The University of Wisconsin?s political atmosphere is
embodied in a single media clip. I?m sure you?ve seen it ? the Obama ?Yes We
Can? video. On the slim chance that you have not yet had the privilege to view
this masterpiece, I?ll sum it up. Basically, it?s a split screen with a bunch
of attractive celebrities crooning passionately into recording studio
microphones on one side, and two-second-long clips of Mr. Obama?s speeches on
the other. In the background there?s this chant of ?Yes we can,? which the celebrities
join in. My question for the UW population is: ?Yes we can? what?
The answer is, it doesn?t really matter, because the video
is inspiring and Mr. Obama is a charismatic man who says he?ll bring change.
And change is good, right?
This blind devotion is not completely the fault of the
students, though. Campaigns like Rock the Vote have diluted politics to a
superficial, factless system, which emphasizes acting on the issues without
focusing on them.
However, students? educational backgrounds are not preparing
them to analyze and understand politics, which proves problematic for making
informed policy decisions.
In a 2004 study done by Harvard?s Institute of Politics, 87
percent of college students declared they ?need more practical information?
about the political system before they would attempt to ?get involved? with
politics on any level.
On one hand, it is not surprising that many students feel
disconnected from the political process, as this is not really a new or
unfamiliar problem. But 87 percent? One would think that within this sweeping
majority there would be at least 20 percent who are willing to do a little
research on an issue they find important, either by cracking open a newspaper
or even by browsing Wikipedia.
This statistic raises two problems. First, why does only a
small minority care enough about current events to educate and involve
themselves in at least one issue that resonates with them? Second, and perhaps
even more alarming, what the hell are students being taught in primary education?
This percentage would be allowable among middle schoolers, and maybe even the
early years of high school. However, one would think that after taking an
American Government class, students ? especially college-bound ones ? would not
feel like civic engagement is the political equivalent of performing surgery in
the dark.
But we may be able to understand why this attitude exists.
When the Center for Information and Research on Civic Engagement asked
Americans aged 15-25 about the ?one theme ? most emphasized in their social
studies or American history classes,? the top two choices were the Constitution
and how the system of American government works, followed by ?great American
heroes and the virtues of the American system of government.? Only 11 percent
chose ?problems facing the country today,? and 9 percent selected ?racism and
other forms of injustice.?
OK, red alert. Obviously, current events are not considered
a primary focus in high school, or even college courses, which seems to be
where the problem lies. If the emphasis on current events is weak, politics and
government cease to feel relevant to students. This is not to say that teaching
the Constitution and the structural basis for our government needs to be
downplayed, certainly not; anyone hoping to engage in politics must be equipped
with an understanding of how the system operates. But how can we expect
students to remember how a bill becomes a law if we ignore the plethora of
current examples in our national or state legislatures?
This also helps explain that even though 80 percent of
undergraduates place high value on ?making a positive difference in people?s
lives? and 73 percent have volunteered to help with hunger, homelessness or
environmental issues ? all of which they can advocate for through political
involvement ? only 46 percent deem those current events as important, and more
than one third of students feel government plays ?no role? in their lives.
This is detrimental not only to students and young people,
as we are evidently ignorant to the fact that we can instigate change ? with
regard to issues that matter to us ?through political activism. We are missing
a huge chunk of people who can, and ? due to their interests ? should be active
in the policy process, yet are not participating because they have not been
taught to see it as effective or pertinent.
If we want to fix this problem, it is necessary to tailor
civic curricula to current events, such that the topics federalism and the
Constitution are taught in tandem with a proposed state law or the president?s
budget.
One such curriculum is Kids Voting USA, an interactive
program taking place during the last few months before a presidential election.
It focuses on creating classroom discourse and analyzing news surrounding the election.
This type of classroom teaching of current events in a way that involves the
students will help promote an informed view of today?s issues, and through its
participatory nature, it will inspire students to follow politics beyond the
classroom.
Perhaps, once more programs like this are implemented, we
will see commercials trumpeting a candidates? specific vision for the nation,
rather than a catchy song and an endorsement from Scarlett Johansson.
?
Hannah Shtein ([email protected])
is a sophomore majoring in philosophy.
