By Joy Pullmann
Monday, January 16, 2017
U.S. civics education, if it exists at all, is being
transformed into a political machine to push left-wing causes, undermine
American government, and incite civil unrest, finds a 525-page report from the
National Association of Scholars.
The “New Civics” uses attractive, bipartisan-sounding
words like “civics” and “service learning” to trick Americans and their
representatives into allowing progressive political machinery to hijack public
funds and young minds, finds “Making
Citizens: How American Universities Teach Civics.”
“[T]he content of civics education is the content of our
children’s minds, and a progressive takeover of the colleges will end up as a
progressive takeover of the country. We have been warned,” concludes the
report. NAS is a membership and research organization focused on American
higher education.
Americans Are
Forgetting America
This new, anti-American approach is supplanting
traditional civics—teaching kids about the structure and ideals of American
government, basics about her history, and citizenship duties such as military
service, voting, and jury duty. Poor civics instruction has increased over the
past half-century, likely contributing to the broad decline of American civic
life: volunteering has dropped dramatically despite increases in unemployment
and free time, far fewer Americans participate in social activities and
organizations, those who join the military are increasingly drawn from a narrowing
subset of Americans, and many adults have scant knowledge of American
government and history (but still can vote!).
A series of surveys of adult Americans from 2008 to 2011
found that college graduates tended to know less than the average American about
basic government functions, although the average American failed the test with
or without a college degree. “[W]hile college adds little to civic knowledge,
it does seem to encourage graduates to identify more strongly with the Democrat
and Liberal ends of the political spectrum,” one of these reports found.
Younger students are no better. Although the Obama
administration replaced national civics and U.S. history exams with technology
assessments in 2013, their results were consistently poor: “In 2010, the last
time the history test was administered, students performed worse on it than on
any other NAEP test. Less than half the eighth-graders knew the purpose of the
Bill of Rights, and only 1 in 10 could pick a definition of the system of
checks and balance.”
This is a major problem for a country like America, the
NAS report notes, because America is a country founded not on blood or soil but
on common consent to a particular structure of self-government articulated in
the Declaration of Independence.
“Civics education gives us the capacity to be Americans,”
the report says. “…Above all, civics education is supposed to teach students
how to be citizens rather than subjects, how to be self-governing rather than
governed, and how to be free without usurping the freedom of others. These
lessons collectively have been taken to be necessary to equip students to
embrace their civic rights and responsibilities, and assume their birthright as
American citizens.”
Once citizens’ knowledge of and consent to this social
compact disappears, so does America.
Fundamentally
Transforming America
The NAS report says a key factor in this civic
disintegration is something called the New Civics, which replaces traditional
civics with community organizing. That means teaching students that citizenship
means looking for grievances, then agitating for bigger government to address
them. It also means giving students college credit for “service learning”—which
means paying tuition to perform unpaid work for leftist organizations such as
Planned Parenthood.
“Look at any radical left protest, and like as not you
will find a New Civics program somewhere in the background,” the report says.
“…The New Civics is working to make such radical protest a daily occurrence,
and America ungovernable save along progressive lines. The New Civics
revolution has already begun.”
This substitution emotion-driven unrest for constructive
public service and rational thought has become endemic across the country, and
examples abound. At Eastern Michigan University and elsewhere, students have
served “demands” that essentially attempt to hijack public funds for their
private agendas—a key feature of the New Civics.
Self-described socialist organizations are mobilizing
college students across the country to protest Donald Trump’s inauguration
Friday. In recent years high school students have been also getting in on the
act, leading public protests and walkouts over challenges to being taught
left-biased American history. In a memo to inform federal grant-making, New
Civics leader Todd Gitlin called “the eruption of Occupy [Wall Street]” “a
civic achievement.”
This is what the New Civics trains young people to do,
under the guise of “civic engagement,” “volunteering,” and “service learning,”
the NAS report shows, in great detail. It gives a meticulous history of this
movement, including its roots in communist pressure groups and sympathizers and
its current outworkings in four state universities, selected for their location
in America’s heartland to demonstrate this movement’s broad reach.
The New Civics’ organizers want to make absorbing their
ideas and working their organizations a graduation requirement for all college
and high school students. Federal service learning, higher education, and
curriculum grants have aligned to the New Civics and are helping drive it
nationwide.
Such efforts are bearing fruit. By 2010, half of all
college students reported they’d participated in “service learning” to earn
credits. In 2012, the report says, “Massachusetts made Civic Learning a
requirement for all state colleges and universities,” and Illinois recently
made it a graduation requirement.
The report estimates U.S. higher education spends at
least $40 billion per year on New Civics. Students at just 400 of 4,726 U.S.
higher ed institutions “spent 155 million hours on service rather than studying
just in 2013-14, and the losses to their lifetime knowledge and earning
potential must be measured in further billions.”
The New Civics is also filtering down into K-12, assisted
by the lack of strong civics and U.S. history curricula and its cultivation of
“experts” who influence teacher training, curriculum and testing, and
government mandates. New Civics advocates want to see it affecting all areas of
curricula. Here’s an example of it applied to math, which recalls the
politicized and ineffective “New Math” curricula in K-12: “use quantitative
analysis to explore disparities in public school funding, loan structure
variations for low-income home purchasers, and the injustices in court
decisions made due to misunderstanding or ignorance of probability and
probabilistic evidence.”
The New Civics
Should Be Called ‘Anarchy’
The report exposes a major tactic of New Civics
advocates: using words that normal Americans like and trust, but that to them
carry dramatically different meanings than common usage.
“The New Civics advocates have also prospered by taking
advantage of the American public’s trust that people hired to educate their
children actually have that object in mind,” the report says. “They abuse that
trust by using the anodyne vocabulary of ‘volunteerism’ and ‘civics’ to obscure
their radical political agenda.”
New Civics is actually anti-civics: it teaches students how to be bad citizens, how to
dismantle rather than preserve and improve their country. New Civics teaches
young people to revolt against the country that, among other things, educated
them, provided for their security against foreign aggressors, and secured
liberties most people in the world never had and still don’t have: freedom of
speech, freedom of association, the right to a representative government
dependent on citizen consent. Since they’re utterly ignorant of these basic
historical truths, the young people hearing this propaganda have few defenses.
As the NAS report says: “[Young Americans] can’t be
blamed for what they had never been taught. Their answers merely reflect the
neglect of traditional civics instruction at every level of education, from
grade school through college.”
NAS recommends a bevy of immediate and long-term actions
to address this existential crisis. They include immediately pausing all public
funding for related initiatives; requiring public universities to provide a
full, transparent accounting of these activities; restoring related core
curriculum requirements in high school and college; making volunteering
voluntary again by ending public subsidies and academic credit for it; and
creating new institutions dedicated to nurturing genuine American civic
learning.
It also endorses the Civics Education Initiative to
require passing the U.S. citizenship test for high school graduation. Fourteen
states have recently done so, and 26 are expected to consider such legislation
in 2017.
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