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Democratic Education and Public Universities in America

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Democratic Education and Public Universities in America Journal of College and Character Volume 6, Issue 3 2005 Article 2 Democratic Education and Public Universities in America Terrell L. Strayhorn∗ ∗Virginia Polytechnic Institute and State University Copyright c 2005 by the authors. All rights reserved. http://journals.naspa.org/jcc Democratic Education and Public Universities in America Terrell L. Strayhorn Abstract The purpose of this article is to discuss the democratic function of public higher education in America and to outline the role of the curriculum and campus climate toward that end. The last section provides on-campus examples. Democratic Education and Public Universities in America The purpose of this article is to discuss the democratic function of public higher education in America and to outline the role of the curriculum and campus climate toward that end. The last section provides on-campus examples. It has long since been argued that education is necessary for inculcating basic democratic virtues (Dewey, 1916; Gutmann, 1987). In fact, since the founding of Harvard College in 1636, universities have served a primary purpose to cultivate common democratic virtues and to educate clergymen and state leaders (Lucas, 1996a). Education has often been relied upon as the engine most appropriate for the transmission of democratic values and continuation of democratic society. Educated and responsible citizens are important to the functioning of democracy (Dewey, 1916; Gurasci, Cornwell, & et al., 1997). Gutmann (1987) suggests that education and politics should be both valued and pursued. In that sense, cultivating character and democracy are legitimate functions of education (Dewey, 1916; Guarasci, Cornwell, & et al., 1997; Gutmann, 1995). This is consistent with the logic of Aristotle, “The citizens of a state should always be educated to suit the constitution of their state” (Barker, 1958, p. 332). The debates over the purposes and functions of higher education in America are all but over. Alongside other perennial policy issues like finance and access lies the policy questions—what do we do and what do we teach and how do we teach it? Present day accountability demands reflect high expectations of public higher education. The demands seem to reveal the schizophrenia of expectations—public higher education should be low cost and high quality, accessible to all but highly selective, and completely committed in three directions—teaching, research, and service (Gutmann, 1991). What is a public university to do? At a time when states are cutting their support, needs and expectations continue to rise (Duderstadt & Womack, 2003). Accountability camps have grown vociferously critical of American higher education. While supplying fewer and fewer resources, policymakers and “outsiders” demand more proof of the personal and societal benefits of higher education (Engles, 1999; Lucas, 1996b). To remain vital to the preservation of a democratic society—and therefore worthy of public subsidy—higher education must recommit itself to the traditional purpose of educating and enhancing the capacity of citizens to function in democratic life (Dahl, 1956; Dewey, 1916; Gee & Rodin, 1999; Guarasci, Cornwell, & et al., 1997). As many consider and reconsider the agenda of public higher education in the United States, most agree that we must examine the university’s role in creating a democratic citizenship. Gutmann (1987) argues that higher education is necessary for the continuation of democratic societies but should not be necessary for inculcating basic democratic doctrines. In her view, democratic education is a proper function of education as a social institution that fosters social reproduction. The responsibility of basic indoctrination is assigned to primary education while higher education is assigned the responsibility of promoting social responsibility, community, democratic decision making, and modeling the democratic state (Barker, 1958; Daxner, 2003; Gee & Rodin, 1999). Several questions emerge when considering the purpose of higher education in the United States: 1. To what extent is democratic education a proper function of public higher education in America? 2. To what extent does the curriculum help students develop civic competencies and the ability to critically evaluate problems, policies, and processes? 3. To what extent does campus climate reflect the diversity and democratic principles of our society and prepare students for democratic citizenship? This paper is designed to address these questions by synthesizing the literature on democratic education and the purposes of higher education in America. The first section presents a working definition of democratic education followed by historical accounts that assign responsibility for the transmission of democratic principles to higher education. The second section outlines the values and skills that are necessary for individuals to participate in democracy and highlights how these values are or might be reflected in the curriculum. The third section underscores the importance of contexts to the preparation of students for democratic citizenship. To be sure, diversity is an important campus climate issue with many democratic and social implications. The concluding section reinforces the notion that democratic education is a proper function of higher education and presents contemporary examples of how universities seek to prepare citizen-scholars. Democratic Education and the University Democratic education has been defined in both broad and narrow terms. Some authors cite that the term implies teaching that attunes learners to the democratic processes of government (Kyle & Jencks, 2002). Still others, like Gutmann (1987), suggest that democratic education is a political and educational ideal—chiefly concerned with how future citizens will be educated. For the purposes of this discussion, a working definition of democratic education will be the following: the learning processes and environments designed towards the preservation of democracy, the promotion of a common culture, the development of civic responsibility, the obligation to ethical behavior, and the enhancement of global perspectives (Lucas, 1996b). To be sure, democratic education becomes a function of most if not all social institutions— such as libraries, churches, and government agencies (Duderstadt & Womack, 2003). However, many people consider the public university as one of the most significant social institutions designed for social reproduction, economic development, and the generation of new knowledge (Ayers & Miller, 1998; Baer, 1999; Daxner, 2003). Therefore, it is particularly incumbent upon public universities to shoulder their responsibility for the transmission of democratic values and the improvement of society. Service to society and civic responsibility are among the most important themes in public higher education in America (Duderstadt & Womack, 2003). The historical raison d'être for public higher education in America is that since education benefits all of society, it should be supported by public dollars (Lorenzen, 2002). The Carnegie Commission on Higher Education concluded that higher education benefits both the individual and society by providing an educated citizenry and a skilled workforce. Society benefits from the services of public institutions as well as the contributions of educated citizens. Therefore, education is supported as a public good through general taxation for the benefit of all. Higher education, in turn, is obligated to be responsive to the needs of society and accountable to the use of public tax funds (Duderstadt & Womack, 2003; Labaree, 1997). Higher education is particularly able to ensure the transmission of democratic virtues because the skills required of democracy are educable (Daxner, 2003; Dewey, 1916; Parker, 2001; Portelli & Solomon, 2001). For all differences of opinion, scholars generally argue that higher education is about the business of teaching and learning and that student development is one of the foremost outcomes (Duderstadt & Womack, 2002; Gutmann, 1991; Lucas, 1996b). In this line of thought, Gutmann (1987, 1991) maintains that education can be subsumed under the concept of political socialization defined as the critical processes by which societies transmit political attitudes, behaviors, and values to citizens. Teaching and research are clear examples of such critical processes (Barr & Tagg, 1995). It has been a traditional mission of higher education in the United States to promote civic responsibility (Baer, 1999; Duderstadt & Womack, 2003; Evans & Reason, 2001). The Student Personnel Point of View (ACE, 1983) emphasizes the civic mission and purpose of higher education—to assist the student in making his or her contribution to the improvement of society. Reflecting the changes in society that followed World War II, the American Council on Education revised the statement to emphasize education for democratic citizenship and the application of education to solve social ills. It goes without question that all social institutions in a democratic society have a responsibility to improve the policies, practices, and processes that are a part of its fabric. Societies rely on courts to establish justice and to enforce laws to the end of maintaining peace and settling civil unrest. Societies depend on government agencies to guarantee domestic tranquility and to promote the general welfare of all people. Similarly, societies look to education to transmit and preserve values, customs, and
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