With the election still on the minds of many, let’s talk civics.
That seems to be the latest focus of the New Jersey Public Education Coalition.
While this is a grassroots group formed to combat “right wing extremism” in public schools, its most recent foray is very much bipartisan.
The coalition says it just sent out more than 1,200 requests under the Open Public Records Act to make sure schools around the state are implementing a civics curriculum the state mandated beginning with the 2022-23 school year. The requests were made to the superintendent and business administrator in each of the state’s estimated 600 districts.
The civics course mandate requires that districts teach the values and principles underlying the American system of constitutional democracy, the function and limitations of government, and the role of a citizen in a democratic society.
It is based on legislation co-sponsored by Tom Kean Jr. back in 2020 when he was a state senator.
Michael Gottesman, the coalition founder, said there is “some indication” some districts are not implementing the new program.
As stated, the coalition was formed to fight conservative attempts to expand influence over school boards.
An earlier OPRA project fit more squarely into that framework.
That was when the coalition asked districts how many students had “opted out” of health and physical education courses that critics claim were sexual and inappropriate for many students.
A release says that the coalition “proved that the actual number of parents opting their children out of the curriculum was less than 3 percent,” proving, the coalition maintained, that the critics were a small minority of parents.
This is a continuing philosophical battle involving public education and one that undoubtedly will be part of the 2025 gubernatorial election.
As for the most recent – and apparently benign – request, the coalition says:
“If there is one thing NJPEC has learned over the past three election cycles, it is the fact that many people do not know how our government works and do not understand the basic fundamentals of our constitutional democracy.
Our aim is to make sure that civics education is expanded to our middle school students, as required by the law, and that our students begin the journey of becoming informed citizens at as early an age as possible. We must ensure that the generation now in our public education system is informed and prepared to inherit our nation.”
One hopes this is not a controversial premise – and one also hopes that school districts are complying with the new law.
Everything is polarized these days, but both sides should concur that learning the American system and voting are valuable traits for all students.
(Visited 72 times, 72 visits today)
In recent years, the debate over the public school civics curriculum in New Jersey has become increasingly heated. Many argue that the current curriculum is outdated and fails to adequately prepare students for active citizenship in a democratic society. Others believe that the curriculum should focus more on traditional values and principles.
From a philosophical perspective, this debate raises important questions about the purpose of education and the role of the state in shaping the values and beliefs of its citizens. Proponents of a more progressive civics curriculum argue that schools have a responsibility to teach students about the principles of democracy, the importance of civic engagement, and the value of diversity and inclusion.
They argue that in order to be effective citizens, students need to understand how government works, how to participate in the political process, and how to critically evaluate information and make informed decisions. By teaching these skills and values in schools, proponents believe that we can create a more informed and engaged citizenry.
On the other hand, critics of a more progressive civics curriculum argue that schools should focus on teaching traditional values and principles, such as respect for authority, patriotism, and individual responsibility. They believe that by emphasizing these values, schools can instill a sense of duty and loyalty in students, which will ultimately lead to a more cohesive and stable society.
However, opponents of this view argue that teaching traditional values without also teaching critical thinking skills and an understanding of democratic principles can lead to blind obedience and conformity, rather than active citizenship. They argue that in order to truly prepare students for the complexities of modern society, schools must teach them how to think critically, question authority, and engage in civil discourse.
Ultimately, the debate over the public school civics curriculum in New Jersey is not just about what content should be taught, but about what kind of citizens we want to cultivate. Do we want passive citizens who simply follow orders and accept the status quo, or do we want active citizens who question authority, engage in the political process, and work towards creating a more just and equitable society?
As we continue to grapple with these questions, it is important to remember that education is not just about transmitting knowledge, but about shaping values and beliefs. By engaging in this debate and considering it from a philosophical perspective, we can work towards creating a civics curriculum that truly prepares students for active citizenship in a democratic society.
