Dubnick, Melvin J., “Educating Nomads: Narratives and the Future of Civic Education.” A paper prepared for delivery at the 1998 Annual Meeting of the American Political Science Association, Boston Marriott Copley Place and Sheraton Boston Hotel and Towers, September 3-6, 1998.
Abstract: The concern for civic education has re-entered the mainstream agenda of American political science. The primary task is to consider what should be done to “reach” the next generation of students. Most efforts in this regard have operated under the assumption that students of the future will be like students of the past. Based on this view, the problem is most often regarded as a matter of selecting an effective way to disseminate relevant knowledge. In this paper I argue for operating on a different set of assumptions, i.e. that we need to take seriously the emergence of the new worldview among students growing up in the age of the personal computer and other new technologies. Put briefly, how do we prepare ourselves for educating what Marshall McLuhan called the “nomadic gatherers of knowledge” who are the citizens of tomorrow? To meet this challenge, we must rethink the very nature of what civic education entails. Rather than viewing it as the training and “informing” of more rational voters and community activists, we need to think of civic education as the cultivation of a relevant “narrative” that will engage students in American civic life. After presenting a brief and speculative characterization of the “nomadic student,” I offer a brief overview of the role played by different civic education narratives over the past two centuries. Finally, I consider how we might approach developing a civic education narrative of the future, and what the implications of the narrative shift might be for those of us who will be engaged in “educating nomads.”
AI-Generated Summary:
This document discusses the evolving nature of civic education in the context of technological and cultural transformations, emphasizing the need to rethink how future citizens are educated as society becomes more interconnected and nomadic in knowledge.
Impact of Media and Technology on Society
- Media changes, especially electronic age, are transforming cultures and social relationships.
- McLuhan predicted a media-driven social revolution where boundaries blur and specialization diminishes.
Future of Education and the Nomadic Student
- Students growing up with digital tech are “nomadic gatherers of knowledge” with different worldview.
- Traditional civic education must be rethought to engage these students through relevant narratives.
Digital Generations and Cultural Shifts
- The “Net Generation” is immersed in digital media, showing independence, curiosity, and social openness.
- Technologies foster nomadic behaviors, autonomy, and personalized, mobile lifestyles, altering social interactions.
Cognitive and Learning Transformations
- New technologies may promote bricolage thinking, emphasizing surface exploration over logical reasoning.
- Turkle and Levi-Strauss suggest a shift from Piaget’s rational model to associative, playful, and intuitive learning styles.
Challenges for Civic Education
- Civic narratives historically shaped American identity; future narratives must adapt to digital, postmodern contexts.
- Educators need to develop new stories that resonate with nomadic, media-saturated students to foster civic engagement.
Evolution of Civic Education Narratives
- The history of civic education in the U.S. is characterized by shifting dominant narratives over time.
- Four major narratives are identified: classical, mythic, progressive, and modern, each reflecting different social and political goals.
Classical Civic Education Narrative
- Emphasized civic humanism, moral virtue, and American cultural identity post-Revolution.
- Focused on instilling community harmony, civic virtue, and moral discipline through texts like Webster’s primers.
Mythic Civic Education Narrative
- Centered on patriotic myths and heroic stories of founding figures like Washington and Jefferson.
- Used exaggerated biographies and civic myths to foster national pride and model democratic virtues.
Progressive Civic Education Approach
- Transitioned to history-based lessons emphasizing progress, democracy, and social development.
- Aimed to foster Americanization and civic participation among immigrants, with a focus on social and political institutions.
Modern Civic Education Model
- Focuses on developing informed, responsible, and rational citizens capable of critical thinking.
- Incorporates social studies curricula emphasizing democratic values, civic participation, and understanding of government.
Content and Expressive Shifts
- Content evolved from moral aphorisms to national heroes, then to historical and social issues.
- The expressive form shifted from simple texts to interactive, simulation-based, and social problem-oriented methods.
Influence of Educational and Political Movements
- Educational reformers like Dewey promoted active learning and social relevance.
- Political science contributed to a scientific approach emphasizing civic knowledge, judgment, and participation.
Critiques and Alternatives to Mainstream Narratives
- Critics argue modern civic education overemphasizes rights, neglects obligations, and supports the status quo.
- Some advocate for a postmodern approach focused on engaging nomadic learners and making material more interesting and relevant.
Future Directions for Civic Education
- The future may require new narratives that address the needs of “N-Geners” and incorporate multimedia, storytelling, and engaging content.
- Emphasizes understanding civic life as dynamic, complex, and interconnected, moving beyond traditional historical and political frameworks.
Rethinking Civic Education Narratives
- Modern civic education emphasizes rationalist, responsible citizen narratives that have limited impact.
- Empirical studies suggest school civic studies often fail to influence political knowledge, trust, or efficacy.
Audience and Context of Digital Natives
- Understanding N-Geners requires examining their digital environment and learning contexts.
- Turkle and Tapscott highlight their immersion in a culture of simulation and nomadic information gathering.
Digital Environment Characteristics and Aesthetics
- Digital environments are procedural, participatory, spatial, and encyclopedic, transforming learning and social interaction.
- Murray identifies three key aesthetics: immersion, agency, and transformation, shaping how N-Geners experience digital worlds.
Implications for Narrative and Civic Identity
- Digital environments foster immersive, participatory, and transformative experiences influencing future narratives.
- These aesthetics empower a generation capable of shifting identities and imagining multiple futures, impacting civic-mindedness.
Postmodern Perspectives on Education and Society
- Postmodernism challenges traditional notions of authorship, causality, and objective truth, emphasizing social contingency.
- Gergen sees potential in postmodern discourse for societal practices, encouraging exploration of new civic narratives.