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Cynicism and Knowledge: The Challenge of Developing Civic Education and Encouraging Participation |
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Abstract:
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There are rational, intelligible reasons for the cynicism of young, educated, voting age citizens in contemporary American life. How does an undergraduate curriculum balance the tensions between knowledge and action, between hope and despair? It is possible that a thoughtful, engaged person could do everything we ask of him or her, i.e., register to vote, vote, write members of Congress, protest peacefully, engage in "teach-ins," take analytical classes in politics, and still feel completely disenfranchised from the reality of politics, in both the realms of domestic and foreign affairs. How do educators remain advocates of engagement when the political process seems increasingly remote and our elected officials and media outlets increasingly powerful and autonomous? What must political science professionals consider in course development, assigned readings, and service learning projects to move from being cheerleaders of abstract civic engagement to teachers of complex civic reality? |
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civic (23), one (23), educ (20), polit (16), student (15), engag (14), person (14), teach (12), histori (11), encourag (11), public (11), issu (10), citizen (10), often (9), make (9), good (9), polici (8), feel (8), vote (8), must (7), thing (7), |
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Association:
Name: APSA Teaching and Learning Conference
URL: http://www.apsanet.org
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Citation:
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MLA Citation:
| Boles, Elizabeth. "Cynicism and Knowledge: The Challenge of Developing Civic Education and Encouraging Participation" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p11579_index.html> |
APA Citation:
| Boles, E. "Cynicism and Knowledge: The Challenge of Developing Civic Education and Encouraging Participation" Paper presented at the annual meeting of the APSA Teaching and Learning Conference Online <APPLICATION/PDF>. 2009-05-26 from http://www.allacademic.com/meta/p11579_index.html |
Publication Type: Abstract
Abstract: There are rational, intelligible reasons for the cynicism of young, educated, voting age citizens in contemporary American life. How does an undergraduate curriculum balance the tensions between knowledge and action, between hope and despair? It is possible that a thoughtful, engaged person could do everything we ask of him or her, i.e., register to vote, vote, write members of Congress, protest peacefully, engage in "teach-ins," take analytical classes in politics, and still feel completely disenfranchised from the reality of politics, in both the realms of domestic and foreign affairs. How do educators remain advocates of engagement when the political process seems increasingly remote and our elected officials and media outlets increasingly powerful and autonomous? What must political science professionals consider in course development, assigned readings, and service learning projects to move from being cheerleaders of abstract civic engagement to teachers of complex civic reality? |
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application/pdf |
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10 |
| Word count: |
2812 |
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| “Cynicism and Knowledge: The Challenge of Developing Civic Education and Encouraging Participation” Presented by Elizabeth M. Boles The John Glenn Institute for Public Service and Public Policy The Ohio State University APSA Conference on Teaching and Learning February 19-21 2005 Washington D.C. As one of the “founding forty ” in other words those who participated in the first Teaching and Learning Conference last year we were left by our track director Dr. Alan Gitelson with the challenge of proposing |
| the frequent discomfort that comes from knowledge—these are goals within our grasp and to my mind the only antidote to alienation despair and passivity. While not a rallying cry that fits neatly on a bumper sticker nor will translate into a compelling course title these are worthy undertakings for our profession and bolster the teacher and the student simultaneously. Practitioners in humanitarian cases philanthropic pursuits and enthusiasts of civic engagement are quick to advise that one can “do well |
Similar Titles:
Extremists or Good Citizens? The Political Psychology of Public Meetings and the Dark Side of Civic Engagement
The Political is Personal: Civic Education at the 2004 NJ Governor's School for Public Issues
Extremists or Good Citizens? The Political Psychology of Public Meetings and the Dark Side of Civic Engagement
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