with most shifting to Independents).

Millennials first entered the electorate in significant numbers in 2008, and, despite the recession, a majority felt they were middle class that year. But the proportion who identified with the middle class slipped a bit in 2009 and then slumped dramatically in 2010, not yet to recover. In 2016 General Social Survey, just one third of Millennials placed themselves in the middle class. And according to CIRCLE’s survey conducted around that year, only 17 percent of Millennials felt that the “economic system in this country is basically fair to all Americans.”

Thus, even while the nation saw a long (if slow) economic recovery under President Obama, Millennials were experiencing a rapid drop out of the middle class and drawing negative conclusions about the economic system. Since 2017, unemployment has fallen, and it’s possible that surveys would show some improvement in Millennials’ sense of their own economic circumstances under President Trump.

I conclude:

  • Democrats must reach out to youth to capture the support of this constituency, which leans their way.
  • Republicans can reasonably expect to contest the youth vote, if they try.
  • Candidates should address a wide range of economic concerns, including but extending beyond college affordability.
  • Antipathy to Donald Trump is real, but Millennials need other reasons to support Democrats.

See also: the politics of student debtthe weakening bond between millennials and the middle classnew CIRCLE report on Millennials’ ideologyhow Millennials split on some key issues; and how talking about Millennials obscures injustice.

take a survey on civic education in the US

Would you be willing to take a survey that will help a new coalition expand and improve civic education in the USA? This coalition is led by iCivics, and many leaders in the field have already joined. I am part of this coalition.

The online survey will take less than 15 minutes to complete. It will ask you a few questions about who you are, how you personally relate to civic education, and what you think about the state of civic education today.

The survey will also lead you through an exercise called the “Five Whys.” You’ll be asked whether you think that we provide good enough civic education in the USA today. If you don’t think so, you’ll be asked “What is one reason that civic education is not good enough today?” You’ll suggest a reason, and then you’ll be asked why you think that reason exists. Next, you’ll be asked for a reason for that reason. This activity will continue until you have had a chance to offer a chain of five reasons.

This brainstorming exercise will allow a broad range of people to suggest underlying causes of unsatisfactory civic education. (Or you may argue that civic education is fine as it is.) Some people who take this survey will also be invited to take a second survey later on. The second survey will help us to organize and prioritize the causes.

If you wish to take the survey, this is the link:

https://tufts.qualtrics.com/jfe/form/SV_3Cbxqjvq3Cgm1KJ

It can be taken on a computer or a smartphone.

The survey begins with more information about the research and requests your consent to proceed. If you are under 18 years old, you must ask a parent or guardian also to give permission by typing his or her name in the form.

ambition: pro or con?

How should we think about ambition? Here are four possibilities:

  1. It’s basically a sin. According to the OED, “ambicioun” already appears in 1449 on a list of “vicis” (vices), right between “pride,” and “vein glorie.” It’s the selfish desire to extract credit, regardless of the merit of one’s act. If it motivates good action, then the action is good, but not the motive. It would have been better if the actor had been moved by something else. In that sense, it’s like greed, which can spur people to make valuable products but still discredits the actor.
  2. It’s a natural motivation that human beings just have, to various degrees. There’s not much point moralizing about it. What we should do is figure out how to channel it to good ends. For instance, in a well-functioning republic, people who have political ambitions must persuade the public, and that channels their ambitions to public ends. The analogy is not to “greed” (which is, by definition, a vice) but to ordinary financial motivations. It’s neither good nor bad that people want money; the question is whether the economy rewards good products and services.
  3. It’s not an appropriate category for ethical assessment because it’s really two or more different things. There is the ambition to make the world a better place and be recognized for it, which is honorable. And there’s the ambition just to be famous or powerful, which is pernicious. Much as we can distinguish agape from lust as two of the many forms of love, so we should divide ambition into varieties and then assess them separately.
  4. It’s a good thing. John Adams observed, “Wherever men, women, or children are to be found, whether they be old or young, rich or poor, high or low . . . ignorant or learned, every individual is seen to be strongly actuated by a desire to be seen, heard, talked of, approved and respected by the people about him and within his knowledge.” Hannah Arendt quotes this passage approvingly because, in general, she admires human beings who step into the public sphere to be “seen, heard, talked of, approved and respected.” That is not merely a motivation to do a good job; it is part-and-parcel of being a public figure, which is a worthy way of life. By exercising ambition, you become a persona of history, as in Lin-Manuel Miranda’s Hamilton: 

I may not live to see our glory!
But I will gladly join the fight!
And when our children tell our story…
They’ll tell the story of tonight.

I leave it to anyone who’s interested to choose among these four options or to come up with other ones. I would, however, make a couple of observations.

First, I am generally skeptical about the kind of move made in #3 above, the casuistic division of widely-used concepts into subcategories. The problem is that very often there’s something important left over when you try to make the split. For example, love is not necessarily good. Many cases of love are harmful. But the fact that love is often good (or even wonderful) necessarily colors even the bad cases, and vice-verse. Instead of trying to divide love into sharply distinct forms–romantic love, brotherly love, lust, self-love, etc. and judging each one as a category–it’s better to say that love can always be good or bad, or a bit of both. I delved deeply into this obscure issue in my book on Dante, because Dante envisions the afterworld as a system for categorizing types of love–all the way from Satan to God–yet he also sees the echoes of the good love in the bad.

Second, an anti-democratic prejudice may underlie some of the criticisms of ambition. The word comes from the Latin ambitio, which originally just meant “going around.” According to Lewis and Short’s Latin Dictionary (courtesy of Tufts’ Project Perseus), the word came to mean “the going about of candidates for office in Rome, and the soliciting of individual citizens for their vote, a canvassing, suing for office (by just and lawful means).” From there, it gained the sense of “a striving for one’s favor or good-will; an excessive desire to please, flattery, adulation.”

Ambitio translated the Greek word eritheia, which (per Thayer’s Greek Lexicon) was “used of those who electioneer for office, courting popular applause by trickery and low arts,” AristotlePolitics 5, 3. From there, it came into the Greek New Testament to mean, “courting distinction, a desire to put oneself forward, a partisan and factious spirit which does not disdain low arts; partisanship, factiousness”: James 3:14, 16. No wonder Thomas Nashe (1593) defined the English word ambition as “any puft vp greedy humour of honour or preferment.”

This etymology reflects cynicism about the act of “going around” if you’re looking for votes. But we want people to do that. In ancient times, the main critics of seeking popular support were elitists who preferred rule by aristocrats. Almost by definition, an aristocrat is one who does not have to strive for favor or good-will, because he is just “best.” Neither Aristotle nor the New Testament makes a positive case for democratic politics.

The question is whether this etymology is rooted in a problematic elitism. In that case, we should at least be open to Arendt’s positive view.

See also: Arendt, freedom, TrumpHannah Arendt and Lin-Manuel Mirandataking satisfaction from politics in the face of injustice

article about the Civic Studies major

“Civic Studies Major Begins in the Fall: The new program will combine academics and civic engagement,” by Helene Ragovin in Tufts Now:

Since the university’s founding, civic engagement and rigorous academics have been “deeply embedded in Tufts’ DNA,” says Tisch College’s Peter Levine. Now a new civic studies major in the School of Arts and Sciences continues that tradition.

The faculty of Arts and Sciences in March approved the program, which will begin in the fall 2018 semester. It will combine the experiential component of community internships—a hallmark of the Jonathan M. Tisch College of Civic Life—and the scholarship from the emerging discipline of civic studies. It is believed to be the first program of its kind at a university.

“While a lot of colleges have programs and encourage being civically engaged, there are no majors that are as academically centered as this one,” said Levine, the associate dean for research and Lincoln Filene Professor of Citizenship and Public Affairs at Tisch College. “With civic studies as a major piece of what we offer, it furthers our goal of making Tufts the best in the world for civic education.”

Levine, along with Erin Kelly, associate professor and chair of philosophy, and Ioannis Evrigenis, professor of political science, will teach the introductory course for the subject. Levine said Kelly was a key player in establishing the new program and shepherding it through the approval process. Levine and Kelly will be the program directors.

Civic studies is an interdisciplinary program, and students will be required to take it as a double-major, along with another discipline from Arts and Sciences. The major will require eleven courses, including the introductory course, an internship, and a capstone seminar. The other courses must be distributed among the following themes: thinking about justice; social conflict and violence; civic action and social movements; and civic skills. The courses draw from departments such as political science, history, sociology, psychology, and community health, among others.

The establishment of civic studies as an intellectual movement dates back about a decade, when several scholars issued a framing statement that has since become the blueprint for the discipline, Levine said. This liberal arts perspective marries well with the goals of Tisch College, he said.

“For nearly twenty years, Tisch College has been deeply engaged in trying to educate all Tufts students for civic life. Now our ambitions have become more and more academic, and we are increasingly supporting classroom learning. Civic studies is the next step,” he added. “Civic studies focuses on critical reflection, ethical thinking, and action for social change within and between societies,” he said.

The new major fills the space left by the former peace and justice studies major in A&S, Levine said. There will be an optional peace and justice track within civic studies, and peace and justice will also still be available as an A&S minor. Peace and justice students were consulted as the new major was being developed, Levine said, as were faculty in A&S departments that could be seen as “complementary or competitive” with civic studies. “We didn’t want to have a new major that would compete with something we already have,” Levine said. Other department chairs supported the proposal, he said.