I’m in Denver, at the Education Commission
of the States, talking about state standards in civics and social
studies. The topic is what students should know, think, feel, and
do about politics and civil society. The group is very well informed and
represents all the relevant disciplines and professions. So far, there
have been few (if any) broad and systematic disagreements. Most experts
feel some tension about standards, accountability, and testing. They ask
themselves: are these things inherently harmful, since they reduce schools’
capacity to operate democratically, or do we need good standards and tests
to encourage civics? There was also a very interesting discussion that
pitted academics (including me) against a school superintendent of a fairly
major school system. The academics worry that schools are suppressing
discussion of controversial political issues. The superintendent told
horror stories about teachers who proselytize for various fringe political
causes. I certainly could see his point about the risksboth moral
and politicalof encouraging teachers to bring politics into the
classroom. On the other hand, if we prevent teachers from advocating for
political causes, then there is a risk that students will never meet any
adults who are politically active and articulate.