Dubnick, Melvin J., “Nurturing Civic Lives: Developmental Perspectives on Civic Education — Introduction,” PS: POLITICAL SCIENCE & POLITICS, 36, no. 2 (April, 2003): 253-255.
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This document explores the historical and theoretical debates surrounding civic education, emphasizing developmental and traditionalist perspectives on fostering youth civic engagement.
Historical Foundations of Civic Education
- Traditionalist approach rooted in moral education, emphasizing shared values, patriotism, and loyalty.
- Civic education historically linked to religious and patriotic rituals, textbooks, and moral character development.
- Emphasized inculcating affection and moral virtues over cognitive political knowledge.
- Opposed to developmentalist views, which saw children as naturally predisposed to moral goodness.
Developmentalist Perspective
- Inspired by Rousseau, Piaget, and Dewey, viewing children as inherently moral and capable of thinking independently.
- Advocates for education that nurtures natural moral and civic predispositions rather than indoctrination.
- Dewey emphasized schools as places to teach children how to think, not what to think.
- Led to decline of explicit civics courses in favor of indirect civic experiences and character education.
Challenges and Shifts in Civic Education
- Empirical studies questioned the effectiveness of formal civics instruction.
- Rising concern about the decline of social capital and civic participation, exemplified by Robert Putnam’s “Bowling Alone.”
- The youth civic development approach emerged as a response, focusing on fostering civic dispositions early in life.
- Influenced by Kohlberg’s moral development theory, viewing children as moral philosophers and good citizens.
Recent Research and Initiatives
- Cross-national studies track youth civic engagement and development.
- Emphasis on community service and civic experiences as predictors of future participation.
- Strategies designed to promote civic engagement among marginalized youth, considering developmental stages.
- Ongoing debates about the normative assumptions underlying developmentalist models and their connection to human nature.
Current Trends and Future Directions
- Increased interdisciplinary research linking psychology and political science.
- Calls for more empirical validation of developmentalist assumptions.
- Recognition of internal critiques within developmentalist circles.
- The symposium aims to stimulate further research and practical applications in youth civic learning.