an international discussion of polarization

Last October, THE CIVICS Innovation Hub and the European School of Politics convened an international group in Istanbul for a conversation about “trust and polarisation.” Kameliya Tomova has written a nice summary. I’ll paste the portion that mentions me below and recommend the rest as well. (Note that I was talking here about the world, not necessarily or specifically about US politics.)

Peter Levine, political theorist and civic scholar, cautioned against treating all forms of division as equivalent. “Is the problem that two sides are too far apart,” he asked, “or that one side is organised around hate and the other around love and dignity?” The answer to that question, he suggested, has profound consequences for whether and how we even attempt dialogue. Levine argued that not all polarisation reflects symmetrical extremes — sometimes one side advances exclusion while the other defends basic rights. In such cases, the work of bridging may look very different, or may not be appropriate at all.

Building on this concern, human rights and peace activist Harsh Mander warned that insisting on symmetry between “sides” can normalise authoritarian or dehumanising positions. Drawing on his experience in India, he asked: “If I say Muslims deserve to live with dignity, and that’s seen as an ‘extreme’ view, then what is the centre? Mild dehumanisation?” The language of depolarisation and how broadly it’s currently being used, he argued, risks collapsing injustice into mere disagreement if moral asymmetries are not explicitly acknowledged.

Others spoke of perception gaps — the distance between what we think others believe and what they actually do. When people have limited direct contact and rely instead on distorted signals from online spaces, they tend to assume others hold more extreme and internally consistent positions than is often the case. Peter Levine noted that quantitative research frequently reinforces this assumption by treating political identities as coherent blocks — for example, presuming that someone who holds a conservative position on one issue will do so across others. In practice, he argued, people’s views are far more fragmented and situational. These misperceptions reduce willingness to cooperate, until direct interaction or clearer information disrupts the assumed coherence of the “other side”.

See also: “People Are Not Points in Space: Network Models of Beliefs and Discussions“; US polarization in context; class inversion as an alternative to the polarization thesis

Caedmon’s Hymn and modern responses

According to Edward Hirsh, “English poetry began with a vision.” He’s referring to “Caedmon’s Hymn,” probably the earliest surviving verse in Old English. It’s embedded in a story that Bede wrote around the year 730 CE. Seamus Heaney calls this story “the myth of the beginning of English sacred poetry.”

Bede tells of an exemplary monk of Whitby Abbey during the time when St. Hilda was its abbess. This monk’s poetry turned many toward God. Bede explains that Caedmon never learned from human beings to make poetry. In fact, during banquets, when “it was decreed that all should sing,” and the harp was about to be passed to him to take his turn, he would rise from the middle of the company and go to his own house.

One night, he fled the singing and went to the village stables to tend the cattle he was responsible for. He completed his chores, fell asleep, and dreamt of a figure who said, “Caedmon, sing me something.” He replied that he couldn’t sing; that’s why he had come home from the banquet. The dream-figure insisted that he sing about the “beginning of creatures.” Caedmon found himself singing a poem that he had never heard before in praise of the Creator.

Bede includes this poem in Latin, acknowledging that it loses its “beauty and dignity” in translation. However, thanks to medieval scribes who added the original to the margins of many Bede manuscripts, we have the Old English text.

When Caedmon awoke, he remembered the words, added “many more,” and sang them to the local reeve (a magistrate), who took him to see St. Hilda. She and the learned men of her abbey were impressed and began explaining various biblical narratives to Caedmon. He became a monk and turned Bible stories into the “best songs,” instructing and inspiring people to shun lives of crime and to love truth and good deeds.

Caedmon’s poem, ostensibly the oldest in English, is also an invitation to think about the origins and purposes of poetry in general and its connection to other kinds of work, other kinds of knowledge, and other creatures. Several modern poets have responded to these questions.

Denise Levertov writes as Caedmon, beginning:

All others talked as if
talk were a dance.
Clodhopper I, with clumsy feet
would break the gliding ring.
Early I learned to
hunch myself
close by the door:
then when the talk began
I’d wipe my
mouth and wend
unnoticed back to the barn
to be with the warm beasts,
dumb among body sounds
of the simple ones.

She imagines that Caedmon takes his inspiration from the physical beauty of the stable where he is most at home:

I’d see by a twist
of lit rush the motes
of gold moving
from shadow to shadow
slow in the wake
of deep untroubled sighs.
The cows
munched or stirred or were still. I
was at home and lonely,
both in good measure.

Jean Beal focuses on Caedmon’s fear when the harp comes his way. She writes alliterative verse that hints at the Old English form, beginning: “Hearing the harp, like hearing my enemy’s horn ….”

Some critics have seen W.H. Auden’s “Anthem” as an echo of Caedmon’s song.

Seamus Heaney entitles his Caedmon poem “Whitby-sur-Moyola.” This place sounds like an English village, but the Moyola is a river in Ulster near where Heaney grew up. I think Caedmon reminds Heaney of his ancestors. In “Digging,” he writes of his father, “By God, the old man could handle a spade. / Just like his old man.” Working the soil becomes Heaney’s model for poetry: “Between my finger and my thumb / The squat pen rests. / I’ll dig with it.”

In “Whitby-sur-Moyola,” Heaney adopts the perspective of someone who can recall Brother Caedmon, now deceased. This narrator admires Caedmon as an agricultural laborer: “the perfect yardman, / Unabsorbed in what he had to do / But doing it perfectly, and watching you.” Caedmon had finished learning poetry: “He had worked his angel stint. He was hard as nails.” Although the monk had mastered this learned art, his inspiration always came from the stable:

His real gift was the big ignorant roar
He could still let out of him, just bogging in
As if the sacred subjects were a herd
That had broken out and needed rounding up.
I never saw him once with his hands joined
Unless it was a case of eyes to heaven
And the quick sniff and test of fingertips
After he’d passed them through a sick beast’s water.
Oh, Caedmon was the real thing all right.

I’ll take a turn:

Caedmon

How do you tell people where it comes from,
This stuff you produce professionally,
These words that the young are told they must heed?
You know that somehow it started with work,
With loneliness, with silence and with fear.
First, you stood at a slight angle to life.
When it was your turn, you could only be
Like the warm silent beasts with steaming breath.
Then you found your voice, and the credit came.
They even began to give you the first turn.
Since you can't explain it, you make up a tale:
A dream in a stable when words just flowed.
It’s no less true than other things you say.

See also: Seamus Heaney, 1939-2013; “Glendalough“; “The Scholar and his Dog“; “Midlife“; and The Cliff-Top Monastery by A.B. Jackson.

propose a Civic Studies panel for the American Political Science Association meeting

122nd APSA Annual Meeting (with the theme of “Democracy Under Threat: How to Understand, Protect, and Rebuild”) will take place on September 3–6, 2026 in Boston. Civic Studies is a “related group” within APSA. As such, we organize panels.

Civic Studies invites proposals for panels, round tables, and individual papers that make a significant contribution to the Civic Studies field; articulate a civic studies perspective on some important issue; or contribute to theoretical, empirical, or practical debates in civic studies. We especially encourage proposals that emphasize actual or potential civic responses to the threats to democracy

Civic Studies is a field defined by diversity yet connected by participants’ commitments to promoting interdisciplinary research, theory, and practice in support of civic renewal: the strengthening of civic (i.e., citizen-powered and citizen-empowering) politics, initiatives, institutions, and culture. Its concern is not with citizenship understood as legal membership in a particular polity, but with guiding civic ideals and a practical ethos embraced by individuals loyal to, empowered by, and invested in the communities they form and re-form together. Its goal is to promote these ideals through improved institutional designs, enhanced public deliberation, new and improved forms of public work among citizens, or clearer and more imaginative political theory.

The Civic Studies framework adopted in 2007 cites two ideals for the emerging discipline: “public spiritedness” (or “commitment to the public good”) and “the idea of the citizen as a creative agent.” Civic studies is an intellectual community that takes these two ideals seriously. Although new, it draws from several important strands of ongoing research and theory, including the work of Elinor and Vincent Ostrom and the Bloomington School, of Juergen Habermas and critical social theory, Brent Flyvbjerg and social science as phronesis, and more diffuse traditions such as philosophical pragmatism, Gandhian nonviolence, the African American Freedom Struggle. It supports work on deliberative democracy, on public work, on civic engagement and community organizing, among others.

APSA members can submit panels here. The deadline is January 14 (and apologies for the short notice), but people who form ideas late should contact me.

a resource for students on social movements and activism

In a recorded interview with the Story Preservation Initiative, I discuss “landmark cases and civic turning points—including the Montgomery Bus Boycott, Brown v. Board of Education, the United Farm Workers boycott, and Watergate—to illustrate how people came together to reinforce core democratic principles of equality, justice, and the rule of law.”

This recording and related documents are meant as a resource for teachers and students, particularly in high schools.

I also discuss “the ‘nuts-and-bolts’ skills young people need to participate effectively in civic life—how communities organize, how coalitions form, and how citizens can work together to effect change.” And I mention “skills that support meaningful participation, including listening, debating, respecting opposing viewpoints, and learning from history.”

a conversation about civics in Chinese traditions

On December 10, the Alliance for Civics in the Academy hosted a webinar on “Comparative Civics: Beyond Western Civ” with Fordham professor Dongxian Jiang, University of Chicago professor Shadi Bartsch, Nanyang Technical University professor Simon Sihang Luo, and University of Chicago student Jessie Wang. I was the moderator.

The title of the event suggests our original plan, which was to think about the role of “non-Western” texts and ideas (whatever the word “Western” means) in civic education. As it turned out, our panel had the expertise and lived experience to focus on China. Clearly, we could have chosen many other foci, but I thought this one was useful–it made for a coherent conversation. We discussed what “civic education” has meant in China, what American students can learn from studying Chinese society and classical texts, how Confucian thinkers might assess American civic education, what you should know to teach Chinese texts well, and other topics that may also apply (mutatis mutandis) to other countries and regions of the world.

The video is below.

The next ACA webinar will be “Beyond the Ivory Tower: What Elite and Non-Selective Colleges Can Teach Each Other About Civics” with Thomas Schnaubelt, J. Cherie Strachan, Scott Arcenas, and Josiah Ober on January 14, 2026, from 9:00-10:00 a.m. PT.

See also core curricula without the concept of the West; the history of the phrase “the West”, etc.