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Thursday, April 23, 2026

America Isn’t Ready for What AI Will Do to Jobs—Should We Be Worried?

The short answer as to whether we should be worried about AI is—yes! And this is not because mass AI-driven unemployment is already a settled fact, but because the speed of change, the incentives driving corporate adoption, and the absence of serious public planning together create a dangerous vacuum. 

As Josh Tyrangiel writing for The Atlantic makes clear, the real threat is not simply that AI may displace workers, but that it could do so faster than our institutions can respond, leaving millions vulnerable while political leaders, CEOs, and policymakers look the other way. 

Even economists who disagree on timing acknowledge the stakes: if AI compresses years of labor-market disruption into months, the damage will extend far beyond jobs to democracy itself, deepening inequality, anxiety, and political instability. What should concern us most is not only the technology, but the nation’s striking lack of preparation for a transition that may already be underway.

-Angela Valenzuela


Does anyone have a plan for what happens next?

Wednesday, April 22, 2026

Texas Freedom Network (TFN) Statement on Ten Commandments Appellate Ruling, April 22, 2026

Friends:

Source: San.com

The 9–8 ruling by the U.S. Court of Appeals for the Fifth Circuit allowing Texas to mandate the Ten Commandments in public school classrooms should set off alarm bells across the country (Nigrelli, 2026; TFN Press Release, 2026). 

This is not about heritage. It is not about morality. It is about power. As Texas Freedom Network President Felicia Martin makes clear, religious freedom means the state does not get to decide which beliefs are elevated and displayed for all children. Yet that is precisely what this ruling permits—by a single vote. One vote to move the state from protector of religious liberty to arbiter of religious truth. That is not neutrality. That is state-sanctioned imposition.

And let’s be clear: this is not an isolated decision. It is part of a coordinated reordering of public education in Texas—one that is narrowing what can be taught, who gets to decide, and now, what must be believed. From dismantling DEI to restructuring university governance to inserting religious doctrine into K–12 classrooms, the pattern is unmistakable. 

Public schools are being transformed from spaces of inquiry and pluralism into instruments of ideological control. The Ten Commandments on the wall are not the beginning of this story—they are the latest move in a much larger project. The question now is whether we recognize it for what it is, and whether we are willing to confront it before the line between education and indoctrination disappears altogether.

And this is all the more reason to attend our meeting this evening with the Democrat members of the Texas State Board of Education per my earlier post this morning.

-Angela Valenzuela, Ph.D.

Reference

Nigrelli, C. (2026, April 22). Court rules Texas can require Ten Commandments in classrooms. San Antonio Express-News. https://san.com/cc/court-rules-texas-can-require-ten-commandments-in-classrooms/


TFN Statement on Ten Commandments Appellate Ruling

Spokespeople available in Spanish and English for additional comment or interview at request



FOR IMMEDIATE RELEASE

April 22, 2026

CONTACT: Andrew Freeman, andrew@tfn.org, 512-746-8404

AUSTIN, Texas – The 5th U.S. Circuit Court of Appeals ruled 9-8 Tuesday that Texas can require public schools to display the Ten Commandments in classrooms.

Several families and faith leaders sued school districts to block the law from taking effect after Senate Bill 10 was passed by the Texas Legislature last summer.

Texas Freedom Network President and Executive Director Felicia Martin (she/her) issued the following response:

“Religious freedom means the government does not get to decide which faith belongs on a classroom wall. This ruling gets that wrong, and it does so by just one vote. One vote should not be enough to take that freedom away from Texas families. At Texas Freedom Network, we will continue our support of the diverse families and faith leaders challenging this decision and any further legal action to bring it before the Supreme Court.”

###

The Texas Freedom Network (tfn.org) is a grassroots organization of religious and community leaders and young Texans building an informed and effective movement for equality and social justice.

INVITATION to Texas SBOE MTG. THIS PM @ 7 PM on ZOOM RE: "Democrats seek to pause Texas’ social studies revamp over $70K grant from conservative think tank"

Friends,

At a moment when the future of public education in Texas is being actively shaped—and contested—I encourage you to tune in this evening at 7PM for an important Town Hall hosted by the Democratic members of the Texas State Board of Education.

This conversation centers on the proposed overhaul of the Social Studies TEKS standards, set for implementation in 2030—standards that will shape what over 5.5 million Texas students learn about history, democracy, and the world. Recent reporting raises serious questions about transparency, influence, and the integrity of the revision process, including a $70,000 grant from the Texas Public Policy Foundation to a university center led by a key adviser guiding these changes.

This is not simply about curriculum—it is about whose knowledge counts, how history is told, and whether public education will remain a space for critical inquiry or become further narrowed by ideological influence.

I strongly encourage you to read the article below in advance and come prepared to listen, learn, and engage.

Register here to attend: https://us05web.zoom.us/meeting/register/Lu49SiFeTGy3_UuBnzbVRw#/registration

These are decisions with long-term consequences. Your awareness—and your presence—matter.

With urgency and hope,

Angela Valenzuela, Ph.D.


Democrats seek to pause Texas’ social studies revamp over $70K grant from conservative think tank

The Texas Public Policy Foundation awarded the grant to Schreiner University’s Texas Center, which is led by a historian guiding the state in its social studies revision.

by Jaden Edison April 8, 2026, 3:36 p.m. Central

Marisa B. Perez-Diaz, the District 3 State Board of Education member, listens during public testimony on proposed revisions to the Social Studies Texas Essential Knowledge and Skills (TEKS) standards as the SBOE holds meetings at the Barbara Jordan State Office Building in Austin on April 7, 2026. Kaylee Greenlee for the Texas Tribune
Audio recording is automated for accessibility. Humans wrote and edited the story. See our AI policy, and give us feedback.

Democrats on the State Board of Education want to pause Texas’ overhaul of its social studies curriculum after finding out that the university department of a historian advising the group received a financial contribution from an influential conservative think tank.

In a letter provided to The Texas Tribune, Democrats raised concerns about a 2024 tax filing showing that the Texas Public Policy Foundation awarded $70,000 to the Texas Center at Schreiner University in Kerrville for the purposes of developing state learning standards, which outline what students should know before they graduate.

Donald Frazier, a Texas historian, is director of the Texas Center. Last year, State Board of Education members appointed him as one of nine expert advisers responsible for helping guide the state as it rewrites how public schools will teach social studies for years to come.

In the letter signed by all five Democrats on the board, members called for “a comprehensive and independent investigation” into the conditions of the $70,000 grant, agreements between Frazier and the conservative think tank and actions taken by Frazier during Texas’ social studies rewrite that may have influenced decisions.

“Given the scope and significance of this work, which impacts more than 5.5 million public school students across Texas, it is essential that the process remain transparent, objective, and free from undue influence,” the letter states.

“Board members have devoted significant time to hearing public testimony and reviewing extensive input from Texans across the state, many of whom have already expressed concern about the pace and transparency of this process,” the letter continues. “Proceeding without resolving these issues risks undermining public trust and calls into question the validity of any final decisions.”

In emails to the Tribune, Frazier defended the grant, saying his private university works with organizations from across the state. Frazier noted that as an adviser to the State Board of Education, he provides recommendations but that the board maintains final say on what students will be required to learn.

“Texas Public Policy hired us to discuss Texas ideas, which is what we do,” Frazier said. “Apparently, we are good enough at it that our time is valuable. The idea that I am some Great Oz figure with huge influence on this state board process, while flattering, is wishful thinking.”

“Clearly someone doesn’t like what I have to say, which is lamentable, but not surprising in today’s environment,” he added. “I’d love to visit with the aggravated folks one-on-one, or even face-to-face, but these accusers and insinuators have not reached out.”

Asked what he produced for the conservative organization, Frazier directed the Tribune to his department’s website, saying his passion is “demonstrating the connections between the world, US, and national story.”

The Texas Public Policy Foundation said in a statement, “This is obviously a delaying tactic by certain members of the SBOE.”

“They should focus on the quality and merits of the curriculum and ensure that Texas students are getting the best possible education,” said Brian Phillips, a spokesperson for the Austin-based conservative think tank.

Phillips did not immediately respond to follow-up questions about what Frazier’s team produced under the agreement.

The State Board of Education began last year to redesign Texas’ social studies standards. The board plans to vote on the standards this summer, with classroom implementation expected in 2030.

Up to this point, a Republican majority of the group has approved plans to center Texas and U.S. history in social studies while deemphasizing world cultures, world history and geography. The panel of nine advisers has helped guide the process, almost all of whom have no K-12 classroom experience in Texas and several of whom have ties to conservative activism.

Critics say the panel has assumed full control of Texas’ social studies rewrite and undermined teacher expertise, when in previous years, teachers have normally guided the process. Draft proposals of the social studies changes, critics argue, prioritize memorization over critical thinking and simplification over accuracy. They also say the current plan focuses heavily on Western civilization at the expense of other cultures, lacks historical perspective of people of color and prioritizes Christianity over other major world religions.

Frazier previously served as chair of Texas’ 1836 Project advisory committee — the state’s counter to The 1619 Project, a collection of essays from the New York Times that examined the foundational role slavery played in the forming of the U.S.

He was appointed a social studies adviser to the State Board of Education last year. Since then, he has become a vocal leader of the group, often one of the first to provide his thoughts and perspective in public meetings.

“I am pleased by the move toward a narrative approach to history, and an emphasis on Western Civilization as shaping the bedrock principles of our nation. I am glad to see an open discussion of Christianity as an influential force in shaping the American character,” Frazier recently wrote. “Other world religions are treated with respect in most cases, yet the single most important shaper of American culture is sometimes treated with trepidation. Mentioning Christianity is not proselytizing, but rather an admission of the reality of the history of the United States.”

The Texas Public Policy Foundation, meanwhile, holds significant influence in state politics, often hosting events with top Republican leaders, including Gov. Greg Abbott, and leading conservative policy debates at the Legislature. In the past year, the organization has been a strong advocate for a Texas-centric approach to social studies instruction.

During a September board meeting, Matthew McCormick, the organization’s education director, was asked directly by a board member if the group had any involvement in the development of the current social studies framework.

“TPPF was not involved,” McCormick responded.

On Tuesday, Democratic board member Marisa B. Pérez-Díaz asked Republican board chair Aaron Kinsey when the board could discuss the working relationship between Frazier and the Texas Public Policy Foundation. Several Republican board members objected to Pérez-Díaz asking questions about the connection, saying the board needed to instead focus on social studies content.

“One of the challenges with the question is she made an assertion that it was for a certain purpose — whatever she was talking about — some payment. I haven’t seen that,” Kinsey said of Pérez-Díaz’s inquiry. “I don’t know anything about any private contracts. I know about SBOE contracts; I know about my business contracts. I don’t know anything else, so I can’t tell you when I can advise on that, because I don’t have information on that. Nor do I anticipate giving information.”

Tom Maynard, one of two Republicans who appointed Frazier as an adviser on social studies standards — referred to as Texas Essential Knowledge and Skills, or TEKS — called insinuations that Frazier engaged in wrongdoing “troubling.”

“I think the implication is that there’s some sort of quid pro quo,” Maynard said. “There’s no evidence, and it’s just a smear tactic, and I think it’s not productive. And I think we need to stay focused on what we’re doing here and move forward and get TEKS done and not play political games with this thing.”

Democrats, however, said they consider the process “too important to continue under a cloud of uncertainty.”

“We must ensure that any standards adopted by this board reflect the highest level of integrity,” their statement said, “and serve the best interests of all Texas students.”


Disclosure: New York Times, Schreiner University and Texas Public Policy Foundation have been financial supporters of The Texas Tribune, a nonprofit, nonpartisan news organization that is funded in part by donations from members, foundations and corporate sponsors. Financial supporters play no role in the Tribune’s journalism. Find a complete list of them here.

Sunday, April 19, 2026

If Civics Isn’t a Discipline, What Is? A Case for Policy Studies, by Angela Valenzuela, Ph.D.

If Civics Isn’t a Discipline, What Is? A Case for Policy Studies

by

Angela Valenzuela, Ph.D.

April 19, 2026

By any measure, we are witnessing a rapid and politically charged expansion of “civics” across American higher education. State legislatures are mandating civics coursework. Trustees are authorizing new institutes. Philanthropic and ideological funding streams are accelerating their growth. 

At institutions like Ohio State University Board of Trustees, University of North Carolina at Chapel Hill, the University of Florida, and the University of Texas at Austin, these developments have sparked faculty resistance, raised concerns about academic freedom, and, increasingly, prompted deeper questions about governance itself.

Yet beneath the surface of these controversies—debates over intellectual diversity, curricular control, and ideological balance—lies a more generative question: What is civics, and can it meaningfully function as a discipline?

The answer matters because the stakes are not merely curricular. They are institutional. And they are political.

It is worth recalling that the effort to formalize civics as a field did not originate with the conservative actors now spearheading many of these initiatives. Nearly two decades ago—as mentioned by Messer-Kruse (2026) in a recently- published piece appearing in The Chronicle of Higher Educationscholars such as Elinor Ostrom, Jane Mansbridge, and Peter Levine advanced an ambitious vision for what they called “New Civic Politics.” 

Their aim was not simply to teach students how government works, but to cultivate what they described as “civic artisanship”—the skills required for collective problem-solving in a participatory democracy. Civics, in this formulation, was not a static body of knowledge. It was a dynamic practice rooted in action, design, and co-creation.

That vision gained traction during the Obama era, particularly through A Crucible Moment: College learning and democracy's future, a report led by McTighe Musil (2012) and the Association of American Colleges and Universities. The report called on colleges and universities to make civic learning and democratic engagement central to their educational mission. However importantly, it did not call for the creation of standalone civics departments. Instead, it envisioned civic learning as distributed across the curriculum—embedded in disciplines, not isolated from them.

Even then, critics on the right raised concerns that “New Civics” might blur disciplinary boundaries and undermine faculty autonomy. Organizations like the National Association of Scholars warned that such efforts could transform universities into sites of ideological training. What is striking, in retrospect, is how closely those earlier critiques mirror today’s concerns—only now they are voiced by faculty responding to the rapid proliferation of state-backed civics institutes.

What has changed is not simply who is advancing civics, but how it is being institutionalized.

Where earlier efforts emphasized integration and faculty governance, the current wave of civics initiatives often reflects a more centralized and externally driven model. Trustees, legislatures, and advocacy organizations are playing a decisive role in shaping curriculum, sometimes over the objections of faculty. 

At Ohio State, an “intellectual diversity center” was approved despite opposition from the faculty senate. At the University of North Carolina, transparency around the School of Civic Life and Leadership has been limited, with key findings withheld from public view. At the University of Florida, faculty members were investigated for allegedly interfering with the development of a new civics center—an action the faculty union characterized as a threat to academic freedom (Wang & Shanley, 2024).

At my own institution—and as documented by Price (2024)—the University of Texas at Austin has launched the School of Civic Leadership amid a broader conservative restructuring about which I have blogged that has raised urgent questions about shared governance, academic freedom, and who ultimately defines the civic mission of the university.

These developments are not isolated incidents but part of a broader reconfiguration of curricular governance—one reflected in policy and policy agendas, unfolding under sustained political pressure and increasingly visible to both faculty and the public.

What we are witnessing is not simply the addition of new programs, but a shift in who has authority over knowledge production and dissemination. In this context, civics risks becoming less a site of open inquiry and more an instrument through which particular ideologies and governance priorities are articulated, managed, and enforced (e.g., Wang & Shanley, 2024).

This raises a fundamental problem. When civics is defined externally—by political actors rather than scholarly communities—it risks becoming prescriptive rather than exploratory. It moves from asking questions to enforcing answers. And in doing so, it undermines the very democratic principles it claims to promote.

The difficulty of establishing civics as a discipline only deepens this concern.

Advocates often point to the urgency of civic education in a polarized society as justification for its elevation. But urgency does not make a discipline. To wit, there is no consensus on its core questions. 

  • Is it about the structure of government or the practice of collective action? 
  • Is it normative, prescribing how citizens should behave, or 
  • analytical, examining how they actually do? 

Nor is there agreement on method. Civics draws from political science, sociology, philosophy, history, and education, but lacks a distinctive methodological framework of its own.

In this sense, civics is better understood not as a discipline, but as a site of convergence—a space where multiple fields intersect around questions of governance, participation, and power; it is precisely here that policy studies emerges as the discipline we may not only need, but urgently need more of.

At its best, policy studies already does what civics aspires to do. It examines how decisions are made, implemented, and contested. It situates governance within historical and social contexts. It equips students to analyze power, discourse, and institutional behavior. And it connects theory to practice through engagement with real-world problems.

Crucially, policy studies also teaches students to see policy not merely as text, but as process—as something lived, negotiated, and often resisted. It brings into focus the dynamics of bureaucratic discretion, institutional drift, and the chilling effects of politicized oversight. In doing so, it offers a far more nuanced and critical form of civic education than what many current civics initiatives provide.

To put it plainly, policy studies does not just teach about democracy. It teaches students how to navigate, question, and reshape it.

If we are serious about strengthening civic education in higher education, the answer is not to create parallel structures that impose narrow definitions of civic knowledge. It is to invest in interdisciplinary policy programs that integrate civic learning across the curriculum, albeit in contexts where faculty enjoy autonomy, together with a support for pedagogies that connect students to communities and institutions in meaningful ways.

This approach does not reject civics. It reclaims it.

The current wave of civics initiatives reflects a genuine concern about the state of American democracy. But if civics is to contribute meaningfully to that project, it must resist becoming a tool of governance rather than a subject of inquiry. It cannot be reduced to a set of sanctioned viewpoints or scripted conversations. Nor can it be engineered through administrative fiat.

Civics, if it is to matter, must be practiced—messy, contested, and alive.

And for that, we do not need a new discipline. We need to take seriously the one we already have.

Reference

McTighe Musil, C. (2012, Feb. 15). A crucible moment: College learning and democracy's future. Association of American Colleges and Universities North Carolina Campus Compact Tenth Anniversary Conference. https://www.elon.edu/images/e-web/org/nccc/A%20Crucible%20Moment%20NCCC%2010th%20Anniversary%20FINAL.pdf

Messer-Kruse, T. (2026, April 10). Civics is a cause, not an academic discipline: Before it was trendy on the right, it was trendy on the left—and always incoherent. The Chronicle of Higher Educationhttps://www.chronicle.com/article/civics-is-a-cause-not-an-academic-discipline

Price, A. (2024, August 20). UT launches civics school amid conservative makeover. Axioshttps://www.axios.com/local/austin/2024/08/20/ut-civics-school-conservative-curriculum

Wang, T., & Shanley, G. (2024, July 8). UF ends investigation into whether six faculty “interfered” with Hamilton Center following pressure from union, major donor, The Independent Florida Alligatorhttps://www.alligator.org/article/2024/07/uf-ends-investigation-into-whether-six-faculty-interfered-with-hamilton-center-following-pressure-from-union-major-donor


Civics Is a Cause, Not an Academic Discipline
Before it was trendy on the right, it was trendy on the left — and always incoherent.

by Timothy Messer-Kruse | Chronicle of Higher Education | April 10, 2026



The rapid expansion of funding for “civics institutes,” along with the spreading of state mandates that civics be taught as a core subject in colleges, has ignited much controversy. Debates focus on whether civics should be prioritized above other vital subjects, whether civics education should be concentrated in autonomous centers on campus, and whether states should dictate how it should be taught. Ohio State University’s trustees approved the creation of an “intellectual diversity center” over the objections of OSU’s Faculty Senate. At the University of North Carolina flagship, the results of an independent investigation of its School of Civic Life and Leadership, recently chartered amid faculty protests, were kept secret. The University of Florida investigated six faculty members for having allegedly “interfered” with curricular development at its newly created Hamilton Center Classical and Civic Education, which the UF faculty union condemned as “institutional censorship or discipline to circumvent academic freedom.” Beyond these problems lies a more fundamental question: Can civics become a proper discipline?

Ironically, the impetus to make civics a discipline came from progressive scholars nearly 20 years ago, not the conservatives now founding civics institutes across the country. In 2007, a group of political theorists including Harry Boyte, Rogers Smith, Peter Levine, Jane Mansbridge, and Elinor Ostrom (who two years later would win the Nobel Prize in economics) gathered at the University of Maryland and drafted a manifesto for what they called “The New Civic Politics.” Their aspirations were not humble; they believed that “New Civics” would soon become “a discipline.”

For this group, civics was not simply teaching facts about the structure of government. It was the science of citizen action in a participatory democracy. As their manifesto explained, “Existing fields and departments simply did not have room for thinking about citizens as ‘co-creators’ of our institutions and culture.” The goal was to teach students the “design skills” and the “civic artisanship” required to make a better world. “We need,” they proclaimed, “a civic intellectual community, a discipline, a forum for debates, in which these issues will be central.”

Their arguments caught wind during the Obama administration. In 2012 the Department of Education contracted with the Association of American Colleges and Universities under the direction of its senior vice president, Caryn McTighe Musil, to produce a report, “A Crucible Moment,” calling on colleges and universities to “embrace civic learning and democratic engagement as an undisputed educational priority.” Such trumpeting of civics was hardly new, though the report’s insistence that academe had “an obligation to build a broader theory of knowledge about democracy and democratic principles in this contemporary age marked as it is by multiplicity and division” was new. Civics was no longer seen as merely a body of facts that citizens needed to know, but a field of exploration where new discoveries can be made.

“A Crucible Moment,” nevertheless, did not specifically call for the founding of new departments of civics. Rather, the prevailing idea at the time was that “understanding the depth, complexity, and competing versions of what ‘civics’ actually entails” could take place in a distributed manner, throughout institutions and across the curriculum. But the work of institutionalization was quietly proceeding.

The Good Society, an academic journal that had previously concerned itself mostly with the pedagogy of civics, became the intellectual center of the emerging discipline. Most of the drafters of “The New Civic Politics” manifesto were brought on to join the journal’s editorial board; the journal began devoting space to the question of disciplinary formation. As one board member, Karen Edward Soltan, explained, The Good Society needed to become “more self-conscious” in development of “civic science,” which was necessary to developing “a distinctive formulation of the nature of this discipline.”

Back in those innocent days, conservatives worried that the “New Civics” was nothing but a cover for turning universities into training grounds for progressive activists, and so they formulated a sophisticated argument for why civics should not be considered a discipline. Peter W. Wood and David Randall of the National Association of Scholars defended traditional departments against the encroachments of New Civics programs, which they argued undermined established curricula with “‘cocurricular activities,’ run by nonacademic administrators.” They accused New Civics proponents of aiming to “destroy disciplinary instruction and faculty autonomy,” the same thing critics today say as conservative-controlled civics institutes sprout up like spring daisies under a warm shower of state funding.

The right-wing seizure of state educational structures in President Trump’s first term, and the conservative blockage of the Civics Secures Democracy Act in the Biden era, which would have appropriated $1 billion for civics education, forced New Civics proponents to turtle rather than advance. By the time states began mandating civics curricula and the federal government began tying funding to rooting out “wokeness,” progressive plans for elevating civics into a discipline were in disarray.

Once progressives retreated from constructing a civics discipline, conservatives seized the initiative and, like hermit crabs, occupied their enemies’ homes. Pillars of the right like the American Enterprise Institute (AEI) took the lead, redefining civics as “civic thought.” In 2023, Benjamin Storey and Jenna Silber Storey, senior fellows at the AEI, authored “A Proposal for University-Level Civic Education,” noting that, although states were creating new civics institutes, academe had not yet recognized civic thought as an academic unit. To do so, civics requires the “articulation of a distinctive intellectual mission,” one that develops “a program of teaching and research with a particular scope of study and a characteristic approach, one that will train scholars in a demanding and recognizable discipline.”

The following year, the AEI partnered with the Johns Hopkins University to launch the Civic Thought Project, and in 2025 sponsored an invitation-only conference in Washington, D.C., to discuss the “Intellectual Foundations of Citizenship.” The event was packed with notable civics advocates from around the country, including Peter Levine, one of the signers of the New Civics manifesto. For the most part, however, there was less talk of the need to institutionalize civics as an academic discipline than there was of using the newly created civics institutes to give conservative voices a bigger megaphone on campus.

To the extent that the Civic Thought Project does promote the reformulation of civics as an intellectual discipline and not just a New Deal-style jobs program for conservatives, it assumes that once civics settles on a coherent set of “daunting, even paradoxical questions,” to quote the Storeys, it will have earned its place at the academic table. But there seems little agreement on what such elemental civics questions should be.

Recently some civics champions have boldly asserted that teaching the methods of deliberative democracy is essential to the entire academic enterprise. Proponents of civics institutes claim they are needed to arrest the coarsening of civil discourse and rebalance ideologically skewed campus cultures. Even assuming these are real problems, is there really much more to be investigated or discovered regarding the importance of listening and talking in turn? Do we really need a new field of inquiry to improve upon the timeworn principles universally taught at an age when pupils are given naps?

Most cheerleaders for the current state-mandated civics seem to assume that civics deserves a higher place in the university because of the supposed urgency of its knowledge. Students’ lack of basic understanding of how their government is structured and the ideals underlying it are often pointed to as the reason American society has become increasingly polarized and tribal. In the same year that Harvard’s Danielle Allen called for “a renewed focus on civic education” to combat “pernicious polarization,” Stanford University’s Debra Satz and Dan Edelstein editorialized in The New York Times that our society’s increasing “intolerance of ideas” in part “results from the failure of higher education to provide students with the kind of shared intellectual framework that we call civic education.” Both liberals and conservatives look to educators to solve the problem of hyperpartisanship by making better citizens.

But disciplines, as the philosopher Immanuel Kant showed, should not rest on the perceived contemporary importance of a problem. Disciplines rest on a body of related principles that purport to reveal something about the natural world or human meaning, as well as on a set of proven methods with which to test claims. The most glaring obstacle to civics’ path toward disciplinarity is that its potential community of scholars is deeply fractured over the question of which principles, and which methods, count.

For example, the Civic Thought Project’s conception of an appropriate subject for civic investigation is narrowly focused on the state and its “framework of laws.” This version of the discipline is crafted to exclude what conservatives have denounced as “action civics,” — a broader conception of popular involvement in governance that looks beyond the state to fostering direct action in community.

Karol Edward Soltan, an early advocate of elevating the field into a discipline, described civics in a way nearly opposite to the Civic Thought Project’s model. We should, she wrote, “consider the simple exercise of dropping the word ‘citizen’ entirely from the goal of this emerging field. Civic studies, we could say, aims to develop ideas and ways of thinking helpful to human beings in their capacity as co-creators of their worlds. I think that would be a good start.” Clearly, the scholars who have gathered under the umbrella of civics cannot agree on what is keeping them dry. To be a discipline, at minimum, there needs to be some agreement on what the boundaries of knowledge of this pursuit are. The deeply fractured state of the field is easily quantified. A check of the 228 faculty members who staff a dozen newly created civics institutes and centers against the 274 scholars who have contributed to The Good Society as either authors, editors, or members of the editorial board turns up not one name on both lists.  
Ultimately, civics is unlike all other pursuits that have graduated into disciplines. It is not itself a skill like reading, arithmetic, or foreign-language acquisition; it only borrows and applies the competencies it uses from other more fundamental fields. It is not a creative pursuit like painting, music, or poetry. It is not a codified branch of scientific research. Nor is it a field of structured disputation like philosophy or history. As long as its purpose is to ennoble rather than enlighten, civics will remain more of a crusade than a discipline.

Timothy Messer-Kruse
Timothy Messer-Kruse is a professor of cultural studies at Bowling Green State University and author of Slavery’s Fugitives and the Making of the United States Constitution (LSU Press, 2024)