Guest Post: The Constitutional Scholars Institute

Recently, our colleague Mandy Arias, who teaches at Lee Middle in Orange County, headed north to the Constitutional Scholars Institute in Philadelphia. She was kind enough to provide us with a post that summarizes her experience. I encourage you to think about this opportunity for the future! 

The Constitutional Scholars Institute was a wonderful experience made up of highly qualified staff and guest speakers who were very passionate and knowledgeable about Civics and the Constitution. This included lawyers, judges, authors, and even a former governor. All participates shed light on hot topics in our country today thorough multiple perspectives and techniques for teaching them in class.

The Rendell Center truly wanted to aid teachers with their knowledge of Civics along with pedagogical practices. This was done in an innovative manner since our discussions and interactions were with teachers from all across the United States. Something I had never experienced before.  We were able to share multiple resources and lesson plan ideas with one another on a daily basis and share resources with one another via blackboard.

Having the opportunity to closely focus on the Constitution allowed all teachers to learn something new, even if they had felt as though they were experts before.  I believe most of us truly enjoyed the experience of arguing the mock appellate court case in a federal court room.  Using the lickert scale to place people in certain roles was a useful technique and one I will certainly use in the classroom.  We also had the opportunity to be walked through the Constitution Center website and all its sources.  This was very helpful especially if you enjoy using technology in the classroom. We the Civics Kids is just one of the many resources that were given to us that I know will be helpful in a Middle School classrooms. In the end, I left with more resources, experiences, and information then I could have imagined

The Institute also included some field studies. We visited historic sites and experienced events first hand. These ranged in content and format; from the liberty bell, to reenactments taking place in Independence Hall, to partaking in the audience of the 16th annual Supreme Court Review, to viewing one of the original copies of the Bill of Rights in person. Having these pictures and stories to aid to our classroom lectures are immeasurable.

Partaking in this institute was not only a helpful review but an experience I left feeling more enthusiastic and passionate about Civics. I became more knowledgable by having so much time to dedicate to the topic and I was renewed with inspiration and drive to do a wonderful job teaching Civics in your next school year. I also left with multiple contacts that will be helpful throughout my career.

– Mandy Arias

Thank you, Mandy, for sharing this with us! 


Transitions

In just fifteen days I will leave my job of seven and half years. In just over a month, I will matriculate as a Ph.D. student at Northeastern.

While I made these plans some time ago – starting the application process last fall and giving my notice in March – it’s just now starting to sink in as a real thing that’s happening.

I’ve made transition plans, I’m wrapping up projects. I’ve registered for courses, I’m looking for some sweet Lisa Franks.

Time is flying by.

It’s been over ten years since I was last a full time student; I hardly know what to expect.

I suspect it will be hard and challenging at times – if not, I’m probably doing it wrong. True learning is a worthy challenge.

I hope I’ll find my age an advantage – I’ve seen enough that I find little to panic about any more.

I think back on what I’d wish I’d known as an undergraduate – how to advocate for myself, how to find my own way, how to navigate the world that is academia. Those are skills I’ve learned since graduating, and they’re skill I’ll need in the coming years.

Most of all, I feel incredibly privileged.

I get to spend the next five (+?) years studying and learning. I get to spend the next five years growing and exploring and challenging myself. I’m sure some of it will be overwhelming and some of it will be mundane, but man, what an amazing opportunity.

When I was deciding whether to even apply to this program I found myself explaining – this is what I’d do if I won the lottery.

This is what I’d do if I won the lottery – and, while I didn’t win the lottery, I get to do it!

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Teachers: Register for Mathews Center’s FREE Civic Learning Workshop

Our members who work in education should take note that the David Mathews Center for Civic Life – an NCDD organizational member – is hosting another one of its Teachers’ Institutes in Montevallo, AL this October 1-2. This FREE workshop aims to help teachers increasing civic learning in their classrooms, but there are only 40 spots, so register ASAP! Check out the National Issues Forums Institute‘s blog post about it below, or find their original post here.


NIF logo

The David Mathews Center for Civic Life in Montevallo, Alabama, has announced a fall, 2015, Teachers’ Institute to be held October 1-2, 2015.

The following is from a recent newsletter from the David Mathews Center for Civic Life:

The Mathews Center is pleased to announce that registration is now open for our Fall 2015 Teachers’ Institute. Teachers’ Institute is an interactive professional development experience designed to equip teachers with skills and tools to increase active civic learning in the classroom and beyond. The workshop will be held October 1-2, 2015, at the Birmingham Civil Rights Institute.

Sponsors include the Mathews Center, A+ Education Partnership, the Birmingham Civil Rights Institute, and Alabama Public Television’s “IQ” Learning Network, as part of its series, Project C: Lessons from the American Civil Rights Movement.

Registration is free, but space is limited. Reserve your spot today. Contact DMC Assistant Program Director Blake Evans at bevans@mathewscenter.org for more information.

You can find the original version of this NIFI post at www.nifi.org/en/groups/david-mathews-center-civic-life-announces-fall-2015-teachers-institute.

Public Parks as Public Good

I spent much of the last week in a public park with the OPENAIR Circus, an amazing community group celebrating its 30th year in Somerville.

The big top was up for four days in the corner of the public venue. And as I sat there day in and day out, I noticed something interesting –

People kept asking my permission to use the public park.

To be fair, we had all the proper permits for use of the park and, I suppose, could have kicked people off it we found it necessary.

But it the middle of the day, hours before a performance, why would I possibly feel the need to?

A few times when people asked me, I wanted to respond with – “Of course you can – it’s a public park.”

I hardly felt I had the right to deny anyone access, though I suppose it was kind of them to ask.

What was even more interesting, though, is that not everybody asked.

I almost wish I’d tracked data on who asked for permission and who did not – large groups, for example, tended to ask. Presumably because they felt they were more likely to cause a disturbance. But there was variation among smaller groups of 2-3.

Overall, I just found it interesting to note that some people felt confident in their right to be in a public park while others imagined it was my right to bar them.

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Jefferson Center Wins Knight News Challenge on Elections Award

We invite you to join us in congratulating the team at the Jefferson Center, one of our NCDD member organizations, on the recent award they received from the Knight Foundation for a great program they’ve planned to engage Millennials and media outlets in Ohio around 2016 local elections. We encourage you to read more about it in JC’s announcement below or find the original here.


Up for Debate Ohio Wins Knight News Challenge Award

JeffersonCenterLogoOur Up for Debate Ohio initiative, aimed at uniting young voters and traditional media outlets to improve the substance of political conversations during election season, was named a winner of the Knight News Challenge on Elections. The project will receive funding through the Knight Prototype Fund, which supports early-stage media and information ideas with $35,000 in funding.

Many eligible voters, particularly younger ones, cite negative campaigning and a lack of substantive information as primary reasons they avoid the polls on Election Day. The Up for Debate Ohio pilot will engage Millennials in Akron, OH to recommend opportunities for local media to be more responsive to the information needs of younger voters. Local media outlets will use the input from young voters to shape their coverage of the 2015 Akron mayoral election.

We know that young Americans are incredibly committed to strengthening their communities. Too many, unfortunately, feel disconnected from electoral politics, especially at the local level. Up for Debate Ohio will generate insight into the best opportunities to bring young people into dialogue about politics and the future of their community.

Along with our partners in Northeast Ohio, including the Akron Beacon Journal, WKSU Public Radio, and the Bliss Institute of Applied Politics at the University of Akron, we’ll share what we learn in an effort to create more substantive voter information resources for the 2016 campaign cycle.

Up for Debate Ohio was selected as one of just 22 projects funded through the News Challenge out of 1008 original submissions. We’re excited to be in such great company.

“This project has the potential to provide voters in Ohio, a key swing state, with a forum to discuss and connect around important community issues, so they make informed choices and meaningfully participate,” said Chris Barr, Knight Foundation director for media innovation, who leads the Prototype Fund.

The Knight News Challenge on Elections funds ideas that inform voters and increase civic participation before, during and after elections. For more, visit www.newschallenge.org.

You can find the original version of this Jefferson Center post by visiting www.jefferson-center.org/knight-news-challenge-award.

The Pope, Civic Studies and Public Work

Civic studies is an emerging intellectual and civic movement focused on human agency and citizens as co-creators. As I argued recently ("The Pope and Civic Studies") civic studies shares with Pope Francis' climate encyclical and his recent speeches a strong emphasis on the problem of what Francis calls "the technocratic paradigm."

Technocracy and its theory of knowledge, positivism -- the belief that value-free observers outside social and human contexts are the best creators of sound knowledge -- lead to control by detached elites claiming the mantle of science and technology, whether in government, economics, higher education, medicine, or race relations. Such control replaces relational cultures of dealing with human challenges with informational cultures. It results in the enormous concentrations of power described in the climate encyclical, Laudato Si'.''

There is also a difference between the pope and civic studies on what can be public work, work by a mix of people who create shared civic resources.

Pope Francis' treatments of public work are full of insights. "A countless array of organizations...work to promote the common good and to defend the environment," he writes. "Some show concern for a public place (a building, a fountain, an abandoned monument, a landscape, a square), and strive to protect, restore, improve, or beautify it as something belonging to everyone." Such public work in his view reverses privatizing dynamics. "A community [engaged in such work] can break out of the indifference induced by consumerism. These actions cultivate a shared identity, with a story which can be remembered and handed on." They also create a stake in those things tended to.

On his Latin American trip in July, 2015, Pope Francis spoke to the Pontifical Catholic University of Ecuador. "Here, in this university setting, it would be worthwhile reflecting on the way we educate students of ours about this earth of ours," he said. "My question to you, as educators, is this: Do you watch over your students, helping them to develop... a spirit capable of seeking new answers to the varied challenges that society sets before us?"

Francis draws on traditions of Catholic social thought which emphasize both the products of public work and the process of work which cultivates connection to public things. "God does not only give us life," he says. God also "gives human beings a task...to be a part of [God's] creative work... 'Cultivate it!...the space that God gives us to build up with one another, to build a 'we'." The work generates the connection. "As Genesis recounts, after the word 'cultivate,' another word immediately follows: 'care.' Each explains the other. They go hand in hand. Those who do not cultivate do not care; those who do not care do not cultivate."

The encyclical also continues a distinction between politics and work dating from the Greeks which continues in the today's main currents of political theory. Francis thus distinguishes "political life" from public work, the "countless array of organizations" he describes as creating and tending to public things. The civic movement associated with civic studies, in contrast, treats public work as political.

Politics is from the Greek root, politikos, meaning "of the citizen." Until very modern times the word had no explicit associations with the state, as the intellectual historian Giovanni Sartori detailed in "What Is Politics?", in the first issue of the journal Political Theory. Politics conveyed the idea of the polis, public, horizontal relationships among citizens, not the vertical, state-centered, and partisan political relationships with which politics came to be associated.

The British theorist Bernard Crick, in his 1962 work In Defense of Politics, written as a warning to nations newly emerging from colonial domination not to be taken in by western ideas of politics, challenged the modern partisan, state-centered view by drawing on this older history. Crick argued that politics is about plurality, not similarity. As far back as the Greeks, Aristotle had proposed that emphasizing the "unity" of the political community destroyed its defining quality. He contrasted politics with military alliance, based on "similarity" of aim. Crick defended politics against a list of forces which he saw as obliterating recognition of plurality, including nationalism, technology, and mass democracy, as well as partisans of conservative, liberal, and socialist ideologies.

In contrast, "the new civic politics," the framing statement of civic studies, revives the method that humans have developed to negotiate different, often conflicting interests and views in order to get things done and to create what Luke Bretherton, in Resurrecting Democracy, calls "a common life." Sometimes diverse interests can be integrated through politics, but the aim is not to do away with conflict--sometimes politics surfaces submerged clashes of interest. Civic politics aims rather to avoid violence, contain conflicts, generate common work on common challenges, and achieve beneficial public outcomes. Civic politics, building on the Greek view argued by Crick, also draws on the concept of public work which highlights politics' constructive, world-building dimensions.

Public work is a normative, democratizing ideal of citizenship generalized especially from communal labors which involve making and tending the commons, or collective resources. It is cooperative, egalitarian, practical labor across differences like status, gender, income, age, sometimes ethnicity, partisanship, and religion on public projects. It has self-organizing decision-making, as discovered through the collaborative research which won Elinor Ostrom the Nobel Prize in economics in 2009.

Public work also accents co-creation. Finally, public work highlights politics. It involves negotiation and deliberation among diverse interests, unmasking those idealized discourses of citizenship which stress harmony and similarity.

In my essay "Constructive Politics as Public Work," in Political Theory, I shorten the definition to mean self-organized efforts by a mix of people who solve common problems and create things, material or symbolic, of lasting civic value determined through deliberation.

Public work can be found in cultures across the world. In my next blog I describe its African roots and the ways a civic politics of public work holds potential to challenge elite power in South Africa and elsewhere.

The Pope, Civic Studies and Public Work

Civic studies is an emerging intellectual and civic movement focused on human agency and citizens as co-creators. As I argued recently civic studies shares with Pope Francis' climate encyclical and his recent speeches a strong emphasis on the problem of what Francis calls "the technocratic paradigm."

The Pope, Civic Studies and Public Work

Civic studies is an emerging intellectual and civic movement focused on human agency and citizens as co-creators. As I argued recently civic studies shares with Pope Francis' climate encyclical and his recent speeches a strong emphasis on the problem of what Francis calls "the technocratic paradigm."